country poster design folder final

8/14/2019 Country Poster Design Folder Final

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IB Design Technology

Design FolioEssential Question:

Why Do I Want To Go There?

Ms. Tomlin and Mr. Wang

Thurgood Marshall Academy

Name: Class:



Country Poster. IB Design Technology. Ms. Tomlin & Mr. Wang

Table of Contents

Essential Question .................................................... 3 The Task .................................................................... 3 The Class Blog ........................................................... 3 Areas of Interaction (AoI) ......................................... 3 Objectives ................................................................. 3 Assessment ............................................................... 3 Guiding Question ...................................................... 4 Timeline .................................................................... 4 The Design Brief ........................................................ 5 Research ................................................................... 6 Specification ............................................................. 7 Initial Designs ............................................................ 8 Classwork .................................................................. 9 Final Design ............................................................. 10 Final Product Evaluation ......................................... 11 Adobe Photoshop and Illustrator Cheats ............... 15 IB Learner Profile .................................................... 19 IB Learner Profile .................................................... 20 Criterion A – Investigate ......................................... 21 Criterion B – Design ................................................ 22 Criterion C – Plan .................................................... 23 Criterion D – Create ................................................ 24 Criterion E

–Evaluate ............................................. 25

Criterion F – Attitudes in Technology ..................... 26 Scoring Overview .................................................... 26 Scoring Overview .................................................... 27




Essential Question

Why do I want to go there?

The Task

Working individually, students will be designing a poster for a national tourism office. The goal of

the poster is to encourage visitors to travel to the country and to promote the country’s culture.

Assigned Country: _________________________________________________________

The Class Blog

http://tmatech.blogspot.com/

Areas of Interaction (AoI)

Human Ingenuity Desktop publishing, Marketing &

Advertising

Objectives

Use of the design cycle

Undertake meaningful and relevant research Gain experience utilizing Adobe applications

Create, incorporate and manipulate digital images

Manage time & resources

Critically evaluate own work

Assessment

Create a Design Folio following the Design Cycle

Maintain a design blog

Provide several possible solutions and justify final choice Create solution to appropriate standard

Test and evaluate solution

Justify any changes






INVESTIGATE

Guiding Question

PLAN

Timeline

DateWhat was accomplished this session, tools used, problems

encountered and how they were overcome.Time Spent

Explain in your own words the design task that you have been asked to solve. Be sure to include your

assigned country.

Complete as Blog Entry # 4.3 – Design Task Due Week of February 1, 2010 My Due Date is: _________________________________




The Design Brief

The design brief is the formal starting point of the design, states the expectations and design problem.

It does not provide the solution.

Here is an example:

I am going to design and make a security device that will make my house look occupied when,in fact, it is empty. Police statistics clearly show that houses are much more likely to be broken

into when they are empty. Consequently, if the house looks occupied it is likely to be safe.

The device will be mobile so that it can be moved from room to room, easy to set up and

control and also cheap to make. It must not be powered by main voltage and in this way it will

be completely safe to be left ‘on’ for a long time and will not be affected by power cuts. It will

be activated by anyone approaching the house from the front or back.

It must deter even professional crooks from taking an interest in our house and even convince

people in the street that the house is occupied.

It should include the following elements:

1. Always start the design brief with “I am going to design and make .....”. This is followed by a

general description of the type of device you feel will answer the design problem.

2. Do not be too specific. The brief should be a general description that allows you flexibility

regarding the type of product you intend to make. For example, if you are designing an

automatic animal feeder it may be a good idea not to say the type of animal it is for, at least

not at this stage in the project.

3. Do not be specific about materials. It may be wise to avoid stating the exact materials it will

be manufactured from (eg. pine, steel, etc...). Instead describe the materials to be used as

strong, tough, flexible, natural, man-made, recycled, water-proof or similar general

descriptions.

4. Mention points such as – general size, what it will do (it’s functions), general properties of

the materials needed, who it is for (e.g. children), and other points you feel are important.

Write a Design Brief for your project.

Complete as Blog Entry # 4.4 – Design Brief




INVESTIGATE

Research

Blog Entry # 4.1 – Country Research

Due End of Class Week of February 1, 2010 My Due Date is: _________________________________

Use credible on-line sources to research your assigned country. Answer the following as:

1. Name of Country:

2. Web Addresses of all Sources (copy and paste)

3. Basic Facts

a. Capital City:

b. Population:

c. Monetary Unit/Currency:

d. Official Language(s):

4. Current Leader

Name:

Photo:

5. Flag:

6. Map of Country:

Blog Entry # 4.2 – Image Research

Due End of Class Week of February 1, 2010 My Due Date is: _________________________________

Post the nine required images listed in the Design Specification (see next page).




INVESTIGATE

Specification

A Specification is a list of key points that your design must take into account. The

specification is written after the design brief has been analyzed and research has been

carried out.

What design considerations must you include in this particular project?

Required Design Elements

Your poster will be designed according to the following guidelines:

Dimensions:

Width = 17.5 inches or Width = 11.5 inches

Height = 11.5 inches Height = 17.5 inches

Background color must be used, though it should only be visible for a smaller portion

of the poster.

Required Text:

o Name of Country

o Capital City

o Name of Current Leader

o Official Language(s)

o Name of Currency

o Your Name (in one of the corners of the poster)

Required Images:

o Flago Map with Neighboring Countries and your

Country Highlighted

o Current Leader

o Monument, Attraction or Historical Site of Interest to Tourists

o Currency

o Minimum of four other images related to the country (examples: more

monuments, more tourist attractions, famous people from the country, native

food, national bird, national flower, scenic images from the country, etc

Required Adobe Photoshop and Illustrator Effects:

o Extracted Photoso Rotated Photos and/or Text

o Layering of Photos and Text (Using “Arrange”)

o Text that uses various Colors, Sizes (Using “Create Outlines” & “Ungroup”)

Due Date: End of your Technology class period the week of March 1, 2010




DESIGN

Initial Designs

Create sketches, in color, of your poster. Indicate where each required image and text will be

located.

Due Prior to Class Week of February 8, 2010 My Due Date is: _________________________________

YOU WILL NOT RECEIVE A LAPTOP IN CLASS WITHOUT THIS COMPLETED!




DESIGN

Classwork

Blog Entry # 4.5 – Week 2

Due Week of February 8, 2010 My Due Date is: _________________________________

At the end of class, post what you have completed thus far. (See Adding an Illustrator File

to Your Blog below for assistance)

Blog Entry # 4.6 – Week 3

Due Week of February 22, 2010 My Due Date is: _________________________________

At the end of class, post what you have completed thus far. (See Adding an Illustrator File

to Your Blog below for assistance)

Adding an Illustrator File to Your Blog

Follow the directions below to save your work from Illustrator in an acceptable format for your blog.

1. Make sure the file is already saved regularly (as an Adobe Illustrator file .ai)

2. Select File > Export … Type a file name with the word BLOG added. Make sure Save as Type

is set to JPEG before clicking Save.

3. Proceed to www.blogger.com, sign in, and a posting as usual. When adding the image, be sure

to select the file with the JPEG icon shown below.

http://www.blogger.com/







Final Design

Blog Entry # 4.7 – Final Poster

Due Week of March 1, 2010 My Due Date is: _________________________________

Post the completed poster.

(See Adding an Illustrator File to Your Blog on previous page for assistance)

Email


1. Open up the poster in Adobe Illustrator.

2. Select File > Save As…

3. Type File name: Lastname Countryname

Make sure Save as Type is set to PDF before clicking Save.4. Change the Adobe PDF Preset to [High Quality Print]. Select “Save PDF”

5. Open your Gmail account.

Compose an email to your teacher ([email protected] or [email protected]).

Subject – Completed Country Project

Attach the PDF file to an email and submit.

Blog Entry # 4.8 – Bibliography


Create a bibliography for all sources of information used.

Use the website: http://www.bibme.org/

Blog Entry # 4.9 – Final Design


Justify your choice of final design and explain how you have met the Design Specification.

What font will you use and why?

Why is this design better than the others?

Explain your layout choices.

mailto:[email protected]





http://www.bibme.org/

http://www.bibme.org/






EVALUATION

Final Product Evaluation

Evaluation is perhaps the most important part of the Design Cycle. You need to evaluate

the final product , evaluate each stage of the Design Cycle and evaluate against the Areas

of Interaction.

Evaluation of: FINAL PRODUCT How could you improve your poster design?

Give specific examples of changes.




Evaluation of

Design Cycle:

INVESTIGATION

Beyond the information required for Blog Entry #4.1, what

additional information about your country did you research?

Evaluation of

Design Cycle:

DESIGN & PLAN

Compare your sketch to your final poster. Identify at least one

change that was made and explain why.




EVALUATION

Evaluation of Areas of

Interaction:

Human Ingenuity

The poster you created is intended to attract visitors

to the country. Assume the person looking at your

poster knew nothing about the country other than

what your poster shows. What type of tourist wouldvisit the country because of your poster and what are

their interests? What type of tourist would not be

interested in visiting the country because of your

poster and why?




Adobe Photoshop and Illustrator Cheats

Removing the Background from a photo (PHOTOSHOP)

1. From the Start menu, choose All Programs and then Adobe Photoshop CS2. If the Welcome

Screen appears, close it.

2. Go to File > Open… to open the image to be extracted.

3. From the Filter menu, choose Extract… The window below will open.

4. Choose the Edge Highlighter Tool (along the left side) and set the Brush Size (along the

right side) to a reasonable size. Check the Smart Highlighting box (along the right side).

5. Using the mouse, highlight around the edges of the image to be kept. Green highlighting marks

must appear around the entire object. If you make a mistake use the Eraser to remove it, then

switch back to the Highlighter and continue.6. When the parts of the picture you want to keep are completely surrounded by the highlighter

marks, switch to the Fill tool and click inside the part of the picture you want to keep. The

blue colored sections of the photo will be kept and the rest erased! Click Preview to check

the photo. If it is correct, click OK to remove the background. This may take a few seconds to

finish.

Edge Highlighter

Fill

Eraser

Zoom




7. The new photo should look similar to the one below. The areas with the checkerboard pattern

will be transparent (clear). Check the edges of the photo using the Zoom tool. If any of the

edges are missing, use the History Brush tool to fill in the missing parts.

8. Go to File > Save As… Type in a file name that is different than the original name.

Setting Up the Poster (Illustrator)

1. From the Start menu, choose All Programs and then Adobe Illustrator CS2. If the

Welcome Screen appears, close it.

2. Go to File > New…

Change Name: Country Poster

Units: Inches

Width: 17 in

Height: 11in

Choose the desired Orientation

Changing the Background Color (Illustrator)

1. With the Illustrator document already open, select Object

> Crop Area > Make.

2. Select Object > Crop Area > Release.

3. Choose the color for the background from theswatches on the right.

4. Choose Object > Lock > Selection.

History

Brush

Zoom




Adding an Image (Illustrator)

1. With the Illustrator document already open, select File > Place… and find the picture file.

Resizing an Image (Illustrator)

1. Right-click on the object. Choose Transform >

Scale…

2. Change the Uniform Scale %. (Less than 100%

results in a smaller image.)

Moving an Image(Illustrator)

1. With the Selection tool chosen, click on the image and drag the image.

Rotating an Image (Illustrator)

1. With the image already selected, right-click on the object. Choose

Transform > Rotate…

2. Click the Preview box. Change the Angle. (Positive angles rotate counterclockwise.Negative angles rotate clockwise.) Click OK when done.




Changing the Order of Overlapping Images

(Illustrator)

(In the example at the right, the cereal bowl should be in front of

the Obama cartoon.)

1.

Using the Select tool, highlight the picture that should bein front (the cereal bowl, in this example).

2. Right-click on the object. Choose

Transform > Arrange > Bring to Front.

Adding Fun Text (Illustrator)

1. Start up Adobe Illustrator CS2. Open your poster.

2. Select the Text Tool and drag out a box where the text

will be located.

3.

Click inside the text box and type your text. Highlight the text. Change the Font Size.




4. To change the font, highlight the text and then right-click. Select font and choose your font.

5. Using the Selection Tool, click on the text so that is surrounded by a blue box. Go to the

Type menu and select Create Outlines. Now, each letter should be outlined in blue.

6. Go to the Object menu and select Ungroup. Now each letter can be select individually.

7. Use the Selection Tool to highlight the first letter. Use the Free Transform Tool to rotate

and change the size of the letter.8. To change the color of a letter, select the letter and then choose one of the color swatches.

9. To add an outline (Stroke) to a letter, choose the color and thickness of the letter.




IB Learner Profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their common

humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy

learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In

so doing, they acquire in-depth knowledge and develop understanding across a

broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to

recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in

more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and

respect for the dignity of the individual, groups and communities. They take

responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are

open to the perspectives, values and traditions of other individuals and

communities. They are accustomed to seeking and evaluating a range of point of

view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of

others. They have a personal commitment to service, and act to make a positive

difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and

forethought, and have the independence of spirit to explore new roles, ideas and

strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to

achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are

able to assess and understand their strengths and limitations in order to support

their learning and personal development.




RUBRICS

Criterion A – Investigate

Maximum: 6

Investigation is an essential stage in the design cycle. Students are expected to identify the problem,

develop a design brief and formulate a design specification. Students are expected to acknowledge

the sources of information and document these appropriately.

Achievement Level Level Descriptor

0 The student does not reach a standard described by any of the

descriptors given below.

1–2 The student states the problem. The student investigates the

problem, collecting information from sources. The student lists

some specifications.

3–4The student describes the problem, mentioning its relevance. The

student investigates the problem, selecting and analysing

information from some acknowledged sources. The student

describes a test to evaluate the product/solution against the

design specification.

5–6

The student explains the problem, discussing its relevance. The

student critically investigates the problem, evaluating information

from a broad range of appropriate, acknowledged sources. The

student describes detailed methods for appropriate testing to

evaluate the product/solution against the design specification.

Scoring

Criteria A: out of 6




RUBRICS

Criterion B – Design

Maximum: 6

Students are expected to generate several feasible designs that meet the design specification and to

evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail

against the design specification.




1–2 The student generates one design, and makes some attempt tojustify this against the design specification.

3–4The student generates a few designs, justifying the choice of one

design and fully evaluating this against the design specification.

5–6

The student generates a range of feasible designs, each evaluated

against the design specification. The student justifies the chosen

design and evaluates it fully and critically against the design

specification.

Scoring

Criteria B: out of 6




RUBRICS

Criterion C – Plan

Maximum: 6

Students are expected to construct a plan to create their chosen product/solution that has a series

of logical steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design.




1–2 The student produces a plan that contains some details of the

steps and/or the resources required.

3–4 The student produces a plan that contains a number of logical

steps that include resources and time. The student makes some

attempt to evaluate the plan.

5–6

The student produces a plan that contains a number of detailed,

logical steps that describe the use of resources and time. The

student critically evaluates the plan and justifies any modifications

to the design.

Scoring

Criteria C: out of 6




RUBRICS

Criterion D – Create

Maximum: 6

Students are expected to document, with a series of photographs or a video and a dated record, the

process of making their product/solution, including when and how they use tools, materials and

techniques. Students are expected to follow their plan, to evaluate the plan and to justify anychanges they make to the plan while they are creating the product/solution.

Students will sometimes embark upon a very ambitious project, or they may encounter unforeseen

circumstances. In some circumstances a product/solution that is incomplete or does not function

fully can still achieve one of the levels awarded for this criterion.


0 The student does not reach a standard described by any of thedescriptors given below.

1–2 The student considers the plan and creates at least part of a

product/solution.

3–4 The student uses appropriate techniques and equipment. The

student follows the plan and mentions any modifications made,

resulting in a product/solution of good quality.

5–6

The student competently uses appropriate techniques and

equipment. The student follows the plan and justifies anymodifications made, resulting in a product/solution of appropriate

quality using the resources available.

Scoring

Criteria D: out of 6




RUBRICS

Criterion E – Evaluate

Maximum: 6

Students are expected to evaluate the product/solution against the design specification in an

objective manner based on testing, and to evaluate its impact on life, society and/or the

environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to

suggest ways in which their performance could be improved.




1–2 The student evaluates the product/solution or his or her own

performance. The student makes some attempt to test the

product/solution.

3–4 The student evaluates the product/solution and his or her own

performance and suggests ways in which these could be improved.

The student tests the product/solution to evaluate it against the

design specification.

5–6

The student evaluates the success of the product/solution in anobjective manner based on the results of testing, and the views of

the intended users. The student provides an evaluation of his or

her own performance at each stage of the design cycle and

suggests improvements. The student provides an appropriate

evaluation of the impact of the product/solution on life, society

and/or the environment.

Scoring

Criteria E: out of 6




RUBRICS

Criterion F – Attitudes in Technology

Maximum: 6

This criterion refers to students’ attitudes when working in technology. It focuses on an overall

assessment of two aspects:

personal engagement (motivation, independence, general positive attitude)

attitudes towards safety, cooperation and respect for others.

By their very nature these qualities are difficult to quantify and assess, and assessment should

therefore take into account the context in which the unit of work was undertaken.




1–2 The student occasionally displays a satisfactory standard in one of

the aspects listed above.

3–4The student frequently displays a satisfactory standard in both of

the aspects listed above.

5–6 The student consistently displays a satisfactory standard in both

of the aspects listed above.

Scoring

Criteria F: out of 6



Scoring Overview

Criterion A Investigate out of 6

Criterion B Design out of 6

Criterion C Plan out of 6

Criterion D Create out of 6

Criterion E Evaluate out of 6

Criterion F Attitudes in Technology out of 6

Point Total (out of 36)

Overall Grade Points

1 0-5

2 6-9

3 10-15

4 16-21

5 22-26

6 27-31

7 32-36

country poster design folder final

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