The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act, 1999, FETAC now has responsibility for making awards previously made by NCVA. Module Descriptor Computer Illustration Graphics Level 5 E20132 www.fetac.ie Level 5 Module Descriptor Summary of Contents Describes how the module functions as part of the national Introduction vocational certificate framework. Indicates the module content. This title appears on the learner’s Module Title certificate. It can be used to download the module from the website www.fetac.ie . An individual code is assigned to each module; a letter at the beginning denotes a vocational or general studies area under which Module Code the module is grouped and the first digit denotes its level within the national vocational certificate framework. Indicates where the module is placed in the national vocational Level certificate framework, from Level 3 to Level 6. Denotes the amount of credit that a learner accumulates on Credit Value achievement of the module. Describes in summary what the learner will achieve on successfully completing the module and in what learning and vocational contexts Purpose the module has been developed. Where relevant, it lists what certification will be awarded by other certification agencies. Recommends the level of previous achievement or experience of the Preferred Entry Level learner. Usually ‘none’ but in some cases detail is provided here of specific learner or course provider requirements. There may also be Special Requirements reference to the minimum safety or skill requirements that learners must achieve prior to assessment. Describe in 3-5 statements the broad skills and knowledge learners General Aims will have achieved on successful completion of the module. Units Structure the learning outcomes; there may be no units. Specific Learning Describe in specific terms the knowledge and skills that learners will Outcomes have achieved on successful completion of the module. Portfolio of Assessment Provides details on how the learning outcomes are to be assessed. Grading Provides details of the grading system used. Individual Candidate List the assessment criteria for each assessment technique and the Marking Sheets marking system. Records the marks for each candidate in each assessment technique Module Results and in total. It is an important record for centres of their candidate’s Summary Sheet achievements. Appendices Can include approval forms for national governing bodies. Glossary of Assessment Explains the types of assessment techniques used to assess standards. Techniques Describes the assessment principles that underpin FETAC approach Assessment Principles to assessment. Introduction A module is a statement of the standards to be achieved to gain a FETAC award. Candidates are assessed to establish whether they have achieved the required standards. Credit is awarded for each module successfully completed. The standards in a module are expressed principally in terms of specific learning outcomes, i.e. what the learner will be able to do on successful completion of the module. The other elements of the module - the purpose, general aims, assessment details and assessment criteria - combine with the learning outcomes to state the standards in a holistic way. While FETAC is responsible for setting the standards for certification in partnership with course providers and industry, it is the course providers who are responsible for the design of the learning programmes. The duration, content and delivery of learning programmes should be appropriate to the learners’ needs and interests, and should enable the learners to reach the standard as described in the modules. Modules may be delivered alone or integrated with other modules. The development of learners’ core skills is a key objective of vocational education and training. The opportunity to develop these skills may arise through a single module or a range of modules. The core skills include: · taking initiative · taking responsibility for one’s own learning and progress · problem solving · applying theoretical knowledge in practical contexts · being numerate and literate · having information and communication technology skills · sourcing and organising information effectively · listening effectively · communicating orally and in writing · working effectively in group situations · understanding health and safety issues · reflecting on and evaluating quality of own learning and achievement. Course providers are encouraged to design programmes which enable learners to develop core skills. 1 Module Title Computer Illustration Graphics 2 Module Code E20132 3 Level 5 4 Credit Value 1 credit 5 Purpose This module has been designed to develop practical understanding of computer illustration graphics using illustration graphics hardware and software. It may be taken as an elective module on the Level 5 Certificate in Media Production award, and is particularly suitable for learners seeking FETAC certification for multi-media skills. It provides the learner with an understanding of illustration graphics concepts, and practical experience in computer graphic design. 6 Preferred Entry Level Level 4 Certificate, Leaving Certificate or equivalent qualifications and/or relevant life and work experiences. 7 Special Requirements None. 8 General Aims Learners who successfully complete this module will: 8.1 be familiar with appropriate hardware and software configurations required for illustration graphics production 8.2 develop an awareness of the role of illustration graphics software applications in computer graphics production 8.3 recognise the strengths and limitations of computer graphics tools 8.4 develop an appropriate level of skill in the application of illustration graphics tools 8.5 understand how to integrate illustration graphic files with various computer graphic applications 8.6 stimulate and develop creativity through computer graphics. 1 9 Units The specific learning outcomes are grouped into 4 units. Unit 1 Scanning Techniques Unit 2 Colour for Illustration Graphics Unit 3 Illustration Graphics Skills Unit 4 Image Output 10 Specific Learning Outcomes Unit 1 Scanning Techniques Learners should be able to: 10.1.1 configure a computer illustration graphics system for the scanning of various images 10.1.2 evaluate original art work for the purposes of determining appropriate scanning mode, resolution, size and scale 10.1.3 make adjustments to scanning software preset values as appropriate to purpose 10.1.4 perform a scan of an image for the purpose of exporting it to an illustration graphics application. Unit 2 Colour for Illustration Graphics Learners should be able to: 10.2.1 operate in various colour modes and models e.g. RGB, CMYK, HSB, indexed, greyscale, Pantone, etc. 10.2.2 compare and contrast bitmap, greyscale and various colour modes for pixel depth and file size 10.2.3 distinguish between continuous tone and half tone images 10.2.4 define colours in a colour palette or list using various colour models, tints and gradients. Unit 3 Illustration Graphics Skills Learners should be able to: 10.3.1 start up and operate a computer graphics system configured for illustration graphics 10.3.2 define appropriate operational settings 10.3.3 import graphic images, either as templates or for integration with original art work, from various sources such as: hard disk, screen capture, image libraries, scanners, CD ROM, digital camera, Internet, etc. 2 10.3.4 distinguish between various file formats, e.g. generic, PICT, TIFF, EPS, BMP, GIF, PCX, JPEG, etc. 10.3.5 visualise an illustration graphic image as a composition of flexible paths with strokes and fills 10.3.6 use the standard menus, tools and functions to select, deselect, cut, copy, paste, move and delete simple elements (e.g. lines, rectangles, ellipses, etc.) 10.3.7 create custom paths using a pen or similar point creation tool to: · create anchor points · manipulate anchor points · define paths 10.3.8 manipulate path structure and curvature using: · Bezier control handles · joining and splitting of paths · autotracing of a graphic template, etc. 10.3.9 create lines and shapes with various strokes and fills (e.g. pattern, solid, none, tints and gradients) 10.3.10 apply custom-designed fills 10.3.11 transform an image using tools such as rotation, reflection, scaling, skewing, etc. 10.3.12 use duplication tools to cut, copy, paste, clone, retransform paths and for multiple (power) duplication 10.3.13 use grids, rules, guides, information panels along with various other tools (e.g. locking unlocking, alignment and spatial distribution) for precision drawing 10.3.14 use various display modes as appropriate (e.g. preview, and full display) as well as zooming tools 10.3.15 establish path and programme relationships to: · group, ungroup and layer elements · clip paths · blend and mask paths · create and manipulate tiled patterns · import and manipulate foreign artwork · export artwork to other applications 10.3.16 use text creation and manipulation tools to enter/edit text, adjust type specification, set attributes, etc. 10.3.17 manipulate text blocks using text transform tools 10.3.18 link text to open and closed paths 10.3.19 apply various strokes, fills and tints to text elements 10.3.20 apply a range of filters to images or selections for the purpose of adding texture, and creating special effects. 3 Unit 4 Image Output Learners should be able to: 10.4.1 recognise the importance of a page description language, e.g. PostScript and EPS (EPSF) files in the set up and printing of a document to a PostScript output device 10.4.2 save/export images in various file formats as appropriate 10.4.3 specify print settings for the production of hard copy proofs 10.4.4 export images to other graphics application software, e.g. page- layout 10.4.5 identify legal and ethical implications involved, such as licensed software, copyright, quotations and legally binding contracts, use of third-party graphics, packaging regulations, code of conduct of professional bodies, etc.