STEM tasks STEM. Works! UICT Assessment in Art and Design. Overview

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1 STEM tasks STEM Works! UICT Assessment in Art and Design Overview In this part of the project pupils were involved in using the photographs they had previously taken of their dishes and making packaging designs for their snack products. Pupils already had quite a bit of experience of using Photoshop in Art and Design classes. They were able to use a range of tools and commands to re-size their photographs, position them against a template for the package shape and size, add text and product details. This was probably the quickest part of the project to do, since the pupils came to it with well-established Photoshop skills, whereas in the podcasting and FrontPage activities, they needed extra time to take part in activities to teach them the software controls, before undertaking the assessment task. The assessment task made reference to success criteria targeted at Levels 3, 4 and 5 for Working with Images. In the examples here, the pupil was judged to have produced Working with Images work representative of Level 5. The screenshots are annotated to show where the criteria for Level 5 working with images can be seen. STEM tasks Overview 1

2 Assessment Evidence Pupil Work The following pupil work provides evidence of the selected characteristics from the Desireable Features for Working with Images as described by the teacher s assessment task. 1. I took a digital photo of my cheese snack to create my food label. I then saved the photos off the camera, and opened the one I wanted to work on in Photoshop, and cropped it so that only the bits I wanted showed. We had worked out the size of the page necessary to wrap the label around the pack, and I made a Photoshop document at this size and placed the photo in the middle. Then I used the text tool to add the name of the product and chose Algerian font in orange (to compliment the crackers pack) and added a bevel and emboss effect to make it stand out more. My target audience is teenagers. I particularly want to target young girls to eat more calcium as when they are older they are more likely to develop osteoporosis. STEM tasks EVIDENCE OF WORKING WITH IMAGES 2

3 2. To help make the package more appealing to the target audience of teenage girls, I put in a layer of pink and then I made it 25% opacity. STEM tasks EVIDENCE OF WORKING WITH IMAGES 3

4 3. I also created a separate page with the list of ingredients as a separate.psd Photoshop doc (which was 3cm x 10cm to fit correctly across the side of the label). When I had written my ingredients I copied and pasted this image into my cheese label. I then added my nutritional facts on the other side by the same method as before. STEM tasks EVIDENCE OF WORKING WITH IMAGES 4

5 4. The text of the ingredients and nutritional facts is easy to read and stands out well against the background because I copied and pasted it over the top of the pink background. STEM tasks EVIDENCE OF WORKING WITH IMAGES 5

6 5. I moved the writing 2 cm away from the image to allow for it to go over the edge of the box. The 25% opacity layer with the pink makes it warm but importantly will make it appeal to young girls. STEM tasks EVIDENCE OF WORKING WITH IMAGES 6

7 6. I uploaded my finished food packaging onto my website in the images page to share with other pupils and teachers in school. STEM tasks EVIDENCE OF WORKING WITH IMAGES 7

8 Evaluation When I had finished my Package design in Photoshop I resaved it as a.jpeg. The reason we do this is because.jpeg files are much smaller than Photoshop files. Making the file smaller is called compressing the file. One way this is done is when you choose save as from the file menu and choose.jpeg, it lets you choose how much to compress the file. I chose the medium setting, because I still want it to look good. We learned that saving as a.jpeg flattens all the separate parts of the Photoshop file. This is like sticking all the layers together. Because the layers can then be thrown away the file is much smaller. You don t do this until the end because you can t change the design after you save it as a.jpeg. Note: In this piece of work the teacher decided that the pupil had produced outcomes that are better described by the statements from the Desirable Features at level 5, rather than at level 4. The main reason for assessing at 5 in this case is the degree of independence and thoroughness shown by the pupil. The pupil was seen to be capable of completing all the stages of the activity with a welldeveloped command of the concepts and controls of the software. The work is not any higher than 5 because there are some aspects of the package that while complete, still have unresolved problems. For example, the choice of Algerian font, and the use of the pink overlay are perhaps not entirely successful solutions. Only a complete portfolio of work can be awarded a level. Individual pieces of work such as this contribute towards the achievement of a level. In the case of the assessment of this piece with reference to the Desirable Features, in each case the evidence has been assessed as representative of the level. It is not the case that the pupil has achieved an overall level 5 in Using ICT as a result of completing the Working with Images task. STEM tasks EVIDENCE OF WORKING WITH IMAGES 8

9 The Art and Design component of the project was assessed with reference to the Desirable Features for Working with Images. The evidence provided by this pupil was judged to be representative of Level 5. The reasons as to why these judgements have been made are outlined in the summary below: Characteristics selected from the Desirable Features Assessment Judgement Commentary Express demonstrate an understanding of audience and purpose when selecting images from a range of sources by choosing from among found images, scanned images and self produced assets demonstrate an understanding of audience for screen and print, for example, consider the importance of resolution of images when viewed onscreen or in print use a range of image software tools, for example, shape, colour palette, selection, freehand etc. Because the design of the food package has already been identified as making healthy cheese-based snacks attractive to an audience of the same age or younger, the pupils are focused on an end user. At the higher levels, a pupil capable of working with more independence will not be reliant on the teacher prompting them to consider audience and purpose, but will be capable of targeting their ideas at a specific group. Within the collection of files produced by the pupil for this piece of work, several versions of the completed design were produced: one saved in the native.psd Photoshop format, will all layers.(this version is retained in case any adjustments need to be made at a later stage); one saved in the native.psd format, but with the layers flattened. (This retains the resolution of 300 lpi for the purposes of printing out the label, but reduces the file size so that the file prints quickly); and one saved as a compressed.jpeg version suitable for use in illustrating the product on the website to be made in English class. (This file is considerably smaller than either of the others, is suitable for use to view onscreen, and will load quickly in a web-browser). The screenshots show the pupil carrying out several image editing procedures: resizing, adding text, adding a coloured overlay, making and adjusting layers to contain label information. Evaluate carry out ongoing improvements to enhance work, through design, drafting and versions as the work develops review work on-screen as it is assembled, and incorporate changes The comments that accompany and explain the screenshots document how decisions have been made to develop the design as it progresses. This bullet point reflects the standard way of working with image manipulation software, that experiments are tried on screen to gauge their effectiveness. Here again the sequence of changes used to produce the completed package design is shown within the screenshots and their annotations. Exhibit understand file formats, for example, for faster download showcase work by uploading it to their own e-portfolio (exhibit) This bullet point has been addressed as the pupil has made copies of the file to use for printing and for incorporation into their website. In this instance, we don t have a screenshot of the separate files, but we know that the pupil used different file formats from their evaluation. The pupil has copies of the various files saved, and the work has been showcased as part of the website, rather than only in their e-portfolio. STEM tasks DESIREABLE FEATURES FOR WORKING WITH IMAGES 9