High School Lesson Plans: Adobe Photoshop

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 pun 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)

From Donna:

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

Resources

Adobe Photoshop and Photoshop Elements can be bought at a discount for educators in the Adobe Education Store.

Books

Adobe Photoshop CS5 Classroom in a Book - Classroom in a Book®, the best-selling series of hands-on software training workbooks, helps you learn the features of Adobe Photoshop quickly and easily. Classroom in a Book offers what no other book or training program does—an official training series from Adobe Systems Incorporated, developed with the support of Adobe product experts.

Adobe Photoshop Elements 9 Classroom in a Book - Adobe Photoshop Elements 9 Classroom in a Book is the most thorough and comprehensive way for you to master all the new features in Adobe's consumer-targeted image editing software. Each chapter in this step-by-step, project-based guide contains a project that builds on your growing knowledge of the program, while end-of-chapter review questions reinforce each lesson.

Photoshop CS5 For Dummies - This latest version of Photoshop has a few new tricks up its sleeve and Adobe Photoshop CS5 For Dummies will teach you how to use them. From the basics like getting your images into and out of Photoshop to enhancing, cropping, and color correction, it’s all here!

Adobe Photoshop CS5 One-on-One - Deke McClelland's proven One-on-One learning system offers step-by-step tutorials, five hours of DVD-video demonstrations, and hands-on projects to improve your knowledge and hone your skills. Read about features such as Photoshop's new Adjustments panels in the book, and see how they're used first-hand in the video.

Digital Imaging I Student Name________________________________

Integrating Exercise #1 “Crazy Crosslinks”

Using Selections and Layers

Objective:	To practice the skills from CIB vs. 7, Lessons 4 and 5
Skills:	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.
Concepts:	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.
Resources:	Photoshop Samples folder, digital camera, images provided by instructor. or internet (http://library.austincc.edu/w3/VCD/color.htm).
Planning:	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.
Document:	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.
Description:	Students will create a hybrid image using a wide variety of selection tools and layer management skills. Write down the steps of activities completed.

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. +________

Submitted by: Donna Pauler

Digital Imaging I Student Name________________________________

Integrating Exercise #2 “Visual Puns” List of links

Using Masks and Pen Tool

Objective:	To practice the skills from CIB vs. 7, Lessons 6 and 9
Skills:	Masks: quick masks, saving & loading selections, extraction. Pen: drawing paths, editing points, saving paths, converting to selections.
Concepts:	Create a visual pun from words that have a double meaning. Design: Have point of emphasis and image dominant to background or surroundings.
Resources:	Photoshop Samples folder, digital camera images, internet: (http://library.austincc.edu/w3/VCD/color.htm) or images provided by instructor.
Planning:	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.
Document:	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.
Description:	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.

Students will be evaluated for completing the following activities, quality checks and degree of creativity.

See Adobe Lesson plan for Visual Puns | See Adobe visual puns lesson in pdf

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

Digital Imaging I Student Name________________________________

Integrating Exercise #3 “Allegory”

Using Brushes, Selected Filters and Blending Modes

Objective:	To practice the skills from CIB vs. 7, Lessons 8 and 12
Skills:	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.
Concepts:	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.
Resources:	Your own art/photo/things scanned, digital camera or internet resources. (http://library.austincc.edu/w3/VCD/color.htm) Minimum 3.
Planning:	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.
Document:	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.
Description:	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.

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

Digital Imaging I Student Name________________________________

Integrating Exercise #4 “Surrealism”

Using Layer Masks, Clipping Groups, Shapes, and Adjustment Layers

Objective:	To practice the skills from CIB vs. 5.5 Lesson 8; vs. 7 Lessons 10 and 11
Skills:	Layer Masks, Layer clipping groups, Paths, Adjustment Layers.
Concepts:	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.
Resources:	Your own art/photo/things scanned, digital camera or internet resources. (http://library.austincc.edu/w3/VCD/color.htm) Minimum 3.
Planning:	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.
Description:	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. +________

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)
Photogram (Positive / Negative Space)
Kruger / e.e. cummings text design (Balance / Emphasis)
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 member. (Informal versus Formal Emphasis)

Students also had assignments to create an LP including themselves with props - 2 versions (I told them one was the US LP and one was the European version.)

They also had traditional projects: Hands, feet, shoes, texture, magnification, reflections, water, organic forms, geometrics, shadows, repetition, landscapes, etc. to photograph

Their final project was to make a box / container (absolutely no shoe boxes allowed) with their images after we studied Joseph Cornell. (Materials Manipulation, 2D applied to a 3D form).

Note: These lessons can all be done with Photoshop Elements and Photoshop Limited Edition.

Which is better for students? See Photoshop vs. Elements

Recommendations from Jen Ellis:

I would say that Photoshop Elements would be a good (cheaper) way to go. Many of the advanced features the students would probably not use. These are some of the more advanced image editing tools that are not included:
http://graphicssoft.about.com/cs/photoshop/f/elementscompare.htm

These are some work arounds for tools that are not included:
http://msn.pcworld.com/article/126472-8/article.html

The best way for your students and you to decide if the program would work for you is with a free 30 day trial. Then you won't have to worry about buying the wrong software.
http://www.adobe.com/products/photoshopelwin/tryout.html