Data exchange between programs. Introduction to Computer Graphics Sharing Files Between Graphics Programs

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Digital technology is persistently being introduced into our lives, including in such a conservative area as photography. The use of digital cameras in itself does not guarantee the quality of the resulting images, which sometimes require serious adjustments. For example, it is often necessary to increase the contrast, change the lighting, or remove the red-eye effect. In addition, modern technology makes it possible to improve the quality of images taken with film cameras, as well as give a second life to old photographs.
Training course “Digital image processing in the editor Photoshop» makes it possible to learn techniques for editing images recorded in computer format using a graphics editor AdobePhotoshop. The material of all lessons is presented in the form of an electronic textbook, including a theoretical part and practical tasks. The main emphasis is not on the mechanical execution of algorithms, but on understanding the processes occurring during this process.

Explanatory note

This elective course aims to introduce students to the concept of raster computer graphics using the example of the Adobe Photoshop graphics editor. This topic was chosen because when studying a computer science course at school, very little time is allocated to studying graphic programs, and at the same time this area is one of the most frequently used and interesting from the point of view of performing practical work. On the other hand, knowledge of this area of ​​computer use can help a child decide on a career choice.
This course contributes to the development of students’ cognitive activity; creative and operational thinking; increasing interest in information technologies, and most importantly, career guidance in the world of professions related to the use of knowledge of these technologies.

Goals:

• to interest students, to show the capabilities of modern software in processing graphic images;
• introduce the principles of operation of the raster graphics editor Adobe Photoshop.
• form a concept of the limitless possibilities of using raster image processing technologies.

Tasks:

• give an idea of ​​the basic capabilities of image editing and processing in Adobe Photoshop;
• teach how to create and edit raster documents using a set of tools available in the application being studied;
• introduce basic operations in Adobe Photoshop;
• promote the development of algorithmic thinking;
• complete three projects;
• promote the development of cognitive interest in computer science;
• continue to develop the information culture of students;
• career guidance for students.

As a result of training

• students should know: basic concepts about the formation of digital images, RGB and CMYK color models, basic elements of the Adobe Photoshop program interface, the structure of the editor's tool shell, the ability to work with layers, text, the presence of filters and the technology for using them to obtain various effects on the image;
• students should be able to: create and edit graphic images, perform standard actions with objects and documents in the Photoshop environment, use the basic tools of the program, work with text, create photo montages and collages, retouch photographs, apply various filters.

The course program is designed for 16 hours, of which 2 hours are theoretical classes, 14 hours are practical classes on a computer. The forms of classes are aimed at enhancing the cognitive activity of students and increasing the number of creative tasks. Theoretical block classes are dominated by lectures with elements of practical exercises. In practical classes, the project method and didactic games are used. At the same time, the study of subsequent topics is ensured by the content of previously studied knowledge. Each lesson involves the use of work created earlier to study new functions of the program, which ensures the updating of what has been previously learned. At the end of each lesson, students receive reflection questions that help them analyze and systematize what they have learned, and assignments for independent completion serve to consolidate skills. Assignments can be completed at home (if you have a computer) or at school outside of school hours.
Course provision: personal computer, Adobe Photoshop 6.0 program. Due to limited computer resources, you can use younger versions. But you should remember that a number of commands in different versions are located in different menus, and most special effects are moved from the menu to the toolbar. The same situation may arise when older versions of programs appear, although the basic capabilities of the various versions remain practically unchanged.
To control knowledge, a rating system and an exhibition of works are used. Mastery of the theoretical part of the course is checked using tests. Each practical lesson is assessed with a certain number of points.

Expected results

As part of this course, students receive the following knowledge and skills:

• know the principles of coding graphic information in computer technology;
• know the features of color representation in various color models;
• know how to scan and crop drawings and photographs;
• are able to perform color correction of images, as well as correction of brightness and contrast of both the entire picture and individual areas;
• know how to retouch scanned photographs;
• can create drawings using drawing tools;
• know how to work with multi-layered images;
• know how to create collages.

Summing up forms

Current monitoring of the level of mastery of the material is carried out based on the results of students completing practical tasks in each lesson. At the end of the course, each student completes an individual project as credit. The last lesson is a conference where students present and discuss their work.
The final grade is given based on the sum of points for all tests and practical exercises according to the following scheme:
“2” - less than 40% of the total points;
“3” - from 40 to 59% of the total points;
“4” - from 60 to 74% of the total points;
“5” - from 75 to 100% of the total points.

Thematic course planning

Methods for presenting graphic images. Raster and vector graphics. Features, advantages and disadvantages. Programs for processing raster and vector graphics.
Students must:

• know the principle, basic concepts of raster graphics, advantages and
  disadvantages of raster graphics; description of drawings in vector programs -
  max, advantages and disadvantages of vector graphics, features of raster
  and vector programs;
• be able to distinguish between vector and raster images.

Color system in computer graphics. Emitted and reflected light. Color shades.

Students must;

• know what emitted and reflected light is in computer graphics; formation of color shades on the monitor screen; formation of color shades when printing images;
• understand the features of each color model, how various graphics programs solve the issue of color coding; why the color shades displayed on the monitor are quite difficult to reproduce when printing;
• be able to identify a particular color using various color models.

Graphic file formats- 1 hour. File format.

Students must:

• know what a graphic file format is, features of raster and vector formats. About saving images in your own and “foreign” formats of traffic programs;
• be able to convert file formats.

Adobe Photoshop work screen. Working with selected areas - 1 hour . Desktop. Program menu. Desktop elements. Toolbars. Fragment of the image.
Students must;

• know the purpose of the main window menu item; basic capabilities of the tools; properties panel features; what information is displayed in the status bar; what is called an image fragment; what is image encoding;
• be able to select and change the size and orientation of the printed sheet; move images within the window; find information about a document; select a fragment of an image; change the boundaries of the selected area; move, duplicate and rotate selected areas.

Masks and channels- 1 hour . Masks. Masking. Channel.

Students must:

Know what a mask, masking, channel, quick mask mode are;

• be able to adjust selections in quick mask mode; save the selected area as a mask; adjust selections in the masking channel; load saved selection.

Basics of working with layers - 2 hours
Students must:

• know what a layer is, the layer-by-layer organization of an image, where it is used;
• be able to create a new layer; how to show and hide layers; select layers; change the order of layers; transform images on a layer; change the transparency of layers; link layers; remove layers; edit background layer; merge layers to reduce file size.

Drawing and coloring- 2 hours . Drawing. Coloring. Main and background colors.
Students must:

• know what foreground and background colors are; tools used for drawing and coloring;
• be able to choose primary and background colors; create images using drawing tools; color black and white illustrations; colorize black and white photographs; decolorize photographs.

Working with layers- 1 hour . Layer. Layer-by-layer organization of the image.
Students must:

• know how to use layers when working with text, what effects can be applied;
• be able to work with text, use special effects for layers and text effects when working; edit photographs,

Tone correction basics - 1 hour . Pixel. Image brightness. Bar chart.
Students must:

• know what a pixel, tonal range of an image, histogram are;
• be able to analyze the brightness of an image, enhance the brightness of a dark image, improve the brightness of a light image, increase the contrast of a dim image.

Basics of color correction - 1 hour. RGB and CMY models. Students must:
- know the relationship between the basic colors of the RGB and CM Y models, the features of various color correction commands;
- be able to correct colors in an image.
Photo retouching - 1 hour. Retouching. Filters.
Students must:

• know that you include the concept of “retouching”, with the help of which tools this work is performed;
• be able to sharpen photographs and remove minor defects; lighten, darken and change the saturation of images manually.

Working with Paths- 1 hour . Contours. Open circuit. Closed circuit.
Students must:

• know the features of contours in vector and raster images, additional possibilities for coloring black and white drawings;
• be able to create a rectilinear contour, save contours, stroke, fill contours, create curved contours, edit contours, convert the boundaries of a selection into a contour and vice versa.

Exchange files between graphics programs -1 hour. File format.
Students must:

• know file formats;
• be able to save Photoshop files in a “foreign” raster format, place CorelDraw illustrations in a Photoshop document, place raster files in a CorelDrow document, export a photo fragment to a CorelDraw document.

Project protection.
Students should know the basic concepts and definitions of the topic and be able to apply their knowledge in practice.

Conclusion

As a result of teaching this course, the following results were noticed: increasing students’ creative interest in the subject of computer science, increasing their activity in learning new material, expanding students’ horizons in the field of computer technology, developing their imagination, and developing skills when working with programs of similar content.
Studying this course also helps to increase learning motivation and improve practical computer skills. Photoshop has powerful tools for processing graphic information, which is indispensable when processing drawings, photographs, scanned images, allows you to retouch and restore damaged images, draw and create projects from scratch. Based on the visible connection with the most relevant topic today, “Internet, Internet resources,” the feasibility of studying this course is revealed, including by posting it on the Internet, as providing a connection with the topics most in demand by society.

A graphics format is a format in which data describing a graphic image is written in a file. Graphics formats are designed to organize, store, and retrieve graphic data efficiently and logically. At first glance, everything is simple. However, it is not. Graphic formats are quite complex. You will understand this when you try to use them in your programs. How they are used is also important, although this is not always obvious. For example, you will find that the way a block of data is written is almost the deciding factor in how quickly that block can be read, the amount of disk space it occupies, and how easily the block can be accessed from a program. The program just needs to save this data in a rational format, otherwise it will lose its usefulness. Almost every reputable application program creates and stores some form of graphics data. Even simple text editors allow you to create lines using ASCII characters or terminal escape sequences. GUI (Graphic User Interface) based programs, which have become widespread in recent years, must now support mixed formats so that raster data can be included in text documents. Database management programs that allow you to work with images can also save both text and raster data in one file. In addition, graphics files are an important "vehicle" for the exchange of visual data between programs and computer systems. Currently, object file systems are being intensively developed in which the “data file” is a block of independent elements that allows or does not allow the embedding of graphic images. It is clear that traditional data classification needs to be revised. However, there remains a huge amount of accumulated graphic data, access to which can only be provided by today's means of decoding and manipulating graphic files.

Basic concepts and terms

Naturally, the work is always done by a person. However, when the terms "graphics work" or "computer graphics output" are mentioned, we are talking about a program. Because the program "touched" this data last (before it ended up on disk or tape), we say that the graphics work was done by the program, not by a person.

Graphics and computer graphics

As a rule, under the term graphic arts we understand the result of the visual representation a real or imaginary object, obtained by traditional methods - drawing (used by graphic artists) or printing artistic images (engraving, lithography, etc.). The end result of the traditional process usually appears on a two-dimensional surface - paper or canvas. Under computer graphics means graphics, including any data intended to be displayed on output device - screen, printer, plotter or film recorder. In the practice of computer graphics, the execution of the work is often separated from its graphical representation. One way to terminate a computer graphics process is through virtual output, i.e. output to a file on some storage device, such as disk or tape. To avoid ambiguity, the concepts are distinguished Creation And visualization(or implementation). Usually image considered a visual representation of a real object captured by an artist through some mechanical, electronic, or photographic process. In computer graphics, an image is an object rendered by an output device, that is, graphic data is rendered when a program creates an image using an output device.

Technological conveyor Computer graphics is a series of steps that involves defining and creating graphic data and then rendering the image. At one end of the technological conveyor there is a person, at the other there is an image on paper, a screen or other device.

Graphic files

Graphics files are files that store any type of durable graphical data (as opposed to, for example, text, a spreadsheet, or digital data) for later visualization. The ways these files are organized are called graphics formats. When an image is saved to a file, the contents of that file are no longer an image, but become persistent graphics data. This data now needs to be re-rendered (as virtual graphics data). Once written to a file, an image is no longer an image; it becomes data, and the format of that data can change, for example as a result of file conversion operations. An image saved in a file of format 1 can be converted to another file - format 2. It is always obvious whether the file contains graphic data or not. For example, spreadsheet formats can be used to store graphical data. The format used to transfer data from one program to another can also be graphical. Some formats, such as TIFF, CGM, and GIF, were specifically designed for interprogram data exchange, while formats such as PCX were developed in conjunction with specific programs. We will not consider three types of files that, although they contain graphic data, are beyond the scope of the material discussed here: files output device language, files page description language And fax files. Output device language files are typically used to produce hard copies and contain device-specific control codes that are interpreted by the output device. They tend to be short-lived, created as temporary files, and for some reason are not archived or used by other devices. Over the history of the computer industry, hundreds of types of printers and plotters have been created that use control information specified by the manufacturer, which has traditionally been ignored by the market. The most widely used output language is PCL (Printer Control Language) and its variants, which allow you to control laser printers of the Hewlett Packard LaserJet series and compatibles, as well as HPGL (Hewlett Packard Graphics Language), which allows you to control plotters and other vector devices. Page description languages ​​are complex systems for describing graphical output. Fax file formats are typically software-specific and are created by applications that support one or more fax modems.

Graphic data

Graphic data is traditionally divided into two classes: vector And raster.

Vector data

In computer graphics, vector data is typically used to represent lines, polygons, and curves (or any objects that can be created from them) using numerically defined control (key) points. The program reproduces lines by connecting key points. Vector data is always associated with attribute information (color and line thickness) and a set of conventions (or rules) that allow the program to draw the required objects. These agreements can be specified either explicitly or implicitly. They are software-dependent despite the fact that they are used for the same purposes. In any case, you can freely use the word "vector" since it is uniquely defined. In mathematics, for example, a vector is a line segment that has length and direction. In computer graphics the term vector used to denote part of a line (its segment) and is usually defined by a finite set of points, with the exception of curved lines or more complex geometric shapes that require different types of key points to describe.

Raster data

Raster data are a set of numeric values ​​that define the colors of individual pixels. Pixels are colored dots arranged on a regular grid to form an image. We usually say that a raster is pixel array, although technically a raster is an array of numeric values, specifying, coloring or "turning on" the corresponding pixels when the image is displayed on an output device. To avoid ambiguity, we will use the term pixel value. Previously term bitmap, was typically used to refer to an array (or “map”) of unit bits, in which each bit corresponded to a pixel, and the terms pixelmap, graymap And pixmap — to denote arrays of multi-bit pixels. We use the term bitmap(raster) to denote an array of pixels (regardless of type), and the terms bit depth or pixel depth - to specify the sizes of these pixels, expressed in bits or other units such as bytes. Bit depth determines the number of possible colors in a pixel. A one-bit pixel can be one of two colors, a four-bit one can be one of 16, etc. Today, the most commonly used pixel depths are 1, 2, 4, 8, 15, 16, 24, or 32 bits (the reasons for this and other information related to color are outlined in Chapter 2).

Raster data sources: raster devices

Historically the term raster(raster) was associated with a cathode ray tube and indicated that the device, when reproducing an image onto a cathode ray tube, creates images of lines. Images in raster format were therefore a collection of pixels organized into sequences of lines called scan lines. Raster output devices reproduce images as pixel images. Therefore, the pixel values ​​in a raster are usually arranged in such a way that they can be easily displayed on almost any raster device. Such data is called raster. As mentioned, raster data can be created by a program that writes the resulting image to a file instead of displaying it on an output device. For this reason, rasters are often called images, and raster data is called image data. The image can be read from the file and restored to the output device. In this book we will sometimes call a block of pixel values ​​in a raster file image or depicted part. Other sources of raster data are raster devices used when working with images in the traditional sense of the word (scanners, video cameras and other graphics input devices). Raster devices that digitize data are another source of graphic data; graphic data is created when a program receives information from such a device and writes it to a file. When talking about graphic data obtained using a real-life source, such as a scanner, the term raster image.

Sometimes there is talk about a third source of raster data - object data. Nowadays, this concept is increasingly used to refer to data saved together with the program that uses it. About twenty-five years ago, computer graphics were based primarily on vector data. Vector screens and pen plotters were the only output devices readily available. With the advent of complex integrated circuits, high-capacity storage devices that can store large files, there is a need for standardized graphics file formats. Today, graphics are most often stored and displayed as raster images. This became possible due to the use of high-speed processors, inexpensive RAM and external memory, as well as high-resolution I/O devices. In addition, raster graphics are the result of manipulating images obtained from raster graphics input devices. Raster graphics are used in applications that support computer-aided design and 3D imaging, business graphics, 2D and 3D modeling, computer art and animation, graphical user interfaces, video games, electronic document image processing (EDIP) and analysis. However, the use of raster data is not always advisable. Storing graphic images as raster data has certain advantages, but raster images are quite large. The share of network technologies is growing in all computer markets, and large volumes of raster files somehow do not fit well with the idea of ​​low-cost networks. The cost of sending files over the Internet, for example, is determined not only by the cost of the connection itself, but also by the time spent on the transfer process. This trend is reinforced by the development of the World Wide Web. Today's World Wide Web is built on HTML, a hypertext document description language that allows programs running on remote users' computers to create complex images of text pages with minimal effort. Nowadays, a number of supplier companies are pursuing a strategy aimed at delegating the tasks of generating and reproducing images to the computers of remote users (which saves network bandwidth). An example of this approach is the creation by Sun Microsystem of the Java programming language for the Internet.

Types of graphic formats

There are several different types of graphics formats, each of which stores data in a specific way. Currently, the most widely used formats are raster, vector and metafile. There are, however, other types of formats - scene formats, animation, multimedia, hybrid, hypertext, hypermedia, volumetric, virtual reality modeling language (VRML), audio formats, font formats, page description language (PDL).

Raster formats

Raster formats are used to store raster data. This file type is especially suitable for storing real-life images, such as photographs and videos. Raster files essentially contain a precise pixel-by-pixel map of an image. The rendering program reconstructs this image on the display surface of the output device.

The most common raster formats are Microsoft BMP, PCX, TIFF and TGA.

Vector formats

Vector format files are especially useful for storing linear elements (lines and polygons), as well as elements that can be decomposed into simple geometric objects (such as text). Vector files do not contain pixel values, but mathematical descriptions of image elements. Based on mathematical descriptions of graphic forms (lines, curves, splines), the visualization program constructs an image. Vector files are structurally simpler than most raster files and are usually organized as data streams. Examples of the most common vector formats are AutoCAD DXF and Microsoft SYLK.

Metafile formats

Metafiles can store both raster and vector data. The simplest metafiles resemble vector files; they contain the language or syntax for defining vector data elements, but may also include a raster representation of the image. Metafiles are often used to transport raster and vector data between hardware platforms, as well as to move images between software platforms. The most common metafile formats are WPG, Macintosh PICT, and CGM.

Scene formats

Scene format files (sometimes called scene descriptions) were designed to store a compressed representation of an image (or scenes). Vector files contain descriptions of parts of an image, while scene files contain instructions that allow the rendering program to reconstruct the entire image. In practice, it is sometimes difficult to determine whether we are dealing with a vector format or a scene format.

Animation formats

Animation formats have emerged relatively recently. They are created according to the same principle that you used in your childhood games with “moving” pictures. If you display one image after another quickly, the objects in the image appear to be moving. The most primitive of animation formats store entire images, allowing them to be displayed simply in a loop one after another. Slightly more complex formats store only one image and several color tables for a given image. After loading a new color table, the color of the image changes and creates the illusion of moving objects. Even more complex animation formats store only the differences between two sequentially displayed images (called frames) and change only those pixels that change when a given frame is displayed. Displaying at 10-15 frames per second is typical for cartoon-style animation. In video animation, to create the illusion of smooth movement, it is necessary to display 20 or more frames per second. Examples of animation formats include TDDD and TTDDD.

Multimedia formats

Multimedia formats are relatively new but are becoming increasingly important. They are designed to store different types of data in one file. These formats typically allow graphic, audio, and video information to be combined. Examples include the well-known formats RIFF from Microsoft, QuickTime from Apple, MPEG and FLI from Autodesk, with new formats expected to appear in the near future. Various media format options are described in Chapter 10.

Mixed formats

Combining unstructured text and raster data is currently being widely explored. (mixed text), and integration of recorded information and raster data (mixed database). We anticipate that mixed formats suitable for efficient storage of graphics data will soon become available.

Hypertext and hypermedia

Hypertext is a system that provides non-linear access to information. Most books are built on a linear principle: they have a beginning, an ending, and a certain layout of the text. Hypertext, on the other hand, allows you to create documents with one or more beginnings, with one, several endings, or without it at all, as well as with many hypertext links that help the reader “jump” to any place in the document. Hypertext languages ​​are not graphic file formats like GIF or DXF. Rather, they are programming languages ​​like PostScript or C. They are specifically designed for serial transmission of data streams, that is, a stream of hypertext information can be decoded as data is received. To view a hypertext document, you do not need to wait for it to fully load. Term hypermedia denotes a fusion of hypertext and multimedia. Modern hypertext languages ​​and network protocols support a wide variety of media, including text and fonts, still and dynamic graphics, audio, video, and volumetric data. Hypertext provides a structure that allows a computer user to organize, display, and navigate multimedia data interactively. Hypertext and hypermedia systems such as the World Wide Web store vast information resources in the form of GIF, JPEG, PostScript, MPEG, and AVI files. Many other formats are also used.

3D formats

Three-dimensional data files store descriptions of the shape and color of three-dimensional models of imaginary and real objects. 3D models are usually constructed from polygons and smooth surfaces, combined with descriptions of the corresponding elements: color, texture, reflections, etc., with the help of which the rendering program reconstructs the object. Models fit into scenes with lights and cameras, so objects in 3D files are often called elements of the scene. Visualization programs that use 3D data are typically modeling and animation programs (such as NewTek's Lightwave and Autodesk's 3D Studio). They allow you to adjust the appearance of the rendered image by changing and complementing the lighting system, the texture of scene elements and their relative position. In addition, they enable the user to “animate” elements of the scene, that is, attribute movement to them. The program then creates a series of raster files (or frames) that, when taken in order, are assembled into a movie. It is important to understand that vector data is two-dimensional. This means that the program that created this data did not attempt to simulate a three-dimensional image and convey perspective. Vector data includes CAD drawings and most illustration inserts intended for desktop publishing. There is some confusion in the market regarding the concept volumetric visualization. To complicate matters, 3D data is now supported in a number of formats that previously only supported 2D vector data. An example is the DXF format from Autodesk. DXF type formats are sometimes called extended vector formats.

Virtual Reality Modeling Language (VRML) formats

VRML ("vermel") can be considered a hybrid of volumetric graphics and HTML. The VRML v.1.0 format is essentially a Silicon Graphics Inventor file format that has been added to enable connections to URLs on the World Wide Web.

VRML encodes 3D data into a format suitable for exchange over the Internet using the Hypertext Transfer Protocol (HTTP). VRML data received from the Web server is displayed in a Web browser that supports a VRML language interpreter.

Audio file formats

Audio information is typically stored on magnetic tape as analog data. Audio data is recorded on media such as compact disc (CD-ROM) and hard disk before it is encoded through sampling, similar to digital video data. Once encoded, audio data can be written to disk as a raw digital data stream or, more commonly, saved in an audio file format. Audio file formats are identical in concept to graphic file formats, only the information stored in them is intended for the ears rather than the eyes. Most formats contain a simple header that describes the audio data stored in the file. Most often, the header specifies the number of samples per second, the number of channels, and the number of bits per sample. This information roughly corresponds to the number of samples per pixel, number of color planes, and number of bits per sample contained in the graphics file headers. Audio file formats use various data compression methods. Huffman encoding is typically used for 8-bit graphics and audio data. But for 16-bit audio data, algorithms adapted specifically for these purposes are required.

Font formats

Such files contain descriptions of sets of alphanumeric characters and symbols in a compact, easy-to-access format. You can freely select data associated with individual characters from font files. In this sense, they are databases of characters and symbols and are therefore sometimes used to store graphical data, although such data is not alphanumeric or symbolic in nature. Font files may or may not have common headings, and some files even support subheadings for each character. In any case, in order to select individual characters without reading and parsing the entire file, you need to know the beginning of the character data, the amount of data about each character, and the order in which those characters are stored. Character data in a file can be indexed by letters and numbers, ASCII code, and other means. Some font files can be expanded and edited, so they have a special index where you can always find information about characters. Some font files support compression, and many support encryption of character data. Historically, there have been three main types of font files: raster, line, and spline outline.

Bitmap fonts

Bitmap fonts consist of a collection of character images, rendered as small rectangular bitmaps and stored sequentially in a separate file. This file may or may not have a header. Most raster font files are monochrome; most often, fonts in such files are stored in the form of rectangles of the same size, which increases the speed of access to them. Symbols stored in raster format can be quite complex, increasing file size and reducing speed and ease of use. The advantages of raster files include quick access and ease of use: reading and displaying a character from a raster file usually takes no more time than reading and displaying a regular rectangle. However, sometimes such data is analyzed and used as a template for displaying a sign by a visualization program. The main disadvantage of raster fonts is the relatively complex scaling. One of the significant disadvantages is the fact that rotated bitmap fonts look good only on screens with square pixels. Most character-based systems, such as MS-DOS, character-mode UNIX, and systems with text terminals, use bitmap fonts stored in ROM or on disk.

Line fonts

Line fonts are databases containing information about characters that are written in vector form. The mark can be represented by a single stroke or a hollow outline. Line character data typically consists of a set of line endpoints drawn sequentially, reflecting the fact that many line fonts originate from applications that support pen plotters. There are also more complex line fonts. These font files contain instructions for drawing arcs and other curves. Probably the best known and most widely used line fonts are the Hershey character sets, which are still available on-line. Line fonts have certain advantages. Firstly, they can be easily scaled and rotated. Second, they consist of primitives (lines and arcs) that are supported by most operating environments and GUI-based visualization programs. The main disadvantage of line fonts is that they usually have a “mechanical” appearance, which contradicts our idea of ​​high-quality printed text. Nowadays, line fonts are rarely used. However, they are supported by many pen plotters. Information about these fonts may be needed, for example, if you have a specialized industrial system with a vector display or something similar.

Spline outline fonts

Character descriptions in spline fonts consist of control points that provide reconstruction of geometric primitives known as splines. There are many, many types of splines, all of which allow you to draw the smooth, eye-pleasing curves we typically associate with high-quality printed text. Contour data is typically accompanied by information used to reconstruct signs. This information may include kerning information and information needed to scale very large and very small characters (called "hints"). The advantage of spline fonts is that they can be used for high-quality representation of characters that in some cases cannot be distinguished from printed metal fonts. (Almost all traditional fonts have been converted to spline contour fonts.) In addition, such characters can be scaled, rotated, and generally perform operations on them that were previously only dreamed of. Unfortunately, reconstructing characters into spline contour data is not a simple task. Complex fonts require additional time spent on rendering and software development.

Page description language formats

Page Description Languages ​​(PDL) are true machine languages ​​used to describe the layout, fonts, and graphics of printed and displayed pages. PDLs are interpreted languages ​​used to convey information to printing devices (such as printers) and display devices (such as GUI screens). The peculiarity of these languages ​​is that PDL codes are hardware dependent. A typical PostScript file contains detailed information about the output device, font metrics, color palettes, and the like. The PostScript code file for a four-color A4 document can only be printed or displayed on a device that has the capability to process this metric. But markup languages ​​do not contain information about the output device. They are based on the fact that a device that renders markup language code will be able to adapt to the formatting commands sent. The visualization program itself selects fonts, colors and the method of displaying graphic data. The markup language provides only information and information about its structure. Page description languages ​​are, technically speaking, programming languages, and complex interpreters are required to read the data contained within them. They differ significantly from the much simpler analyzers used to read graphic formats.

Elements of a graphic file

Different file format specifications use different terminology. This mainly applies to the data structures in the file: fields, tags and blocks. Sometimes specifications provide a definition of one of these terms, but then it may be replaced by another, more descriptive one, e.g. subsequence on record. For the purposes of this book, we will consider graphics files to consist of sequences of data or data structures called file elements or data elements. These elements fall into three categories: fields, tags, and flows.

Fields

Field - it is a data structure in a graphics file that has a fixed size. A fixed field can have not only a fixed size, but also a fixed position in the file. To determine the location of the field, specify either an absolute offset from landmark in a file, such as from the beginning or end of the file, or a relative offset from any other data. The field size may be specified in the format specification or determined from other information.

The course “Computer Graphics” is an elective course for 9th grade students, designed for 17 hours.

This course is designed to work with children who want to master the basic techniques of working with computer graphics in CorelDRAW and Adobe Photoshop.

Goals and objectives of the course:

1.Give students a deep understanding of the principles of constructing and storing images.

2. Study graphic file formats and their appropriate use when working with various graphics programs.

3. Consider the application of the basics of computer graphics in various graphics programs.

4. Teach students to create and edit their own images using the tools of graphics programs.

5. Teach students how to exchange graphic data between different programs.

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Municipal formation of the city of Krasnodar

(territorial, administrative district (city, district, village)

municipal budgetary educational institution

municipal formation city of Krasnodar

Secondary school No. 93

(full name of the educational institution)

WORKING PROGRAMM

II type

Elective course in computer science "Computer graphics"

Level of study (grade)basic general education 9th grade ____________

Number of hours 17 Basic level _________________________________

Teacher Sokolova I.V. ________________________________________________

The program is developed based onauthor's programL.A. Zalogov, electivecourse “Computer Graphics” for primary school (9th grade), published in the collection of Programs for general education institutions: Computer Science. Grades 2-11 / Compiled by M.N. Borodin. – 6th ed. - M.: BINOM. Knowledge Laboratory, 2009. ________________________________________

EXPLANATORY NOTE

The course “Computer Graphics” is an elective course for 9th grade students, designed for 17 hours.

This course is designed to work with children who want to master the basic techniques of working with computer graphics in CorelDRAW and Adobe Photoshop.

Goals and objectives of the course:

1.Give students a deep understanding of the principles of constructing and storing images.

2. Study graphic file formats and their appropriate use when working with various graphics programs.

3. Consider the application of the basics of computer graphics in various graphics programs.

4. Teach students to create and edit their own images using the tools of graphics programs.

5. Teach students how to exchange graphic data between different programs.

Educational results:

1. Students must masterbasics of computer graphics, namely, you should know:

Features, advantages and disadvantages of raster graphics;

Features, advantages and disadvantages of vector graphics;

Methods for describing colors in computer graphics - color models;

in methods of obtaining color shades on the monitor screen and printer;

Methods for storing images in raster and vector format files;

Graphic data compression methods;

Problems converting graphic file formats;

Purpose and functions of various graphic programs.

2. As a result of developmentpractical partstudents must be able to:

2.1. Create your own illustrations using the main tools of the CorelDRAW vector program, namely:

Create drawings from simple objects (lines, arcs, circles, etc.);

Perform basic operations on objects (deleting, moving, scaling, rotating, mirroring, etc.);

Create your own color shades in various color models;

Create fills from several color transitions;

Use patterned and textured fills;

Work with the contours of objects;

Create drawings from curves;

Create illustrations using methods for arranging and combining objects, as well as subtraction and intersection operations;

Receive three-dimensional images;

Apply various graphic effects (volume, flow, curly trimming, etc.);

Create inscriptions, headings, place text along a trajectory.

2.2. Edit images in Adobe Photoshop, namely

Select image fragments using various tools (Area, Lasso, Magic Wand, etc.);

Move, duplicate, rotate selected areas;

Edit photos using various artistic media;

Save selected areas for later use;

Mount photographs (create multilayer documents);

Elective course program "COMPUTER GRAPHICS"

Color black and white sketches and photographs.

Apply various effects to text;

Perform tone correction of photographs;

Perform color correction of photographs;

Retouch photos;

Exchange files between graphics programs.

Interdisciplinary connections

Students can further use the knowledge gained from studying the course “Computer Graphics” in the creation of advertising materials, to visualize scientific and applied research in various fields of knowledge - physics, chemistry, biology, etc. The created image can be used in a report, article , multimedia presentation, posted on a web page or imported into a document of a publishing system. The knowledge and skills acquired as a result of mastering the “Computer Graphics” course arethe foundation for further improvement of skills in the field of three-dimensional modeling, animation, video editing, and the creation of virtual reality systems.

The Computer Graphics course covers:

Basic issues of creating, editing and storing images;

Features of working with images in raster programs;

Methods for creating illustrations in vector programs Creating three-dimensional images on a computer screen is a rather complex task, and we need to devote a separate course to its consideration. Other areas of computer graphics are undoubtedly of great interest, but they require a certain professional specialization.

The vector program CorelDRAW is used to create illustrations, and Adobe Photoshop is used to edit images and edit photographs.

CorelDRAW is currently one of the most popular vector graphics programs. The program has gained its popularity due to the fact that it allows beginners and professional artists to create illustrations of varying complexity. On personal computers IBM PC CorelDRAW is the “king” of drawing programs

Adobe Photoshop is the world's most popular raster image editing program. It is used for retouching, tone and color correction, as well as for the purpose of building collages in which fragments of different images are merged together to create interesting and unusual effects.

Tutorial

1 . . Raster graphics. Advantages and disadvantages of raster graphics. Vector graphics. Advantages and disadvantages of vector graphics. Comparison of raster and vector graphics. Features of raster and vector programs.

2. Color systems in computer graphics. Formation of color shades on the monitor screen (additive color system). Formation of color shades when printing images (subtractive color system). Ways to create your own color shades in various graphics programs. The hue-saturation-brightness color system. The relationship between different color systems.

3. Graphic file formats. Vector formats. Raster formats. Graphic data compression methods. Convert files from one format to another.

4. Creation of illustrations. Features of vector programs. Introduction to CorelDRAW. Basics of working with objects. Coloring drawings. Auxiliary operating modes. Creating drawings from curves. Methods for arranging and combining objects. Volume effect. Overflow. Work with text. Saving and loading images in Corel DRAW.

5. . Features of raster programs. Introduction to Adobe Photoshop. Selecting areas. Masks and channels. Basics of working with layers. Drawing and coloring. Tone correction. Color correction. Photo retouching. Working with contours.

Workshop

1. . CorelDRAW home screen. Basics of working with objects. Coloring drawings. Creating drawings from curves. Various graphic effects. Work with text. Saving and loading images in CorelDRAW.

2 . . Adobe Photoshop work screen. Working with selected areas. Masks and channels. Basics of working with layers. Drawing and coloring. Basics of color correction. Basics of tone correction. Photo retouching. Working with contours. Exchange files between graphics programs.

Table of thematic distribution number of hours

Teaching methods

Classes include lecture and practical parts. The practical part of the course is organized in the form of lessons. An important component of each lesson is independent work by students. The topic of the lesson is determined by the skills acquired; example topic: “Creating drawings from curves.” In each lesson, the material is presented as follows:

1. Review of basic concepts and methods for working with them.
2. Independently completing tasks to gain basic work skills; Each task formulates a goal and sets out how to achieve it.
3. Exercises to do independently.
4. DIY projects.

The theoretical and applied parts of the course (at the discretion of the teacher) can be studied in parallel in order to immediately consolidate theoretical issues in practice.

Forms of knowledge control

Mastery of the theoretical part of the course is checked using tests.

Each practical lesson is assessed with a certain number of points.

The course provides for several tests and, therefore, calculation of intermediate ratings (number of points for the test and practical tasks).

The final grade is given based on the sum of points for all tests and practical exercises according to the following scheme:

“2” - less than 40% of the total points;

“3” - from 40% to 59% of the total points;

“4” - from 60% to 74% of the total points;

“5” - from 75% to 100% of the total points.

List of used educational and methodological literature

1. L.A. Zalogova Computer graphics. Elective course: Textbook - M.BINOM. Knowledge Laboratory, 2005 – 212 p.
2. L.A. Zalogova Computer graphics. Elective course: Workshop – M.BINOM. Knowledge Laboratory, 2005 – 245 p.

additional literature

1. Duvanov A.A. Basics of computer science. We draw on the computer. St. Petersburg: BHV-Petersburg, 2005;
2. Simonovich S.V., Evseev G.A., Alekseev A.G. Special informatics: Textbook. – M.: AST-PRESS: Inforkom-Press, 2000; August 29, 2012 _ No. _ 1,

   head departments

   Khmara S.E.

   AGREED

   Deputy Director for HR

   L.V. Azarova

   "__" August 2012

   
   

   The clipboard is used to temporarily store information when moving and copying data. Clipboard– an area of ​​memory that Windows allocates for temporary storage of moved or copied information. Using the clipboard, you can copy and move fragments within a document, between documents, and even between programs.

   Information stored on the clipboard can be pasted repeatedly into one or more documents that can be created in different applications. Data placed on the clipboard is retained until it is replaced with new data or until the end of your Windows session. Typically, there is no need to view information stored on the clipboard. If you wish, you can display and save the contents of the clipboard in a special file using the program Clipboard.

   In all Windows applications that allow the use of the clipboard, the way they work with it is standardized. First of all, the fragment to be copied or moved must be selected. Menu item commands are provided for exchange Edit:

   · Cut– move the selected fragment to the buffer and delete it from the document;

   · Copy– copy the selected fragment to the clipboard without deleting it from the document;

   · Insert– paste the contents of the clipboard into the current document. The insertion location is determined by the position of the cursor.

   Many applications duplicate these commands in the toolbar as well as in the context menu, and you can move, copy and paste snippets with a simple click on the appropriate button.

   Nowadays, specialized programs are widely used that provide the user with greater opportunities when composing text documents and when working with audio and video files. Documents created in different programs have different formats. They can communicate with each other using Object Linking and Embedding (OLE) technology. This technology is supported by all Windows programs.

   According to OLE terminology, any data (text, drawing, etc.) that is transferred from a document created using one program to a document created in another program is called an object. An object can be an entire document, a separate fragment or symbol.

   A linked object is an object (data) created in one file and inserted into another file, maintaining a relationship between the files. The file in which the source object resides and the application in which it is created are, respectively, the source file (source file) and the source application. The file containing the inserted object is called the master document (destination file). A compound document stores information about the program in which the object was created. In order not to break the document-source connection, you cannot move, delete or change the file name.

   Linked objects are used when you want the data in the target file to be updated when the data in the source file changes. For example, if a Paint picture is inserted as a linked object in a Wordpad document, then when you change the picture in Paint, it will automatically be changed in the Wordpad document. When you update data in the target file, the data in the source file does not change.

   When a connection is established between objects, the data continues to be physically located in the program where it was created (in the document server). The linked object is not part of the file in which it is inserted. The disadvantage of the linking operation appears when you transfer the client document file to another computer: its connection with the server documents is broken.

   Completeness of information and its updating Graphic and technical design Navigation

   Page loading speed and determining factors Site interactivity Internet technologies Research of existing sites Criteria for evaluating sites Generalization Creative work Self-assessment Reflection

   Chapter V. HTML Basics (8 hours)

   In this chapter, you will learn how to place information in the right place on a web page; divide the screen into separate windows with independent information and the ability to manage their content; create various interactive elements and receive a message about how the user worked with them; Instruct search engines about what's most important on your web pages. Perform a number of individual creative works to develop website elements. Provide an interactive experience for web page visitors.

   Basic concepts: lists, tables, frames, forms, meta tags, interactivity.

   Tables “Old songs about the main thing” Extra cells. Empty cells

   Merging cells. Coordinate with neighbors Cell division. Coordinate again. Is it worth dividing? Nested tables Background colors. The table can be a rainbow For a rainbow - a colored cell!

   Fields. In cramped conditions, but not in offence, Life with tables

   Meta tags

   Generalization Creative work. Topic “Implementation and protection of a small project” Self-assessment Reflection

   Chapter VI. Website editors (8 hours)

   After studying this chapter, you will learn why Dreamweaver and other website editors are needed; what are the possibilities

   Dreamweaver when creating and editing websites, unlike HTML code editors; How to configure Dreamweaver settings; how to create various information resources with its help and connect them with each other and with external resources.

   Basic concepts: web page editor, active elements, dynamic language, script, banner, server, administration.

   Creating a new site Creating new files and folders

   Customizing Web Page Characteristics Background Text

   Using Rollover Navigation Bar

   Accessing the HTML Code of a Web Page Summary

   Creative work. Topic: “Implementation and protection of the project” Self-assessment Reflection

   Chapter VII. Advanced web page creation capabilities (6 hours)

   In this chapter, you will learn how to quickly and efficiently change the appearance of all web pages on a site at once, designing them in the same style. Learn the basics of creating Cascading Style Sheets - CSS. Make a simple Flash animation. Learn to create dynamic and interactive web pages.

   Key concepts: Cascading Style Sheets, CSS, Selector, Flash, Symbol, Clip, Button, Motion Tweens, Form Tweens, Dynamic HTML, Interactivity, Scripting, Static and Dynamic Pages, Active Elements.

   Purpose of CSS Cascading Style Sheets

   CSS Basics Color in CSS

   Size in CSS Comments

   Creating a Style Sheet Syntax

   Inheritance Context selectors

   Font and text - twin brothers Von. Help Tom Sawyer paint the fence

   Applying style sheets to part of a page Classes is awesome!

   Subclasses. Maybe someone needs their own personal tag? The webmaster is not a magician, but he can do something

   String element Block element

   Block properties

   Border Wrap around a block of text

   Positioning. How to get there, I don’t know where Favorite pages are. Personal style

   Applying a style to a tag. Piece work Interaction of styles. Who's new?

   Cascading styles and priorities. The greater the influence, the less significance - everything is not like in life

   Summary Three ways to set a style

   Priorities

   Basic Concepts Character Types Motion Animation Shape Animation Buttons

   Dynamic HTML Working with layers

   Examples of using DHTML Creative work. Topic “Technical Project” Self-assessment Reflection

   Chapter VIII. Web Design Basics (8 hours)

   In this chapter, you will see that designing site content is one of the most critical moments when creating any web resource. Visitors are attracted primarily by information that is relevant to them, forcing them to return to the site again and again. The design only emphasizes the content of the site, makes it easier to perceive, and helps

   Logical design Type of site structure (linear, hierarchical, contextual, other)

   Section names What each section will contain

   Organization and connection of sections with each other What information will be placed on certain pages of the site

   Physical design Technologies that will be used on the site

   Software used Possible problems and solutions How information will be updated

   Generalization Creative work Self-esteem Reflection

   Chapter XI. Test work (10 hours)

   It's time to complete your final project. You already have experience creating various website elements. Now all your knowledge

   è skills and previous developments must be applied to create a complex project - website on the topic of your choice. The site is developed in a group or individually. In any case, you will be required to design, manufacture and host your website on the Internet. You need to defend your completed project in front of your classmates.

   è teacher. A remote form of protection with the involvement of remote specialists is also possible.

   Basic concepts: theme and structure of a website, design, production, placement, site testing, expert assessment.

   Choosing a theme for a creative project - website Technical specifications

   Distribution of work between different specialists (customer, art director, webmaster, coder, programmer, layout designer, manager), their functions in the overall project Features of the collective (group) activities of site developers

   Design, creation and placement of a website on the network Work acceptance certificate Protection of completed projects Self-assessment and evaluation. Reflection

   Chapter XII. Web Design Olympiad (2 hours)

   The Computer Graphics and Web Design Olympiad is a good way to demonstrate your artistic, graphic and technical skills.

   sti. This Olympiad is interdisciplinary and can be held within several academic subjects: art, painting, artistic creativity, decorative and applied arts, Moscow Chemical Culture, design, computer science.

   Basic concepts: logo, corporate identity, banner, layout, graphics, design.

   Olympic tasks:

   1. Design your layout"web business cards" Find the necessary slogans and their graphic accompaniment.

   2. Design a logo layout for your school (class) in jpg or gif format. and present it in color and black and white versions.

   3. Make two banners measuring 120x60 - animated and static. The purpose of banners is to influence the emotional sphere of a potential viewer.

   4. Come up with a graphic illustration for a humor section of a website. The illustration must be funny, entertaining, and original. Illustration size 130x190 pixels. File format jpg or gif.

   5. Develop a title a web page on one of the topics: “Our class”, “Our school”, “We are fans!”, “Online newspaper”, “Web club”, “Point of sale of mobile phones”, “Flower store”, “ Dating service."

   Excerpt from a student guide (from Chapter 7, “Advanced Web Page Creation”)

   Background. Help Tom Sawyer paint the fence

   You have already learned how to write inscriptions on Internet fences (web pages). You assign a COLOR attribute value to any tag in the form of a color name or RGB code. And apply the tag to the text.

   When you learned HTML, you also learned how to set a background color and a background image. Let's look at what opportunities style sheets provide for this.

   Background settings can only be controlled for a specific block markup element. Such an element can be the entire page, table, paragraph, heading, etc. For example, if we set the style:

   h4 ( background-color:black;color:white;)

   then all fourth level headings will be displayed in white on a black background.

   In addition to the background color and its transparency, you can now control the background image (the coordinates of its placement and repetition methods).

   There are several attributes for working with a background image:

   background-image - sets the address of the image for the background;

   background-repeat - determines how images on the screen will be duplicated; matter:

   Repeat - the image is duplicated in both directions;

   Repeat-x - the image is duplicated only horizontally;

   Repeat-y - the image is duplicated only vertically;

   No-repeat - one image is displayed from its true

   in different sizes;

   background-attachment - sets the behavior of the background; it is either fixed or scrolled along with the picture. Using this property you can create a good effect;

   background-position - determines the position of the original image on the screen. The values ​​can be commands LEFT, RIGHT, CENTER, coordinates in pixels or points, and also in percentages. You can specify both coordinates, one or none. The missing coordinate will be replaced with the default value, usually

   but by centering.

   For brevity, all background properties can be described in the general background attribute:

   background: transparent|color url repeat scroll position

   p ( background: gray http://www.eidos.ru/logo.gif no-repeat fixed 50% 30px; )

   body ( url("fon.gif"); background-repeat:repeat-x; background-attachment:fixed;)

   What a wealth of possibilities when using just one image for the background! However, with all the abundance of opportunities, it is not worth using them evil.

   In Chapter 2, you created a logo and placed it on a web page in the file vizitka-family.htm. Change the page. Make the logo the background image, fixed in one of the top corners. Disable duplication and scrolling of this image.

   Prospects for the course graduate

   For students of a specialized school who choose one or another elective course, the specific benefits and practical benefits of this course are important. Therefore, the task of the teacher presenting this course is to reveal to students the promising aspects of this course.

   

   working together. I’m sure it will be useful to us.” - Mikhail Bochkov, 10 B, Gymnasium No. 39, Tolyatti.

   “We decided to choose Ergin Yuri Viktorovich as the theme of our site, since such great people as Yuri Viktorovich should be known to the world. This is the best, smartest and respected physicist in our city. My job was to collect information for the site. It was not easy to “catch” such a famous person! But finally he gave me a few of his precious minutes to tell me about himself. I didn’t even suspect that this man had such an exciting destiny. After meeting with Yergin, I devoted several hours to classifying the information, resulting in five sections: biography, publications, hobbies, students and advice. Some more time was spent on design: printing and artistic editing. I think what I was best at was the artistic processing of information.” - Zhiburda Olesya, 11th grade B, gymnasium 111, Ufa.

   “I did the work myself. First, I selected different page options in my head, then implemented them on the computer. I used Notepad and some html editors. The most difficult thing was to create a site with a resolution of 800x600; I had to edit the site on different computers.” - Roman Statsenko, 10th grade, Pacific Line School, Vladivostok.

   “Thanks to the Eidos Center Olympiad, I was once again convinced that I can and want to connect myself with web design - I have the strength, skill, desire and most importantly - ideas. After all, without ideas, no matter how well a person masters his business, nothing worthwhile will come of it. I created such a design element as a colored scroll bar - I made it in accordance with the color scheme of the site (white with light blue outlines).” - Oleg Bershak, 11 B grade, Lyceum No. 1, Neftekamsk

   List of information resources

   Information technology is developing at a rapid pace. New standards become outdated before they are officially approved. In this sense, updated electronic publications are more mobile than “paper” versions of textbooks. Here are the addresses of Internet resources that contain information useful for creating websites of any level of complexity and quality.

   http://htmlbook.ru - Merzhevich Vlad.

   A short but information-rich textbook on website creation technology, HTML, CSS, design, graphics, etc. Made in the style of an extended reference book with examples. Written in accessible language. Suitable for in-depth lessons, both under the guidance of a teacher and individually.

   http://www.intuit.ru/ - P.B. Khramtsov, S.A. Brik, A.M. Rusak, A.I. Surin.

   Website of the Internet University of Information Technologies. The course of lectures is devoted to the basics of web technologies. Designed for university students, but can be useful to anyone who wants to deepen their knowledge in this area.

   http://www.postroika.ru/ - Alenova Natalya.

   “Textbook (guide) on html. I wrote this guide with beginners in mind, remembering how I once started myself. This is not a dry presentation of everything, this is an attempt to work on associations, to make everything more easy to remember. In some places I was unable to avoid tedious moments, but I tried and will continue to try, adding and correcting everything that was written from time to time.”

   http://html.manual.ru/ - Gorodulin Vladimir. "HTML directory. This is not a translation of a boring specification or

   attempt to write a textbook. The purpose of the reference book is to briefly and clearly describe the operation of all elements of the HTML language that you can safely use when creating Internet pages, without fear that some version of any browser will give you an unpleasant surprise. In other words, here is the “classic” HTML used by professional web developers. And nothing superfluous.”

   http://winchanger.narod.ru - A. Klimov A short reference book on HTML language tags.

   http://www.w3.org/ - World Wide Web Consortium.

   About the HTML 4.0 specification. Professional document. For those for whom reference books are not enough, or for a decisive argument in a dispute. The only normative version is the English version of this document. However, translations of this document are available at http://www.w3.org/MarkUp/html40-updates/translations.html

   Conclusion

   Computer science plays a special role in senior specialized schools as a fundamental science about the ways of processing and using knowledge in social practice. Students use technical and software-methodological means of information technology every day, according to their age and existing conditions. Everyday using modern tools of intellectual work, the student not only constructs his own vision of the world, but also learns to effectively use information services in his own life and educational activities.

   The elective course “Website Creation Technology” makes its contribution to the general educational training of technology students. The universality of most of the knowledge studied in this course and

   methods of activity turns it into a discipline that integrates various subjects of the school course, since it helps students cope with the processing and presentation of a multi-subject information flow.

   The success of this course in a specialized school is due to its productive personal orientation, high social conditionality, activity approach, as well as the professionalism of the course authors, who developed it based on their many years of pedagogical experience in teaching schoolchildren and teachers the basics of website building.

   

   The requirement for the preliminary level of training is mastering the “Basic course” in computer science.

   The course is designed for 70 teaching hours.

   Goals and objectives of the course:

   study graphic file formats and the advisability of using them when working with various graphics programs;

   consider the application of computer graphics fundamentals in various graphics programs;

   teach students to create and edit their own images using the tools of graphics programs;

   teach how to exchange graphic data between different programs.

   EDUCATIONAL RESULTS

   Students must master the basics of computer graphics, namely:

   features, advantages and disadvantages of raster graphics;

   features, advantages and disadvantages of vector graphics;

   methods for describing colors in computer graphics - color models;

   methods for obtaining color shades on the screen and printer;

   methods for storing images in raster and vector format files;

   graphic data compression methods;

   problems converting graphic file formats;

   purpose and functions of various graphic programs.

   As a result of mastering the practical part of the course, students should

   1) create your own illustrations using the main tools of the CorelDRAW vector program, namely:

   create drawings from simple objects (lines, arcs, circles, etc.);

   perform basic operations on objects (deleting, moving, scaling, rotating, mirroring, etc.);

   create your own color shades in various color models;

   paint over drawings using various types of fills;

   work with the contours of objects;

   create drawings from curves;

   create illustrations using methods for arranging and combining objects;

   

   Educational and methodological support of the course

   The educational and methodological set “Computer Graphics” consists of a textbook and a workshop.

   The purpose of the tutorial is to:

   provide a deep understanding of the principles of constructing and storing images;

   consider the main capabilities of the most popular graphics programs.

   In addition, the acquired knowledge and skills should become a good foundation for further improvement of skills.

   The computer graphics workshop is an addition to the textbook. It is advisable to study these two books in parallel, since the material of the workshop is fully consistent with the content of the textbook. Each workshop lesson contains links to sections of the textbook that need to be studied, a description of basic work techniques, as well as exercises and projects for independent implementation.

   The purpose of the workshop is to:

   to consolidate in practice the principles of constructing and storing images;

   learn to create and edit images using the vector program CorelDRAW and the raster program Adobe PhotoShop.

   CorelDRAW is currently one of the most popular vector graphics programs. The program gained its popularity due to the fact that it allows beginners and professional artists to create illustrations of varying complexity. On IBM PC personal computers, CorelDRAW is the “king” of drawing programs.

   Adobe PhotoShop is the world's most popular raster image editing program. It is used for retouching, tone and color correction, as well as for the purpose of building collages in which fragments of different images are merged together to create interesting and unusual effects.

   Part 1. Image Basics 1. Methods of Presenting Graphic Images

   Raster graphics. Advantages of raster graphics. Disadvantages of raster graphics. Vector graphics. Advantages of vector graphics

   ki. Disadvantages of vector graphics. Comparison of raster and vector graphics. Features of raster and vector programs.

   2. Color in computer graphics

   Description of color shades on the monitor screen and on the printer (color models). RGB color model. Formation of your own color shades on the monitor screen. CMYK color model. Formation of your own color shades when printing images. The relationship between the RGB and CMYK color models. Color coding in various graphics programs. HSB color model (Hue - Saturation - Brightness).

   3. Graphic file formats

   Vector formats. Raster formats. Methods for compressing graphic data. Saving images in standard formats, as well as proprietary formats of graphics programs. Convert files from one format to another.

   Part 2. Vector and raster graphics programs

   4. Creation of illustrations

   4.1. Introduction to CorelDRAW

   4.2. CorelDRAW working window

   Menu features. Worksheet. Organization of the toolbar. Properties panel. Color palette. Status bar.

   4.3. Object Basics

   Drawing lines, rectangles, squares, ellipses, circles, arcs, sectors, polygons and stars. Selecting objects. Operations on objects: moving, copying, deleting, mirroring, rotating, scaling. Changing the viewing scale when drawing small details. Features of creating illustrations on a computer.

   4.4. Shading drawings

   Painting an object (fill). Uniform, gradient, patterned and textured fills. Formation of your own color palette. Using built-in palettes.

   4.5. Auxiliary operating modes

   Tools for precise drawing and positioning of objects relative to each other: rulers, guides, grid. Modes for displaying objects on the screen: wireframe, normal, enhanced.

   4.6. Creating patterns from curves

   Features of drawing curves. The most important elements of curves: nodes and trajectories. Editing the shape of a curve. Recommendations for creating drawings from curves.

   4.7. Methods for arranging and combining objects

   Changing the order of objects. Aligning objects on the worksheet and relative to each other. Methods for combining objects: grouping, combining, welding. Excluding one object from another.

   4.8. Volume effect

   Extrusion method for obtaining three-dimensional images. Perspective and isometric images. Shading, rotation, highlighting of three-dimensional images.

   4.9. Flowover

   Creation of technical drawings. Creating convex and concave objects. Getting artistic effects.

   4.10. Work with text

   Features of simple and curly text. Text formatting. Placing text along a path. Creating embossed text. Scaling, rotating and moving individual letters of text. Changing the shape of text characters.

   Features of working with drawings created in different versions of CorelDRAW. Import and export images into CorelDRAW.

   5. Editing and enhancing images

   5.1. Introduction to Adobe PhotoShop

   5.2. Adobe PhotoShop working window

   Menu features. Working field. Organization of the toolbar. Properties panel. Panels are auxiliary windows. View images at different scales. Status bar.

   5.3. Selecting areas

   The problem of selecting areas in raster programs. Using different selection tools: Marquee, Lasso, Magic Wand. Move and change the selection border. Transforms over the selected area. Crop the image.

   5.4. Masks and channels

   Modes for working with selected areas: standard and quick mask mode. Refine a previously created selection in Quick Mask mode. Save selected areas for reuse in channels.

   5.5. Collage. Layer Basics

   Features of creating a computer collage. The concept of a layer. Using layers to create a collage. Operations on layers: deleting, moving, scaling, rotating, mirroring, merging.

   5.6. Drawing and coloring

   Selecting foreground and background colors. Using drawing tools: pencil, brush, eraser, fill, gradient. Coloring black and white photographs.

   5.7. Tone correction

   The concept of tonal range of an image. Graph of pixel brightness distribution (histogram). Histogram of light, dark and dark

   

   Clog of images. The main task of tone correction. Tone correction commands.

   5.8. Color correction

   The relationship of colors in an image. The principle of color correction. Color correction commands.

   5.9. Photo retouching

   Methods for eliminating defects from photographs. Lightening and darkening image fragments manually. Sharpening the image.

   5.10. Working with Paths

   Purpose of contours. Contour elements. Editing outlines. Outline outline. Converts an outline to a selection border. Use clipping paths to add a portion of a photograph to an illustration created in a drawing program.

   1. Practical lessons on vector graphics

   Lesson 1. CorelDRAW working window Lesson 2. Basics of working with objects Lesson 3. Shading drawings Lesson 4. Shading drawings (end).

   Auxiliary operating modes Lesson 5. Creating drawings from curves

   Lesson 6. Methods for arranging and combining objects Lesson 7. Volume effect Lesson 8. Flow effect Lesson 9. Working with text

   2. Practical lessons on raster graphics

   Lesson 1. Working window of Adobe PhotoShop Lesson 2. Working with selected areas Lesson 3. Masks and channels

   Lesson 4. Creating a collage. Layer Basics Lesson 5: Drawing and Coloring Lesson 6: Layers (continued)

   Lesson 7. Basics of tone correction Lesson 8. Basics of color correction Lesson 9. Retouching photos Lesson 10. Working with outlines

   Lesson 11. Sharing files between graphics programs

   FRAGMENT OF A PRACTICUM ON VECTOR GRAPHICS

   Lesson 5 Lesson topic: Creating drawings from curves.

   In this lesson:

   changing the shape (editing) of a curve;

   Basic Concepts

   Essential Elements of Curves - nodes and trajectories.

   A node is the point at which the curve changes its direction. Nodes

   become visible if you select the Shape tool and click on the curve (Fig. 1).

   As you draw, CorelDRAW sets the type of each node - smooth or sharp.

   A smoothed node is a node in which the curve smoothly changes direction.

   An acute node is a node at which the line abruptly changes direction.

   Rice. 1. Curve drawn by hand using the Freehand tool (Curve)

   The Shape tool is used to edit curves.

   Operations on a curve: selecting one or more nodes; converting a straight line into a curve and vice versa; changing node types; adding nodes; removing nodes; curve break; combining two open trajectories into one.

   All of the above operations are performed using the properties panel (Fig. 2) of the Shape tool.

   When editing a curve, CorelDRAW works with three types of nodes: symmetrical, smooth, sharp.