Lesson Plan. Graphic Design & Illustration

Transcription

1 Lesson Plan Course Title: Session Title: Graphic Design & Illustration Telling a Story: Introduction to Bézier Curves Lesson Duration: Approximately 7-10 days [Lesson length is subjective and will vary from instructor to instructor] Performance Objective: Upon completion of this assignment, the student will create a simple, focused illustration. Specific Objectives: 1. Compare and contrast a vector image and a bitmap image. 2. Define terms associated with the lesson. 3. Trace a bitmap image using the pen tool within industry standard illustration software. 4. Apply fills and strokes within industry standard illustration software. TEKS Correlations: (c) Preparation (1) The student applies academic knowledge and skills in art and design projects. The student is expected to: (A) apply English language arts knowledge and skills by demonstrating use of content, technical concepts, and vocabulary; using correct grammar, punctuation, and terminology to write and edit documents; and composing and editing copy for a variety of written documents such as brochures, programs, posters, flyers, and magazine covers; and (B) apply mathematic knowledge and skills by identifying whole numbers, decimals, and fractions applied to measurement and scale; demonstrating knowledge of arithmetic operations; using conversion methods such as fractions to decimals and inches to points; and applying measurement to solve a problem. (2) The student understands professional communications strategies. The student is expected to: (A) adapt language for audience, purpose, situation, and intent such as structure and style. (11) The student develops an increasing understanding of graphic design and illustration. The student is expected to: (F) employ a creative design process to create original two or three-dimensional projects by: (i) creating designs for defined applications; (ii) applying elements of design; (iii) applying design principles and typography; (iv) using good composition; and (vi) demonstrating drawing in one-point, two-point, and multi-point perspective. 1

2 Instructor/Trainer References: Industry standard illustration software Help and Tutorial files Instructional Aids: Telling a Story Slide Presentation Telling a Story Vocabulary Handout Telling a Story Vocabulary Quiz Telling a Story Vocabulary Quiz Key Telling a Story Rubric Telephone JPG to trace using industry standard illustration software Materials Needed: French curve drafting tool Coloring book for images to be scanned Equipment Needed: Computer and projection system with appropriate software to display slide presentation Computer with appropriate industry-standard photo editing and illustration software installed Learner Exposure to industry-standard illustration software would be helpful but it is not necessary Introduction Introduction (LSI Quadrant I): SAY: In the business of advertising and commercially based art, a photograph is often not the best, or even a possible, solution to illustrating a point in a magazine, newspaper, or any other printed matter. Sometimes an illustrator is employed to make the point in a different or a more emphatic way. [Start the slide presentation.] SAY: A picture may be worth a thousand words but lines and curves can tell a story too. Notice the violin images. The photo on the right has been converted to vector graphics or line-art. ASK: Has the story been altered with each change of the image? What do the added or subtracted lines and curves mean? Does the size change matter? [Students may say that the violin in the photo is old, hidden, unused, there is no bow. The red violin has a bow, so the students may say it s in use. It s more fun; it has life. The small green violin is a reverse image changing some of the focus to the green shape that is added. Students may say this is more artistic. The shape looks like an amphitheater. They may even conclude that this is a small orchestra concert advertisement or logo. Encourage the students to look for the meaning.] 2

3 Outline Outline (LSI Quadrant II): Instructor Notes: I. Lines and Curves tell a story A. 3 examples B. What do they represent? C. What story are they telling? D. [optional] Does adding motion change or enhance the story of the curves? II. The story of Pierre Bézier A. Pierre Bézier developed this concept in the late 1960s for manufacturing automobiles for Renault. B. This concept of drawing curves is similar to using a French curve. A French curve can be positioned to draw a portion of any curved line Bézier Curves. III. Today s Drafting Toolbox is found in vector illustration software A. Bézier curves are now drawn in most vector illustration software using the pen tool (based on mathematical formulas). B. Vectors are used in line drawings, logos, and even web motion graphics because file size remains small for quick download over the Internet. C. Vectors are also used in 3D technology and are called spline curves or Nurbs. NOTE: Now for some examples of curved lines. Encourage the students to participate by interpreting the story behind the lines. [optional] The website shows images in motion and can be displayed for students to evaluate further. NOTE: Have students complete the vocabulary handout as you discuss concepts in the presentation. To introduce the concept of Bezier Curves, show an example of a French curve used in drafting. Discuss the functionality of the tool. Point out that modern software now provides the same functionality of the French curve. IV. Vectors vs. Bitmaps V. Creating lines and curves with the pen tool VI. Corners with Curves VII. Strokes and Fills Application 3

4 Guided Practice (LSI Quadrant III): Distribute the telephone images (telephone.jpg) for the students to load into industry standard illustration software and demonstrate how to trace the bitmap image using the pen tool to create a vector illustration. The teacher maintains direct supervision of the lab, providing guidance when needed. Independent Practice (LSI Quadrant III): Have students select a coloring book illustration and scan it. Using the process learned during the Guided Practice activity, students will create a vector file from the bitmap of the coloring book illustration. Summary Review (LSI Quadrants I and IV): Checking for student understanding: (Q & A Session) What are the advantages of using vector graphics? Other than print graphics, what are two other applications for vector files? What are the three types of points, or nodes, used with Bézier curves? How do you alter the slope of a curve with Bézier curves? Evaluation Informal Assessment (LSI Quadrant III): The teacher will monitor student progress during independent practice and provide independent assistance when needed. Formal Assessment (LSI Quadrant III, IV): Evaluate the activity with Vector Graphic Rubric. Administer the Vocabulary Quiz to test student understanding of lesson terminology. Extension Extension/Enrichment (LSI Quadrant IV): Some wrapping paper designs make nice vector creation activities. Have students follow the same process used in the lesson to convert a wrapping paper graphic into a vector graphic for printing application. 4

5 Telling a Story: Introduction to Bézier Curves Vocabulary DIRECTIONS: Define the following terms in your own words or illustrations: 1. Vector Graphics 2. Vectors vs. Bitmaps 3. Additional Vector Applications 4. Bézier Curves 5. Spline Curves or Nurbs 6. Pen Tool 7. Points and Handles 8. Corners with Curves 9. Cusps 10. Strokes and Fills 5

6 Name: Telling a Story: Introduction to Bézier Curves Quiz 1. A vector image is based on mathematics. 2. What is a vector image and how does it differ from a bitmap? 3. Vectors suffer in terms of image quality when they are enlarged A French curve can be positioned to draw a portion of any curved line. 5. When is it appropriate for vector images be used in graphic design? 6. When is it appropriate for bitmap images be used in graphic design? 7. Which of the following is a term for vectors used in 3D technology? a. Bézier curves b. French curves c. Spline curves d. none of the above 8. Vector graphics print smoothly at any size, so they are well suited to large format printing. 9. The Vector Tool is the tool most software applications utilize to create vector images. 10. The concept of using curved lines in vector drawings was developed by Pierre Bézier in the late 1960 s for the manufacture of automobiles. 6

7 Name: Telling a Story: Introduction to Bézier Curves Quiz KEY 1. A vector image is based on mathematics. 2. What is a vector image and how does it differ from a bitmap? A vector image is an image created with a mathematical formula; a bitmap is created with a large number of pixels. Vector images are usually used to create abstract images; a bitmap typically depicts a life-like image. 3. Vectors suffer in terms of image quality when they are enlarged. 4. A French curve can be positioned to draw a portion of any curved line. 5. When is it appropriate for vector images be used in graphic design? When various sizes of an image are required; when the graphic is a abstract such as a line drawing, cartoon, or logo; when large format is needed. 6. When is it appropriate for bitmap images be used in graphic design? In situations where photography is used; when the graphic is life-like; when you know images will be sized down for printing. 7. Which of the following is a term for vectors used in 3D technology? a. Bézier curves b. French curves c. Spline curves d. none of the above 8. Vector graphics print smoothly at any size, so they are well suited to large format printing. 9. The Vector Tool is the tool most software applications utilize to create vector images. 10. The concept of using curved lines in vector drawings was developed by Pierre Bézier in the late 1960 s for the manufacture of automobiles. 7

8 TELLING A STORY: INTRODUCTION TO BÉZIER CURVES RUBRIC Criteria Exceptional Above Average Below Average Unacceptable Points Completeness (10 pts) Points (40 pts) Handles (30 pts) 9-10 points 5-8 points 1-4 points 0 points All elements included illustration components, layers, strokes/fills, handles). All elements are included, but one part is incomplete. All elements are included, but 2-3 parts are incomplete. None of the parts of the project is complete points points 1-19 points 0 points The minimum number of points is used to create the illustration. 1-5 points more than the minimum number of required points are used to create the illustration points more than the minimum number of required points are used to create the illustration. 11+ points more than the minimum number of required points are used to create the illustration points points 1-17 points 0 points All handles are positioned properly so all curved lines are smooth. Handles are positioned so that MOST BUT NOT ALL of the curved lines are smooth. Handles are positioned so that MOST BUT NOT ALL of the curved lines are NOT smooth. None of the curved lines are smooth or handles are not used at all points 5-8 points 1-4 points 0 points Layers (10 pts) Vector and bitmap images are correctly placed on layers and bitmap visibility is turned off. Individual layers are used for each image, but visibility is not set appropriately. Individual layers are set up, but images are not placed in individual layers. Visibility is not set. No evidence of use of layers. Strokes/Fills (10 pts) 9-10 points 5-8 points 1-4 points 0 points Strokes and fills are properly applied. Strokes and fills applied but wrong color is used. Strokes and fills applied but fill not turned back on. Strokes and fills not used. Total 8