Doughlas Remy

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Course in Pre-press Processes

Course Description

Instructor Bio

Participant Learning Objectives

Course Design and Outline

My Fee

Course Materials (Powerpoint presentations)

Classroom Specs

Since 2004, I have taught a nine-hour course in Pre-press Processes in the ArtZones program at Bellevue Community College. Beginning in the Fall 2007 quarter, the course will also be offered in the Arts Now program at Edmonds Community College and in Shoreline Community College's Extended Learning program. This Web page provides information about the course to other community college program coordinators who may be interested in scheduling it.

Course Description

Preparing files for handoff to a press can seem bewilderingly complex, especially when the printed output is to include colors, bleeds, graphics, and other enhancements. This introduction to pre-press processes will help you plan ahead and avoid costly mistakes. Topics include printing technology, color theory and management, desktop tools (hardware and software), image resolution, type fonts, halftone vs. contone, process vs. spot colors, bitmaps vs. vectors, and more.

Instructor Bio

Doughlas Remy has been a graphic designer and digital publisher since the early 1980s, when he was responsible for the layout of two series of textbooks for the Kingdom of Saudi Arabia. A resident of Seattle since 1990, Remy has provided graphic design services for a variety of corporations including Microsoft Corp., Harris Corp., Watermark Property Management, Sverdrup Civil, and VMC Corp.

Participant Learning Objectives

Upon successful completion of this workshop, participants will be able to:

• Distinguish between pre-press, on-press, and post-press operations.

• Describe the five major printing processes: relief (letterpress and flexography), planographic (offset litho), intaglio/gravure, stencil/silkscreen, and digital.

• Analyze color output in terms of HSB, CMYK, and RGB models.

• Identify the factors that determine the hue, saturation, and brightness of reflected or projected light, namely, wavelength(s) and amplitude.

• Explain the importance of the CIE color model for digital pre-press, especially for identifying gamuts and matching colors.

• Use commercial color matching systems such as Pantone and Munsell.

• Explain the function of color channels in image editing software.

• Distinguish between printer resolution (DPI), screen frequency (LPI), and monitor resolution (PPI).

• Decide whether to specify spot or process colors in a design.

• Explain the difference between continuous tone and half tone images.

• Find solutions for trapping issues when spot colors are used.

Course Design and Outline

Design

I have designed this course around a series of Powerpoint presentations. The course consists of three modules, which are typically offered in three sessions of three hours each. The module titles are as follows:

• Printing Processes

• Color Theory and Management

• Tools and Techniques

Each presentation is followed by an assessment in the form of approximately 50 multiple-choice questions. Learners may consult their notes or, if they have computers, they may consult the Powerpoint presentations. Learners may then check their own answers against a distributed answer sheet and return their completed assessments to me anonymously. The assessments provide closure and feedback to learners, and they provide me with valuable feedback for design adjustments to the course.

Outline

Please click here to download the course outline in Word format.

My Fee

Three options:

• I charge a flat fee of $600.

• I receive 50% of the course participant fee if it is at least $199 and the minimum enrollment is set at six.

• Other arrangements are negotiable.

Course Materials

Learners are not required to purchase any materials for this course. They may download the Powerpoint course modules from my Web site.
Click here to open the Pre-press Course Materials page, where you can download the course modules.

Classroom Specs

• I require the use of a computer and an InFocus projector in a classroom that has (1) a screen or blank white wall and (2) windows that may be covered—or no windows.

• Ideally and optimally, each learner will have a networked computer at his or her own desk.