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Submitted
by: Donna Pauler Austin
Community College Photoshop
Links
Unit: Photoshop Lessons
Grade
Level: High School (some adaptable to middle school)
Lesson #1: Crazy Crosslinks – Using Sections
and Layers
Lesson #2: Visual Puns – Using Masks and Pen
List of links
Lesson #3: Allegory - Using Brushes, Selected Filters and Blending Modes
Lesson #4: Surrealism -
Using Layer Masks, Clipping Groups, Shapes, and
Adjustment
Layers
Additional
Digital Imaging Lessons - pdf files available.
Project
examples - Gallery
Art from Kris
Fontes' students: Visual Pun and Surrealism Union
City High School
Photography
lesson ideas from Vivian Komando (below)
I teach Photoshop--Digital Imaging I and II at a community college. I use variety of techniques
for instruction and evaluation. Here is format followed:
We use Classroom in a Book for DI 1 (but any tutorial based book would work the same.)
Start off with basics of "imaging, getting around Photoshop selections and layers. Along with
doing the tutors, highlights on certain skills are demonstrated. I just "check off" students on the
assigned lessons for accuracy in finishing them. I find most students don't know how to use
the program or the skills in a tutor like this from just "going through the lesson". So these may
be supplemented with "practices" using specific skills introduced in the lesson. So after a
couple tutors, practices (which are basically just check off's) and demonstrations we give the
student "integrating exercises" that require the student to complete a project using those skills
along with selected art principles. The skills are listed in the rubric to grade them such as using
specific selection tools, making clean edges, naming layers, etc. There isn't as much emphasis
on the design part as the skills but this could be modified. After this, larger more comprehensive
projects are assigned at midterm and final such as designing advertisements, web splash
screens, etc). See integrating lessons below with rubric.
Lesson
#1: Crazy Crosslinks – Using Sections and Layers
Lesson #2: Visual Puns – Using Masks and Pen
List of links
Lesson #3: Allegory
- Using Brushes, Selected Filters and Blending Modes
Lesson #4: Surrealism -
Using Layer Masks, Clipping Groups, Shapes, and
Adjustment
Layers
Integrating
Exercise #1 “Crazy Crosslinks”
Using
Selections and Layers
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Objective:
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To
practice the skills from CIB vs. 7, Lessons 4 and 5
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Skills:
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Selections: marquee, lasso, wand,
combining selections, anti alias, transformation, moving, and
cropping. Layers: rearranging
layers, copy paste layers, adding text layer, naming layers, layer
sets, combining layers.
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Concepts:
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Using
crosslinks
to create a preposterous hybrid. Example: What would you get if you crossed a cat with a
tomato? Answer? Catoe. What would this imaginary thing look like? Design:
Have point of emphasis and image dominant to background or
surroundings.
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Resources:
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Photoshop
Samples folder, digital camera, images provided by instructor. or
internet (http://library.austincc.edu/w3/VCD/color.htm).
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Planning:
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Make
up a list of some possible crosslinks. Visualize possible result.
Look through samples file or other resources to gather some images
that you believe could be used. Complete 2–4 thumbnails of ideas.
Get checked off.
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Document:
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Set
up a Photoshop document 5” x 7” or 7” x 5” with a resolution
of 72 dpi, RGB. Save your image with “your name Integrate 1”
into your own work folder. Selections will be made from multiple
images and put into this file. Canvas size can be enlarged or
cropped to meet the needs of the image.
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Description:
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Students
will create a hybrid image using a wide variety of selection tools
and layer management skills. Write down the steps of activities
completed.
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Students
will be evaluated for completing the following activities, quality checks
and degree of creativity.
Activities/Skills/Followed
Directions:
Points
Set up document at stated size and resolution.
5/________
Used each of the following selection tools at least
once.
12________
Lasso, Wand, and Marquee
Used transform tool to change at least one
selection/layer.
4/________
Used move tool to move selections from one document
to another.
4/________
Included a text layer. (Name of imaginary
character/image.)
5/________
Named and grouped layers. (Instructor initials here
for check off)
5/________
Quality:
Met requirements for concept: Hybrid with point of
emphasis, dominance.
5/________
Made clean selections. (Feathering as necessary.)
5/________
Adjusted
size of image as necessary. (Larger or cropped canvas.)
5/_________
Sub-Total 50/_______
Hand
in Materials: (Project cannot be evaluated without turning in the
following.)
Written documentation. Word-processed preferred.
+/-5/________
Thumbnails checked off by instructor.
+/-5/________
Project printed black/white laser with this grade
sheet. (Or instructor check) +/-5/_________
Subtracted points for turning in late work and
missed presentation. (-10%)
-5/________
Added points for creativity and extra effort.
+________
Using
Masks and Pen Tool
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Objective:
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To
practice the skills from CIB vs. 7, Lessons 6 and 9
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Skills:
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Masks: quick masks, saving &
loading selections, extraction. Pen:
drawing paths, editing points, saving paths, converting to
selections.
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Concepts:
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Create
a visual pun from words that have a double meaning. Design:
Have point of emphasis and image dominant to background or
surroundings.
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Resources:
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Photoshop
Samples folder, digital camera images, internet: (http://library.austincc.edu/w3/VCD/color.htm)
or images provided by instructor.
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Planning:
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Make
up a list of some possible puns such as: strong
box, watch dog, coat of arms, six feet underground, shoe tree, navel
orange, light house. Visualize an image from these words. (A box
with muscles, a watch in shape of dog head, etc.) Look through
samples file or gather other potential images. Complete 2 thumbnails
of ideas. Get checked off by instructor.
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Document:
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Set
up a Photoshop document 5” x 7” or 7” x 5” with a resolution
of 72 dpi, RGB. Save your image with “your name Integrate 2”
into your own work folder. Selections will be made from multiple
images and put into this file. Canvas size can be enlarged or
cropped to meet the needs of the image.
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Description:
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Students
will create visual representation of selected pun or words that
sound alike. Masks and the pen tool skills are to be incorporated in
the process. Write down steps describing tools and techniques used.
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Students
will be evaluated for completing the following activities, quality checks
and degree of creativity.
See
Adobe Lesson plan for Visual Puns
Activities/Skills/Followed Directions:
Points
Set up document at stated size and resolution.
5/________
Created one selection and saved it with a name.
5/________
Used Quick Mask to edit a selection.
4/________
Used pen tool as a selection tool for at least two
elements.
8/________
Used extraction technique for one element.
4/________
Used one other selection tool.
4/________
Included a text layer. (Name of pun used.)
5/________
Named and grouped layers. (Instructor initials here
for check off)
5/________
Quality:
Met requirements for concept: Visual Pun with point
of emphasis, dominance. 5/________
Made clean selections with pen /mask tools.
Soft/hard edges as necessary.
5/________
Adjusted
size of image as necessary. (Larger canvas or cropped.)
5/_________
Sub-Total 50/_______
Hand
in Materials: (Project cannot be evaluated without turning in the
following.)
Written documentation. Word-processed preferred.
+/-5/________
Thumbnails (2) checked off by instructor.
+/-5/________
Project printed black/white laser with this grade
sheet. (Or instructor check) +/-5/_________
Subtracted points for turning in late work and
missed presentation. (-10%)
-5/________
Added points for creativity and extra effort.
+________
Submitted
by: Donna Pauler
Integrating
Exercise #3 “Allegory”
Using
Brushes, Selected Filters and Blending Modes
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Objective:
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To
practice the skills from CIB vs. 7, Lessons 8 and 12
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Skills:
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Brushes: Vary sizes, styles, fade
and opacity other options. History
and Art History Brushes. Paint
modifiers: Smudge,
dodge, burn, saturate, brush blending options. Layer
blending modes. Filters
and Gradient blend.
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Concepts:
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Create
a collage of images that tells a visual story around a central theme
such as “Aging”, “Childhood Memories”, “My Favorite
Pastime(s)” and “Wealth".
Design:
Integrate and blend images (vary transparency), have a focal point,
and create rhythm by repeating elements, color and shape.
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Resources:
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Your
own art/photo/things scanned, digital camera or internet resources.
(http://library.austincc.edu/w3/VCD/color.htm)
Minimum 3.
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Planning:
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Look
through image resources and collect potential images (Photos or
art). Scan images as close to finished size as possible. Minimize
resampling. Provide 2–4 thumbnails to instructor. Get checked off
by instructor.
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Document:
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Set
up a Photoshop document 6.5” x 9” horizontal or vertical at 72
dpi resolution + RGB. Save your image with “your name Integrate
3” into your own work folder. Selections will be made from
multiple images (minimum 3) and put into this file. Canvas size must
remain 6.5” x 9” for this exercise.
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Description:
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Students
will create a representation of a visual allegory using a collage
technique as means to compose and blend images together. Write down
the steps of activities completed. Past skills and recently acquired
skills will be used in this exercise.
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Students
will be evaluated for completing the following activities, quality checks
and degree of creativity.
Activities/Skills/Followed
Directions:
Points
Set up document at stated size and resolution.
5/________
Used at least 2 brush types, styles, opacities or
modified brush dynamics.
6/________
Created one custom brush or defined one pattern and
used it.
3/________
Used at least two of the paint modifiers. (paint
brush blend mode, etc)
6/________
Used history or art history brushes.
6/________
Used at least 2 filters. (blur, unsharpen, etc.)
6/________
Used layer blending mode on at least one layer.
(check off)
3/________
Quality:
Met requirements for concept: Visual Allegory,
focal point, rhythm.
5/________
Created composite from a minimum of 3 separate
images.
5/________
Created
blending effects by varying transparency, smudging, color, etc.
5/_________
Sub-Total 50/_______
Hand
in Materials: (Project cannot be evaluated without turning in the
following.)
Written documentation of what you did.
Word-processed preferred.
+/-5/________
Thumbnails (2) checked off by instructor.
+/-5/________
Project printed black/white laser with this grade
sheet. (Or instructor check) +/-5/_________
Subtracted points for turning in late work and
missed presentation. (-10%)
-5/________
Added points for creativity and extra effort.
+________
Submitted
by: Donna Pauler
Integrating
Exercise #4 “Surrealism”
Using
Layer Masks, Clipping Groups, Shapes, and Adjustment Layers
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Objective:
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To
practice the skills from CIB vs. 5.5 Lesson 8; vs. 7 Lessons 10 and
11
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Skills:
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Layer
Masks, Layer
clipping groups, Paths, Adjustment Layers.
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Concepts:
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Create
surreal portraits or objects by combining other images inside a
shape/outline that represents its’ inner workings. Design: Integrate and blend images
(vary transparency), have a focal point, and show awareness of
positive and negative space.
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Resources:
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Your
own art/photo/things scanned, digital camera or internet resources.
(http://library.austincc.edu/w3/VCD/color.htm)
Minimum 3.
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Planning:
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Look
through image resources and collect potential images (Photos or
art). Scan images as close to finished size as possible. Minimize
sampling. Provide 2–4 thumbnails to instructor. Get checked off by
instructor.
|
|
Document:
|
Set
up a Photoshop document 6.5” x 9” horizontal format with a
resolution of 72 dpi, RGB. Save your image with “your name
Integrate 4” into your own work folder. Selections will be made
from multiple images (minimum 3) and put into this file. Canvas size
must remain 6.5” x 9” for this exercise.
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Description:
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Students
will create surreal portraits or objects by blending and clipping
other images into silhouettes or other shapes. Add special effects
and vary transparency to integrate images. Write down the steps of
activities completed. Past skills and newly acquired skills will be
used for this exercise.
|
Students will be
evaluated for completing the following activities, quality checks and
degree of creativity.
Activities/Skills/Followed Directions:
Points
Set up document at stated size and resolution.
5/________
Used at least 2 layer masks.
8/________
Created one type layer
4/________
Created one clipping group.
4/________
Used at least one adjustment layer.
4/________
Used at least 2 Layer styles with shapes, or
clipping groups.
8/________
Used layer-blending mode on at least one layer.
4/________
Quality:
Met requirements for concept: Surrealism,
positive-negative, focal point.
5/________
Created composite from a minimum of 3 separate
images.
5/________
Blended
images by varying transparency, layer masks, clipping groups, etc.
5/_________
Sub-Total 50/_______
Hand
in Materials: (Project cannot be evaluated without turning in the
following.)
Written documentation of what you did.
Word-processed preferred.
+/-5/________
Thumbnails (2) checked off by instructor.
+/-5/________
Project printed black/white laser with this grade
sheet. (Or instructor check) +/-5/_________
Subtracted points for turning in late work and
missed presentation. (-10%)
-5/________
Added points for creativity and extra effort.
+________
[HIGH
SCHOOL LESSON PLANS] [MIDDLE
SCHOOL LESSONS]
[IAD HOME]
Photography Lessons from Vivian Komando
I
have 2 Photo / Digital classes (as the darkroom only has 3
enlargers due to space constraints.) We work with Adobe Photoshop
and also work on manipulating images with 2D Design principles
and inspired by an artist or photographer. So the kids may be in the
darkroom for a lesson, on the computer, or physically altering an
image they have developed or created on the computer. We are
fortunate to have computers for the class to use, but I also have a
large format scanner, a digital camera (the Sony Mavica with the
floppy disk so the student can take his or her floppy once
they are done photographing and I don't have to worry about
uploading the images), and an HP 1220c ink jet printer that prints
up to 13" x 19". I have used lightweight watercolor paper
to print on with the HP as I can load paper from the back of the printer.
We also have a slide printer to create Polaroid transfers and
emulsion transfers. We have a dry mount press as well.
I
use the Photographic Eye as the class text as well as
a book by Theresa Airey for creative photo imaging. Be
forewarned that the book has some mature images. I teach one of
the 2 classes as an AP class and submit the work according to the
guidelines for the 2D Design AP Portfolio.
Here
are some of the assignments I have on my syllabus:
-
Pinhole
photograph (Space/ Panoramic)
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Photogram
(Positive / Negative Space)
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Kruger
/ e.e. cummings text design (Balance / Emphasis)
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One
quality photographic print (Rule of Thirds, Emphasis, Balance)
Create a
kaleidoscope design using your name and a BW color scheme on
Adobe
Photoshop. Expand upon the design by creating a 3-panel piece.
(Symmetry)
Scan
in one of your BW photographs. You are to apply color to the
photograph in
the
following manner: 1. Select only 2-3 parts to add color. Add color
based on
the
color theory listed above. Arrange each colored digital, which are
all the
same
image – only in different colors – onto a new canvas. Colors may
be bold
or
muted, but not both. (Emphasis / Focus)
Option
2 – Hand-color two of your BW photos using oil paints. Use the
same
image,
printed 3 times, and keep one as a BW print. Dry mount onto a mat
board.
Find
a cultural pattern and apply it to a new image (your face, leaves,
your car, etc.)
OR
create a new creature / doll/toy by combining animal with
mechanical.
(Unity
/ Harmony / Cultural studies)
After
researching altered books, the students are to create a 5-page book.
Each page
must
include at least one of their photographic images. (Mixed Media)
After
researching David Hockney and Jeremy Wolff, students are to
photograph and
assemble
their own cubist composition. This can also be done on the computer
with a
modification of changing each section of the collage with filters or
adjustments in color,
style,
etc. (We look at Picasso and Braque and Collage and Cubism here.
too.
Cubism
study / Art History)
Informal
Portraits - The students were assigned to do a portrait of a faculty
or staff
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