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1. Identification of the Skills Needed by Workers in Various Segments of the Mountain States Graphic Communications Industry. (ED475154)
Author(s):
Dharavath, H. Naik
Source:
N/A
Pub Date:
2003-00-00
Pub Type(s):
Reports - Research
Peer-Reviewed:
Descriptors: Administration; Commercial Art; Computer Assisted Design; Educational Needs; Electronic Publishing; Employer Attitudes; Employment Patterns; Employment Projections; Employment Qualifications; Graphic Arts; Job Skills; Labor Needs; Layout (Publications); Photocomposition; Postsecondary Education; Printed Materials; Printing; Printmaking; Publications; Publishing Industry; Reprography; Secondary Education; Technology Education; Trade and Industrial Education; Trend Analysis
Abstract: The skills needed now and 5 years from now by workers in the graphic communications industry in New Mexico, Colorado, and Wyoming were identified through a mail survey of mountain states printing companies. Of the 478 companies to which surveys were mailed, 64 were returned (response rate, 13.40%). A paired t-test was conducted to identify significant differences between the mean scores regarding current and future demand for skilled workers in the graphic communications industry's four segments. Significant differences were found between the perceptions of current and future demands for 17 of 46 skills studied. In the print management area, the industry representatives perceived a higher future demand for the following skills: plant administration and production management work. In the prepress area, the industry representatives perceived a higher future demand for the following skills: design and layout; typesetting and composition; art and illustration; graphic design; digital camera operation; digital high-end scanner operations; digital and analog proofing; computer to plate; and digital imposition. In the press and printing area, the industry representatives believed that demand would increase for skills related to multicolor Web offset operations, digital black and white printing, and digital color printing. In the binding and finishing area, the industry representatives expected demand for the skills related to the following tasks to increase: automated perfect binding operations; inkjet operations; and miscellaneous finishing operations. (Contains 10 references.) (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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ERIC Full Text (205K)
2. Illinois Occupational Skill Standards: Imaging/Pre-Press Cluster. (ED448354)
2000-08-00
Guides - Non-Classroom; Legal/Legislative/Regulatory Materials
Descriptors: Academic Standards; Advisory Committees; Behavioral Objectives; Commercial Art; Competence; Competency Based Education; Continuing Education; Definitions; Education Work Relationship; Educational Benefits; Educational Needs; Educational Objectives; Employment Potential; Employment Qualifications; Equipment Maintenance; Equipment Utilization; Evaluation Criteria; Glossaries; Graphic Arts; Guidelines; Information Technology; Job Performance; Job Skills; Job Training; Labor Force Development; Layout (Publications); Models; Occupational Clusters; Performance Based Assessment; Photocomposition; Postsecondary Education; Printmaking; Program Guides; Secondary Education; State Standards; Statewide Planning; Student Certification; Student Evaluation; Technical Occupations; Technology Education; Trade and Industrial Education; Troubleshooting
Abstract: This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the imaging/pre-press cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the skill standards, and assumptions underlying the standards. Presented next are skill standards for 26 tasks typically performed by workers in the imaging/pre-press cluster. Each skill standard statement contains the following components: (1) the actual skill standard (including the conditions of performance, work to be performed, and performance criteria); (2) performance elements and assessment criteria; and (3) a recommended assessment and credentialing approach. The following are among the tasks for which skill standards are provided: provide customer service/customer education; monitor production quality; perform file management; perform camera operations; maintain photographic equipment; assemble digital page elements; use output devices; provide technical services; and conduct technical and ongoing training. The following items are appended: glossary; lists of Illinois Occupational Skill Standards and Credentialing Council, Communications/Information Technology Subcouncil, and Imaging Pre-Press Cluster Skill Standards Development Committee members; Communications/Information Technology Subcouncil Imaging Pre-Press Cluster skill standards recognition proposal; and list of necessary workplace skills. (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (1234K)
3. The Video Book. (ED414898)
Clendenin, Bruce
1998-00-00
Books; Guides - Non-Classroom
Descriptors: Audio Equipment; Broadcast Industry; Broadcast Journalism; Editing; Film Production; Higher Education; Photocomposition; Photographic Equipment; Production Techniques; Programming (Broadcast); Television Curriculum; Television Lighting; Television Studios; Video Equipment
Abstract: This book provides a comprehensive step-by-step learning guide to video production. It begins with camera equipment, both still and video. It then describes how to reassemble the video and build a final product out of "video blocks," and discusses multiple-source configurations, which are required for professional level productions of live shows. It concludes with discussion of finding a market for video services. The book is divided into 11 chapters: (1) Still Cameras; (2) Video Cameras; (3) Electronics; (4) Camera Mounts; (5) VCRs and Videotape; (6) Frame Composition; (7) Lighting; (8) Audio; (9) Continuity and Editing; (10) Multiple-Source Systems; and (11) Producing. Each chapter begins with a list of learning objectives. Most chapters include a related skillbuilder activity. Skillbuilders are provided for: camera exercises, scriptwriting, shooting a commercial, lighting strategies, camera skills test, editing the commercial, feature/documentary, music video, rapid edit, editing skills test, talk show, control room skills test, outside client, and demo reel. Five appendices cover additional topics: Setting Up the Portable Camera; The A/B Roll Editor; The Control Room; Using the Switcher; and Assembling the Control Room at a Remote Location. Includes 209 figures illustrating equipment, diagrams of processes, and examples of techniques. Contains a glossary and index. (SWC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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4. A Comparative Study of Terms Used in Art Education and Computer Graphics to Describe the Visual Properties of Images. (EJ533372)
Johnson, Mia
Studies in Art Education, v37 n3 p184-92 Spr 1996
1996-00-00
Reports - Descriptive; Journal Articles
Descriptors: Art Education; Art Materials; Communication (Thought Transfer); Computer Graphics; Design; Higher Education; Jargon; Knowledge Representation; Language Usage; Language Variation; Photocomposition; Sensory Experience; Technological Advancement; Visual Arts; Visual Literacy; Visual Perception; Visual Stimuli; Vocabulary
Abstract: Analyzes and compares the art education terms and concepts used to describe the visual properties of art objects to those used in computer graphics. Asserts that such paradigmatic differences exist between traditional design and computer media that a reevaluation of the shared terminology is demanded. (MJP)
5. Learning about Computers through Art History and Art Practice. (EJ533329)
Lichtman, Loy
Australian Art Education, v19 n2 p46-48 Aut 1996
Descriptors: Aesthetic Education; Art Activities; Art Education; Art Expression; Art History; Art Materials; Art Products; Computer Assisted Design; Computer Graphics; Computer Uses in Education; Educational Change; Foreign Countries; Higher Education; Photocomposition; Visual Literacy
Abstract: Describes a Victoria University (Australia) program that combines art history, computer graphics, and studio practice. Discusses the social applications of technology, the creation and manipulation of computer imagery, and the ways that these impact traditional concepts of art. The program has proven particularly successful with female students. (MJP)
6. Digital Ethics: Computers, Photographs, and the Manipulation of Pixels. (EJ530112)
Mercedes, Dawn
Art Education, v49 n3 p44-50 May 1996
Descriptors: Aesthetic Values; Aesthetics; Art Activities; Art Education; Art Expression; Art Materials; Art Products; Computer Graphics; Computer Uses in Education; Elementary Secondary Education; Ethics; Graphic Arts; Mass Media Use; Photocomposition; Production Techniques; Reprography; Visual Arts
Abstract: Summarizes negative aspects of computer technology and problems inherent in the field of digital imaging. Considers the postmodernist response that borrowing and alteration are essential characteristics of the technology. Discusses the implications of this for education and research. (MJP)
7. Made by Hand. (EJ530111)
Art Education, v49 n3 p37-43 May 1996
Descriptors: Aesthetic Values; Aesthetics; Art Activities; Art Education; Art Expression; Art Materials; Art Products; Computer Graphics; Computer Uses in Education; Elementary Secondary Education; Graphic Arts; Photocomposition; Visual Arts
Abstract: Examines the nature and future of computer graphics as an art form. Characterizes four basic beliefs about art and considers their relevance to computer graphics. Discusses the special qualities of computer graphics and how they can enrich art instruction. (MJP)
8. Mississippi Curriculum Framework for Graphics and Print Communications (Program CIP: 48.0201--Graphic and Printing Equipment Operators). Secondary Programs. (ED397345)
1995-08-01
Guides - Classroom - Teacher
Descriptors: Academic Education; Basic Skills; Behavioral Objectives; Classroom Techniques; Competence; Competency Based Education; Core Curriculum; Desktop Publishing; Employment Qualifications; Equipment Maintenance; Equipment Utilization; Graphic Arts; Layout (Publications); Mathematics Skills; Measurement Techniques; Photocomposition; Photography; Printmaking; Safety; Secondary Education; State Curriculum Guides; Statewide Planning; Student Evaluation; Trade and Industrial Education; Workplace Literacy
Abstract: This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for secondary-level courses in graphics and print communications I-II. Presented first are a program description and course outline. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. The first course includes units on the following topics: orientation; safety and equipment familiarization; applied math/measurements for graphics and print communications; job planning and layout; introduction to desktop publishing; basic photography and darkroom processes; stripping and platemaking; fundamentals of printing and duplication; operation of offset duplicators/presses; and bindery operations. Topics covered in the units of the second course are the following: orientation review; safety and equipment familiarization review; employability skills, job planning/layout; desktop publishing; darkroom techniques; master and platemaking; offset duplicator/press operations; bindery; and machinery repair and adjustment. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (1203K)
9. Mississippi Curriculum Framework for Graphics and Print Communications (CIP: 48.0201--Graphic and Printing Equip. Operators) (CIP: 48.0208--Printing Press Operators). Postsecondary Programs. (ED397344)
Descriptors: Academic Education; Behavioral Objectives; Community Colleges; Competence; Competency Based Education; Core Curriculum; Equipment Utilization; Graphic Arts; Layout (Publications); Photocomposition; Printmaking; State Curriculum Guides; Statewide Planning; Technical Institutes; Trade and Industrial Education; Two Year Colleges
Abstract: This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the graphics and print communications program. Presented in the introduction are a program description and suggested course sequence. Section I lists baseline competencies for the graphics and print communications course sequence, and section II consists of course outlines for each of the following courses in the program: overview of graphics and print communications; paste-up and layout; graphic design; process camera and darkroom; press operations I-III; platemaking; binding and finishing operations; film assembly; special project in graphics and print communications; and supervised work experience in graphics and print communications. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and a student competency profile for the graphics and print communications program. (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (745K)
10. Graphic Communications. Occupational Competency Analysis Profile. (ED386550)
1995-00-00
Descriptors: Basic Skills; Behavioral Objectives; Communication Skills; Competence; Competency Based Education; Desktop Publishing; Employment Qualifications; Entry Workers; Equipment Maintenance; Equipment Utilization; Graphic Arts; Job Analysis; Job Skills; Mathematics Skills; Photocomposition; Printmaking; Reading Skills; Science Process Skills; Statewide Planning; Thinking Skills; Trade and Industrial Education
Abstract: This Occupational Competency Analysis Profile (OCAP), which is one of a series of OCAPs developed to identify the skills that Ohio employers deem necessary to entering a given occupation/occupational area, lists the occupational, academic, and employability skills required of individuals entering graphic communications occupations. The introduction explains the content and purpose of OCAPs. Presented next are an OCAP listing competency builders in 10 technical skill areas specific to graphic communications occupations (business and graphic communications industry, job planning, design and layout, desktop publishing, proofing, darkroom, assembling and proofing of film images, plates, offset presses, and finishing operations) and an OCAP listing competency builders in 12 employability skill categories. A section on academic job profiles discusses the purpose of job profiling, presents an academic job profile for graphic communications occupations, and details the specific academic skills included in the following categories: applied mathematics, locating information, reading for information, applied technology, teamwork, listening, and writing. Included in a section on academic competencies are a master list of 504 academic competencies and a list of 75 academic competencies specific to graphic communications occupations. Concluding the OCAP is information on the OCAP verification panels. (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (1300K)
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