Author:
courtney
Subject:
Art and Architecture
Material Type:
Activity/Lab, Lesson, Lesson Plan
Level:
High School
Tags:
Lesson Plan, adobe-photoshop, adobelessons, photography
License:
Creative Commons Attribution
Language:
English
Media Formats:
Text/HTML

Education Standards

Human Faces

Human Faces

Overview

This is an intro into Photoshop lesson for students. I use this as the second project of the semester for both my Commerical Art and Photography students to get them to have a better understanding of Adobe Photoshop. The main skills focused on are: the lasso tool, blending, hue and saturation, transforming an image and copy right images. This lesson is for middle or high school and takes about 2 hours hitting both CTE and Art state standards. 

(The image on the front of lesson plan has one eye and the nose altered.) 

Summary

This is an intro into Photoshop lesson for students. I use this as the second project of the semester for both my Commerical Art and Photography students to get them to have a better understanding of Adobe Photoshop. The main skills focused on are: the lasso tool, blending, hue and saturation, transforming an image and copy right images. This lesson is for middle or high school and takes about 2 hours. 

(The image on the front of lesson plan has one eye and the nose altered.) 

Background for Teachers

To teach this lesson, you will need an understanding of how Adobe Photoshop works. You will need to understand how find copyright images that can be modified online. You will also need to know file types for inprogress work vs. flattened images to submit on Canvas.

You will need to know how to open images in Photoshop, identify tools/locations of tools. 

The file attached in the summary is a great resource for students to label tools to become familiar with them. It also has places in which they can identify the correct file types for documents. 

Student Prior Knowledge

Prior to this lesson, students will need to have an understanding of how to open up an image in Photoshop. They will need to have an understanding of where tools are located and how they can search for tools specific to this project. Students will need to be familiar with file types for when they are saving their project and when they are ready to turn their projects in. 

Students will need to have an understanding of what images are okay to take and modify from the internet. 

Student Learning Intentions & Success Criteria

Learning Intentions:

  • Students will be able to add their facial features from a image they take to that of an image found online that can be modified. 

Success Criteria:

  • Students will gain an understanding of uses of individual Photoshop tools and filters. They will learn to transition textures and keep a quality image in their final product.
  • Students will use images taken from the internet the correct way to enhance their final projects. 

 

Standards:

CTE - Strand 4: Students will be able to demonstrate advanced color theory.

     Standard 1- Demonstrate a thorough knowledge of color theory. (Light, pigment, transparent/opaque color, print)

     Standard 4 - Demonstrate advanced strategies of values and use them. (vlaue scale, tints, tones, shades)

     Standard 5 - Demonstrate a professional knowledge of the properties of color. (Hue, vlaue, intensity/saturation) 

 

Art - Level 1 for secondary visual Arts Strand: Create: Students will generate artistic work by conceptualizing, organizing, and completing their artistic iddeas. They will refine original work through persistence, reflection, and evaluation.

     Standard L1.V.CR.2 - Shape an artistic investigation of an aspect of present-day life using traditional or contemporary paractics of art or design.

Respond: Students will understand, evaluate, and articulate how works of art convey meaning  for the observer, as well as the creator.

     Standard L1.V.R.2 - Analyze how one's uderstanding of the world is affected by experiencing visual imagery. 

Instructional Procedures

1. Have the students find an image that can be modified of an animal. Make sure the head is nice and large and the image is high quality. This is where I really spend time focusing on how to download images correctly and how to specify google image searches. 

2. Have the students open up a new document that is 8x10 in Photoshop. This is where I like to talk about standard sizes for images.

3. Students can then open up Photobooth to take their picture or use one taken a different way and either email or put it in their google drive to get it to their computers. Make sure they have similar facial expressions. 

4. I use the program Lan school to then take over students computers. I have tried both the take over and just projecting my screen but find the take over better so students will pay more attention. I show them my face (the example from the top of this lesson plan) on top of a monkey's face. I then go over the steps of lasso-ing out each facial feature, copying and pasting it to a new layer and renaming the layers. Then I will show them a few basics of what they can do to blend in the facial feature. I always start by showing them how to take down the opacity to resize/rotate the feature. Then we talk about using different settings on the eraser tool (the hardness), image adjustements and even filters that can help blend the different textures together.

5. I will give the students back access to their screens to play around for a bit. After about 5 minutes, I take over their screens and do the entire process again because every student missed at least one instruction:) 

6. I'll spend the rest of the class walking around helping students with individual needs.

7. At the end of the first day, I'll remind students how to save documents they are working on in Photoshop. On the second day, which is usually when most students finish, I remind them how to export their projects to PNGs to submit on Canvas. They can submit Photoshop files on Canvas but PNGs are much easier since you don't have to individually open each document. 

Strategies for Diverse Learners

This year I have really worked with getting my lessons accessable for all students. I have students in class and at home of all different skill levels and ages. 

I will have explicit instructions written for each assignment on their own page in Canvas. I have video tutorials for all my projects. I then post more simplifed instructions on the actual assignment page. This helps students of all the different ways of learning to produce high quality products.

One simple way this project can be altered is to have students only alter 1-2 features instead of 4 (both eyes, nose and mouth). Another thing is to help select the animal for students who need modification. Using an animal that looks more human aka a monkey is much easier than say a horse. 

For advanced learners, I have them then put their animal in a place it doesn't belong. 

Assessment Plan

This lesson will be assessed through a rubric of their final project. The rubric is attached below that I use for this project. It uses the standards from the Utah State Standards for Basic Digital Photography.