Digital graphics for print

BA027227 – Specification – Edexcel BTEC Level 3 Certificate in Creative and Digital Media (QCF)
Issue 2 – May 2011 © Edexcel Limited 2011
251
Unit 21: Digital Graphics for Print
Unit code: L/600/6624
QCF level: 3
Credit value: 10
Guided learning hours: 60
Unit aim
The aim of this unit is to give learners the knowledge and skills needed to
produce, process, control and manipulate digital graphics used for a range
of print, interactive and moving image media.
Unit introduction
The inclusion of appropriate graphics in a print, moving image or interactive
media product is often crucial to its ability to attract the right audience and
to communicate effectively the desired message. Print-based products such
as newspapers, magazines, posters, flyers, DVD and CD covers all include
graphics and illustrations that are there to grab the reader’s attention and
communicate a specific message. Interactive products such as websites,
computer games and CD ROMs will all incorporate some form of digital
graphics, and many films, videos and television programmes will include
sequences that include some form of digital graphics, particularly in the
opening titles and closing credits.
Producing and manipulating effective graphics for print and digital media
products is a skilled job that requires not only creative graphic design skills
but also practical skills and experience of using a range of image design and
manipulation software that is at the heart of most media production
processes today.
The increased use of computer hardware and image design software means
that a graphic designer working in the industry today needs to be familiar
with a number of different graphic files and formats, and have the necessary
skills and knowledge to be able to process, control and combine these files
into effective and aesthetically pleasing media texts.
Through completing this unit learners will gain a practical understanding of
the principles and conventions underlying effective digital graphic design,
and will be able to apply the skills and techniques learnt to a range of
different contexts.

Learning outcomes and assessment criteria
In order to pass this unit, the evidence that the learner presents for
assessment needs to demonstrate that they can meet all the learning
outcomes for the unit. The assessment criteria determine the standard
required to achieve the unit.
On completion of this unit a learner should:
Learning outcomes Assessment criteria
1 Understand graphic file
252
formats and applications
1.1 describe graphic file formats
and their applications with
some appropriate use of
subject terminology
2 Be able to use appropriate
image design and
manipulation software
2.1 use appropriate image design
and manipulation software
working within appropriate
conventions and with some
assistance
3 Be able to produce digital
graphics in response to a brief
3.1 design and produce digital
graphics in response to a brief
working within appropriate
conventions and with some
assistance
4 Be able to reflect on own
digital graphics work.
4.1 comment on own work with
some appropriate use of
subject terminology.

253
Unit content
1 Understand graphic file formats and applications
File formats: range of common formats, eg raster, vector, metafiles; file
extensions
Applications: vector-based applications; raster-based applications; use in
different media forms (print, moving image, interactive)
2 Be able to use appropriate image design and manipulation
software
Workspace: work area; toolbox; status bar; file information; tool option
bar; palette well; window control; floating palettes
Tools and features: palettes (colour, layers, objects, brushes, history,
actions, size, resolution); tools (marquee, lasso, magic wand, magnetic
lasso, selecting, cropping, clone tool); layers (transforming layers,
copying and saving layers, arranging layers, opacity and blending
modes, layer effects); manipulation (feathering edges, filters, brightness
and contrast, hue and saturation, masks, paths, textures, effects); save;
undo
3 Be able to produce digital graphics in response to a brief
Develop ideas: establish concept; select format; length and nature of
content; consideration of audience usage; layout design; input and
manipulation of images; selection of style and tone; consideration of
limitations and advantages of format; deadlines; schedule
Production of graphics: selection of file formats; conversion to
appropriate formats; embedding and encoding of required elements;
testing and troubleshooting; uploading; exporting and outputting to file
formats

4 Be able to reflect on own digital graphics work
Effectiveness: extent to which brief has been realised; use of appropriate
methods and techniques; skill level evidenced; level of professionalism
achieved; what final version communicates; processes undertaken;
problem solving; skill development; areas for improvement
Sources of information: self-evaluation; documentation, eg notes,
sketches, production logs; comments from others, eg audience, peers,
tutors, client
Production process: pre-production, eg planning, preparation;
production, eg time management, project management, monitoring work
in progress, technical competencies, creative ability, own work,
teamwork
Finished product: compared with original intentions; appropriateness to
audience; technical qualities; aesthetic qualities; content; style
254

255
Essential guidance for tutors
Delivery
The unit is intended to develop an understanding of the range of practical
applications for producing, editing and manipulating digital graphics.
Learners should be given the opportunity to develop knowledge, skills and
techniques associated with the relevant software programmes that reflect
current industrial practice. Lectures, demonstrations, workshops and
discussions should be incorporated into the teaching programme as should
opportunities for learners to practise and experiment with the relevant
hardware and software applications. This is primarily a software skills
development unit and is best taught through demonstration, discussion and
practical activities, with learners having time to further practise and develop
their skills through open-access sessions and workshops.
Developing an understanding of the use of software should be undertaken in
short, carefully structured stages, each stage being reinforced with small
practical projects which, when completed, allow progress to other stages.
Learners should clearly identify the strengths and weaknesses of their work
in order for them to move on in their development. They should also
demonstrate their developing use of appropriate terminology. They will then
have the opportunity to reflect and comment on the effectiveness of their
work to be in a better position to further their skill development.
If learners undertake practical work as part of a group, it is important that
individual learners clearly record and document their own contributions to
the group project, and identify the different roles that they undertook at
each of the production stages.

Outline learning plan
The outline learning plan has been included in this unit as guidance and can
be used in conjunction with the programme of suggested assignments.
The outline learning plan demonstrates one way in planning the delivery and
assessment of this unit.
Topics and suggested assignments and activities
Introduction to unit and unit assessment.
Group exercise – investigation and analysis of examples of digital graphics in
media products.
Assignment 1 – Investigating Graphic File Formats and Applications.
Learners are given a brief from a design magazine to write an article on the
main graphic file formats and applications that are used in the production of
media products.
Learners will:
• receive assignment overview
• research and investigate the main graphic file formats and applications
256
used in the production of media products
• write the article
• receive assessment feedback and have further opportunities to address
grading criteria.
Whole class induction to image design and manipulation software.
Assignment 2 – Skill Development.
Learners are given a brief from a prospective employer to produce a portfolio
of work that showcases the development of skills in using image design and
manipulation software.
Learners will:
• develop software skills through the design and production of a range of
digital graphics, experimenting with a range of different tools and
features
• collate final portfolio
grading criteria.
Individual review of own work and assessment of skill development.

Topics and suggested assignments and activities
Assignment 3 – Design and Produce Digital Graphics.
Learners are given a series of briefs from a media production company to
design and produce digital graphics for inclusion in a range of their products.
Learners will:
257
• design and produce a series of digital graphics in a range of file formats
• collate final portfolio
grading criteria.
Whole class session looking at a selection of the work produced.
Whole class session looking at techniques and methods for evaluating work
undertaken and presenting final report.
Assignment 4 – Review of Own Work.
Learners are given a brief from the media production company to write a
report that reviews and evaluates the work undertaken for them, with
consideration of the production processes undertaken, the finished products
and their effectiveness.
Learners will:
• gather relevant material and feedback and evaluate the work undertaken
• write the report
grading criteria.
Assessment
Evidence for assessment
As is the case for many of the other practical-based units, learners should
be developing and building a portfolio of their work throughout the duration
of the unit. This portfolio should contain evidence of all the required
understanding and skills detailed in the grading criteria.
Evidence for the achievement of learning outcomes 2 and 3 might include
examples of the learner’s completed work together with examples of ‘work
in progress’ and the various planning, preparation and developmental
stages undertaken. Screenshots and printouts can provide explicit evidence
of learner achievement and can be supported by tutor observation and
assessment records. If assessments are based on conversations recorded in
writing (as witness or observation reports) care must be taken to ensure
that at least 50 per cent of such assessments are subject to internal
verification.

Evidence for the achievement of learning outcomes 1 and 4 might be
submitted as a report, essay or presentation, or in some other appropriate
form such as a suitable audio, moving image or interactive medium.
Presentations must be recorded for the purposes of internal and external
verification.
If learners have worked in groups on a particular brief or project, then
individual learners must clearly document their own contribution to the
group project and identify the different roles they undertook at each of the
production stages.
For some elements of this unit, and for some learners, a formal viva voce
assessment might be appropriate. When more than one learner in a cohort
is assessed in this way, care must be taken to ensure that all learners are
asked equivalent questions, and that all are given equal opportunities to
expand or clarify their answers. Interviewers must also ensure that
questions are not phrased in such a way as to provide or suggest an
answer. Formal vivas should be recorded for the purposes of internal and
external verification and at least 50 per cent of such assessments must be
internally verified.
Application of assessment criteria
When applying the assessment criteria, tutors should follow the advice given
below. Please note that any examples of evidence given here are indicative
only. This advice is not exhaustive and the examples need not specifically be
included in a learner’s work in order for that learner to achieve the unit.
To achieve the unit learners must achieve all the criteria. For each of the
criteria learners must present evidence that addresses each italicized sub-heading
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of the content for the learning outcome.
1.1: learners will describe accurately the main file formats and applications
used in digital graphics work. All aspects of the descriptions will be accurate
and relevant and will be substantially — though not necessarily absolutely —
complete. For example, the description should include both vector and
raster file formats and applications. However, these descriptions will lack
detail and relation to illustrative examples.
2.1 and 3.1: learners will have used appropriate image design and
manipulation software, employing relevant tools and features to produce
and refine their designs. The digital graphics presented will not fully realise
what was intended, but will show that they have been produced with some
sense of purpose and the deliberate application of some relevant techniques
and conventions. Learners will need to keep all associated supporting work,
which should show the different stages of progress and development. In
terms of the imaginative qualities of their work, learners will not move
beyond the conventional, but the conventions applied will be appropriate to
the form or genre within which they are working. Learners may require
frequent assistance and support throughout the production process, though
they will take note of and make use of this help when it is given. If they are
in frequent need of such help but fail to make positive use of it, they should
not be considered for a pass for this unit.

4.1: learners will consider their own work in such a way that they move
beyond merely describing it. They will make evaluative comments upon
what they have done but these comments will be assertions that are not
supported by evidence or exemplification.
1.1 and 4.1: evidence will show a basic understanding of technical
terminology but learners will generally be unsure about this vocabulary and
will make fairly frequent mistakes when they do use it.
Programme of suggested assignments
The table below shows a programme of suggested assignments that cover
the criteria in the assessment grid. This is for guidance only and it is
recommended that centres either write their own assignments or adapt
Edexcel assignments to meet local needs and resources.
259
Criteria
covered
Assignment title Scenario Assessment
method
1.1 Assignment 1 –
Investigating
Graphic File
Formats and
Applications
A brief from a
design magazine to
write an article on
the main graphic
file formats and
applications that
are used in the
production of
media products.
• Research notes.
• Summary of
research.
• Written article.
Skill Development
A brief from a
prospective
employer to
produce a portfolio
of work that
showcases the
development of
skills in using
image design and
manipulation
software.
• Log of
developmental
stages
undertaken.
• Portfolio of
experimental
work undertaken.
• Report on skills
developed.
Design and
Produce Digital
Graphics
A series of briefs
from a media
production
company to design
and produce digital
graphics for
inclusion in a range
of their products.
• Log of production
process.
• Completed
designs and
digital graphics.
• Feedback from
client.

Criteria
covered
260
Assignment title Scenario Assessment
method
Review of Own
Work
A brief from the
media production
company to review
and evaluate the
work undertaken
for them.
• Review of own
work.
• Tutor observation
and notes.
Essential resources
Centres will need appropriate hardware and software of industrial standard.
Learners should also have access to relevant software manufacturers’
manuals and other textbooks, the internet, and a range of examples that
illustrate current digital graphics practice.
Indicative resource materials
Textbooks
Baylis P, Freedman A, Procter N et al — Level 3 BTEC National Creative
Media Production, Student Book (Pearson, 2010) 978-1846906725
Baylis P, Freedman A, Procter N et al — Level 3 BTEC National Creative
Media Production, Teaching Resource Pack (Pearson, 2010)
978-1846907371
Berger J — Ways of Seeing (Penguin, 2008) 978-0141035796
Collier D and Cotton B — Design for Desktop Publishing (Headline, 1989)
978-0891342854
Crowley D — Magazine Covers (Mitchell Beazley, 2003) 978-1840006988
Dalley T — Complete Guide to Illustration and Design (Quantum Books,
2003) 978-1861607249
Fiell C — Graphic Design for the 21st Century (Taschen, 2003)
978-3822816059
Gatter M — Getting it Right in Print: Digital Prepress for Graphic Designers
(Laurence King, 2005) 978-1856694216
Gordon B and Gordon M (editors) — The Complete Guide to Digital Graphic
Design (Thames & Hudson, 2005) 978-0500285602
Pipes A — Production for Graphic Designers, 5th Edition (Laurence King,
2009) 978-1856696012
Williams R — The Non-Designer's Design Book (Peachpit Press, 2008)
978-03215340401

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