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Introduction to Photoshop

Work 2B

Learning Module

Overview

In this learning module, students will learn Photoshop by watching videos on specific program applications skills and applying those skills learned to images that are provided by the teacher. After learning the specific skills through the video tutorials, students will demonstrate the skills learned to create a t-shirt design that will be printed and produced on a Epson SureColor F2000 Direct to Garment (DTG) printer.

Grades: 

  • This module is intended for grades 9th - 12th, but can be adapted to grades 8th and lower.

Standards and Learning Targets: 

  • There are not mandated Illinois State Standards for Career and Technical Education teachers.
  • I have created Learning Targets for my courses with "I can" statements.
  • Graphic Design Skills Competencies provided from PrintED. These key competencies, written by industry professionals and educators, define minimum skills required for employment in the graphic communications industry.
  • International Society for Technology in Education (ISTE) Standards are a framework for students, educators, administrators, coaches and computer science educators to rethink education and create innovative learning environments. The standards are helping educators and education leaders worldwide re-engineer schools and classrooms for digital age learning, no matter where they are on the journey to effective edtech integration.

Software:

  • This module is designed for the use of Adobe Photoshop CC 2018.

Prior Knowledge and Experience:

  • Students should have prior knowledge with computer skills such as file management, proper naming conventions of files, how to download and extract files from a compressed folder, and how to create a compressed folder.
  • Student should have prior knowledge and experience in other Adobe design software such as Adobe Illustrator and/or Adobe InDesign.
  • Students should have prior knowledge of taking a screenshot of their computer screen.
  • Students should have prior knowledge on how to submit assignments to Canvas Instructure - A Learning Management Software (LMS).
  • Students should have prior knowledge in the Direct to Garment process of printing t-shirts.
  • Students should have prior knowledge in using a heat press.

Limitations: 

  • If Adobe Photoshop CC 2018 is not available, this module can be easily adapted to another version of Photoshop. However, if you use a different photo manipulation software, the videos should be changed.
  • If a DTG printer is not available in the school, this step does not need to be completed. You can alternativiely send the finished files to a printer to get them printed.
  • If a LMS is not available, the students can use Scholar to submit assignments. This platform does not only need to be used to comment, reply, and post updates. You can also use Google Classroom and DropBox to submit assignments.

What is Photoshop?

For the Student

Goals for the Week:

  • Understand the uses of Photoshop
  • Understand who uses Photoshop

Work for the Week:

  • Take the Photoshop Pre-Survey
  • Complete an Intro Assignment
  • Comment on Update
  • Create an Update
  • Reply to classmates Update

Objective:

  • I can understand the uses of Photoshop and understand that not just Graphic Designers use Photoshop.
  • I can search an image and copy and paste an image into Photoshop to create an accessorized object

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Before beginning this week's module, fill out the pre-survey attached to this module, which asks you a few questions about Photoshop.

After answering the questions on the pre-survey, watch the video below to get a quick overview of what Photoshop is.

What is Photoshop?

The video shows that you can create and edit images and designs to show anything you can imagine. Photoshop is used to create images and design for print, web and apps, create videos and animations, work with 3D content and so much more.

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What can Photoshop do?

Photoshop is a graphics-editing program that is used to create and manipulate images.

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Who uses Photoshop?

The program's versatile nature makes it useful for a huge range of imaging tasks and is used in diverse fields. Who, other than graphic designers, uses Photoshop?

  • Graphic Designers use Photoshop to create and design for print.
  • Photographers use image enhancements to make images as visually appealing as they can be--from basic edits like adjusting color and lighting to correcting exposure.
  • Architects use Photoshop's 2D and 3D rendering and editing tools to create more realistic design models for building projects. Photoshop's editing tools allow architects to enhance the images they create, adding shadows and texture to make models more realistic.
  • Astronomers make use of Photoshop's image enhancement features to process photographs of space, analyzing the images to learn more about the stars. How Photoshop helps NASA reveal the unseeable.
  • Photoshop plays a prominent role in web and design, helping site and game designers to create the backgrounds, text, clickable buttons, and 3-D artwork. Designers can also use Photoshop to enhance photos and images for use on websites and characters.
  • Video Editors use Photoshop to edit the video by incorporating transition and effects. They also have the ability in Photoshop to edit audio, color correct, and remove unwanted images from the video.
  • Photoshop's image-analysis and measurement features help physicians analyze medical images, allowing doctors to better understand their patients' conditions and communicate about them more effectively. Optimum strategies for using Photoshop in Scientific and Medical imaging.

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Now, that we have explored different ways Photoshop can be used by many professionals. Let's test your powers of observation. While viewing the images use your prior knowledge of working in Adobe Illustrator to help decide whether the image is Real or Photoshopped. Click on the link to view the images and decide. Have fun!

Real or Photoshopped Game

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Graphic designers use all of these programs together because each has a specific purpose. Adobe Illustrator is for Vector graphics like logo designs, Adobe InDesign is for page layout like a magazine two-page spread, and Adobe Photoshop is for Raster graphics.

Raster graphics are digital images (either created or captured using a device such as a digital camera or scanner) made of a grid of pixels.

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Although working with Raster graphics and pixels is a new concept, you have already worked in two of these three programs. Let’s see how much you already know about Photoshop before we even begin.

ASSIGNMENT: Download the Tools Worksheet, place an X next to the tool you already know in the "I Know" column and place an X in the "I Need to Know" if you don't know the tool. Then add up all the X's in the "I Know" column. The top 4 people become the "Tech Support" for this week.

Tools Worksheet

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LET'S HAVE SOME FUN!

 

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COMMENT: After playing your game, take a screenshot of your final score and choose 2 images that you got correct and 2 images that you got incorrect. Describe how you knew the images were correct and describe why you were stumped on the incorrect answers. Additionally, what did you find interesting or were surprised by in this week's module.

UPDATE 1: Take a screenshot of your final creation and post it as a comment on this update. List the tools you used and any new tools you experimented with.

REPLY: Reply to 3 classmates Update 1. What did you find interesting and suggest what changes could they have made?

UPDATE 2: Research two images that demonstrate Photoshop was used to create a web site, video, animation, or 3D object. Explain how you think Photoshop was used to create the two examples you provided.

For the Teacher

Purpose: Some students may have experience in Photoshop because they have taken a course that has included it and others may have worked in Photoshop because it is fun to play around in. Other students may have experience working with a different image-editing software where the creativity can be passed from one program to the next, but don't have the skills to know how to use the tools in Photoshop.

This module is an introduction to Photoshop, where students can learn about the different professionals that use Photoshop. As well as investigate and explore the ways Photoshop is used.

Learning Target:

ISTE Standards:

  • Knowledge Constructor 3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
  • Knowledge Constructor 3c: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
  • Creative Communicator 6b: Students create original works or responsibly repurpose or remix digital resources into new creations.

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The pre-survey is used as a means to measure what skill level the students are starting at and assess what they know already about Photoshop.

The questions are:

1. Rank your skill as a Photoshop user at the beginning of this module.

2. What can Photoshop do? What types of products can be made? What tools are used?

  • Photoshop is an image-editing software that creates and manipulates. Products that can be made are Websites, banners, logos, printed materials, image editing. Tools used can be any tool listed in the tools panel or in individual panels.

3. What are some different professionals that use Photoshop, other than Graphic Designers?

  • The program's versatile nature makes it useful for a huge range of imaging tasks and is used in diverse fields. Who other than graphic designers, uses Photoshop

  • Some examples: architecture, astronomy, animation, forensics, web design, and medicine.

4. What differentiates Photoshop from other edition programs?

  • It is used to edit raster graphics, which are made up of pixels. Illustrator used vector graphics, made up of lines and curves, and InDesign is a page layout software that combines elements from Illustrator and Photoshop.

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When students are commenting on the examples of how Photoshop was used, they can refer to anything in the image such as layers, adjustments, filters, or anything else they see in their examples. This is used as a way for students to start to explore different peoples artwork. It is helpful to be exposed to other work and to draw inspiration for their own work in the future. It also could expose students to different techniques that can be used in Photoshop that they might have not thought about before.

Finding Inspiration is a great article explaining how designers find inspiration around them as well as by looking at out designers work - present and past.

When the students are playing the game to choose whether or not an image is real or photoshopped they are applying, analyzing, and understanding how to evaluate each image either by prior knowledge or new knowledge from the above information.

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Additional Resources: 

You may choose to show an additional video or an alternate video to illustrate what Photoshop is.

Additionally, the link below shows how Dutch artist Lois van Baarle uses brushes in Adobe Photoshop CC to sketch, color, blend, and refine her digital paintings. It is described that she has brushes where the rest of us have fingers. Influenced by her appreciation of anime, French comic art, and art nouveau, she has developed a style that’s all her own. 

How Lois van Baarle created "Red"

Get to Know Photoshop

For the Student

Goals for the Week:

  • Learn how to Open and Save images
  • Get familiar with the work area
  • Learn how to zoom and pan
  • Learn how to undo a command

Work for the Week:

  • Comment on Update
  • Reply to classmates

Objective:

  • I can open and save an image, zoom in and out of an image, and undo mistakes.

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Welcome to the Get to Know Photoshop tutorials that will teach you the basic tools and techniques of Adobe Photoshop CC. This tutorial introduces you to the Photoshop work area and shows you how to open and save your images, zoom in and out, and undo mistakes.

In order to follow along with the video tutorials you will need to download the image files associated with this weeks module below.

After downloading make sure to Extract All files.

Each lesson in this module will have a video associated with the skill you are learning in Photoshop. While viewing the video follow along in Photoshop and perform the same steps.

1. Open Images

  • Open images, and create new images.
Open Images

What you learned: To open and create images

  • In the menu bar, choose File > Open to open existing images.
  • In the menu bar, choose File > New to create a new image from scratch. Select a document preset. You can customize the preset by typing in your own values, like width and height.

2. Get familiar with the work area

  • Tour the work area.
Get Familiar with the Work Area

What you learned: The interface

  • Menu bar (at the very top) shows the File, Edit, Image, and other menus that give you access to a variety of commands, adjustments, and panels.
  • Options bar (underneath the menu bar) displays options for the tool you are currently working with.
  • Tools panel (on the left) contains tools for editing images and creating artwork. Similar tools are grouped together. You can access related tools in a group by clicking and holding a tool in the panel.
  • Panels (on the right) include Color, Layers, Properties, and other panels that contain a variety of controls for working with images. You can find the full list of panels under the Window menu.
  • Document window (in the middle) displays the file you’re currently working on. Multiple open documents show up in tabs in the Document window.
  • Close image: Choose File > Close.

3. Learn how to zoom and pan

  • Change your view of an image.
Zoom and Pan

What you learned: To zoom in and out and pan around

  • The Zoom tool is located in the Tools panel. Change from Zoom In to Zoom Out in the options bar.
  • The Hand tool, also located in the Tools panel, allows you to pan around a large or zoomed-in image.

4. Undo a command

  • Undo single or multiple steps, and use the History panel.
Undo a Command

What you learned: To undo

  • To undo the last thing you did, choose Edit > Undo or press Control+Z (Windows) or Command+Z (macOS).
  • ToMacOS the last thing you did, choose Edit > Redo or again press Control+Z (Windows) or Command+Z (macOS).
  • To unMacOSltiple steps, choose Edit > Step Backward multiple times, or select a step in the History panel.

5. Save your work

  • Use the Save commands.
Save your work

What you learned: To save an image

  • Choose File > Save or File > Save As.
  • Saving in Photoshop format (.psd) will retain layers, type, and other editable Photoshop properties. It’s best to save your image in PSD format while you’re still working on it.
  • Saving in JPEG (.jpg) or PNG (.png) format will save as a standard image file that can be shared, opened by other programs, and posted online. When you’re finished editing, save a copy in one of these formats too.

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COMMENT: Are you having any problems or difficulties in Photoshop so far? Describe what your difficulties are. What is more helpful for you to learn, reading or viewing the videos? What are some skills you would like to learn? Show an example.

REPLY: Post 2-3 replies to offer help with your classmates difficulties.

For the Teacher

Purpose: This module introduces the student to working in Photoshop. It is a very basic start and some students may know how to do this already. If students know how to do this already, the students can complete a skills assessment while other students are learning the basics.

Sourced from the Adobe website.

Learning Target:

ISTE Standards:

  • Knowledge Constructor 3c: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

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Skills Assessment: Provide the students with the image files and the example and have them complete the this assessment while the other students are learning the basics.

Image Files
Example of completed assessment

They will perform the same Comment and Reply for this week's module.

COMMENT: Are you having any problems or difficulties in Photoshop so far? Describe what your difficulties are. What is more helpful for you to learn, reading or viewing the videos? What are some skills you would like to learn, show an example.

REPLY: Post 2-3 replies to offer help with your classmates difficulties.

Basic Photo Corrections

For the Student

Goals for the Week:

  • Understand the uses of Photoshop
  • Understand who uses Photoshop

Work for the Week:

  • Correct 11 Photos
  • Comment on Update
  • Create an Update

Objective:

  • I can crop and straighten photos.
  • I can correct photos by creating adjustment layers and adjusting the tonal qualities of the photo.
  • I can correct photos in non-destructive Camera Raw.

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Welcome to the Basic Photo Corrections in Photoshop tutorials that will teach you the basic tools and techniques for editing photos in Adobe Photoshop CC. This tutorial introduces you to cropping, color balance, exposure corrections, desaturation, hue and saturation, and camera raw.

In order to follow along with the video tutorials you will need to download the image files associated with this weeks module below.

After downloading make sure to Extract All files
After download make sure to Extract All files

Each lesson in this module will have a video associated with the skill you are learning in Photoshop. The video will not be directly associated with the photo I have provided for you. This is so you can start to learn to apply the skills from the videos and not just recreate it. You should perform all the same tasks that the video does, but to the photo provided.

1. Crop, Straighten, and Perspective

  • Use the Crop tool
Crop and Straighten
Perspective Cropping

What you learned: To crop and straighten an image

  • Select the Crop tool in the Tools panel. A crop border appears.
  • Drag any edge or corner to adjust the size and shape of the crop border.
  • Drag inside the crop border to position the image inside the crop border.
  • Drag outside a corner of the crop border to rotate or straighten.
  • Click the Perspective checkbox and align the edges to make a photo front facing.
  • Click the check mark in the options bar or press Enter to complete the crop.

2. Levels

  • Use an adjustment layer

What you learned: To adjust the levels of an image using an adjustment layer from the layers panel.

  • Open the Layers Panel
  • Select Background layer or image layer
  • Click the "cookie" icon at the bottom of the layers panel
  • Select Levels
  • Use the middle slider to increase or decrease the midtones of the image
  • Use the left slider to increase or decrease the darks
  • Use the right slider to increase or decrease the lights
  • Click the Auto button to return back to the original image
  • Use the eye droppers to select the whitest areas and the blackest areas of the image to calibrate the image differently
  • Use the RBG, Red, Green, or Blue channels to adjust the histogram for each color
  • Double-click the adjustments layer thumbnail to reopen any adjustments layer to make additional changes.
  • Use the layer mask and the brush to make only adjust specific parts of an image.

3. Curves

  • Use an adjustment layer

What you learned: To adjust the curves of an image using an adjustment layer from the layers panel.

  • Choose the Curves adjustment layer from the "cookie" icon in the Layers panel.
  • Curves give you more flexibility than levels
  • Adjust the white and black point
  • Use the histogram as a guide to place different markers on the line
  • Click and drag the marker to adjust the tonality of the image
  • Add as many marker that are needed - there is no limit on how many markers can be added.

4. Color Balance

  • Use an adjustment layer

What you learned: To adjust the color balance of an image using an adjustment layer from the layers panel.

  • Choose the Color Balance adjustment layer from the "cookie" icon in the Layers panel.
  • Select Shadows, Midtones, or Highlights
  • Drag the slider for each category between Cyan and Red, Magenta and Green, and Yellow and Blue

5. Brightness and Contrast

  • Use an adjustment layer

What you learned: To adjust the brightness and contrast levels of an image using an adjustment layer from the layers panel.

  • Choose the Brightness and Contrast adjustment layer from the "cookie" icon in the Layers panel.
  • Select Auto to let Photoshop decide how to make the corrections based on the image.
  • Use the Brightness slider to increase or decrease the brightness of the image.
  • Use the Contrast slider to increase or decrease the lightness or darkness of the image.

6. Black and White

  • Use an adjustment layer

What you learned: To adjust the black and white qualities of an image using an adjustment layer from the layers panel.

  • Choose the Black and White adjustment layer from the "cookie" icon in the Layers panel.
  • The image is automatically changed from color to black and white.
  • Use the color sliders to increase or decrease the tonal colors.
  • Use the Tint checkbox to tint the image to a specific color.

7. Hue and Saturation

  • Use an adjustment layer

What you learned: To adjust the hue and saturation of an image using an adjustment layer from the layers panel.

  • Choose the Hue and Saturation adjustment layer from the "cookie" icon in the Layers panel.
  • Use the Hue rainbow slider to adjust the entire tint of the whole image.
  • Use the Saturation slider to increase or decrease the "red" quality of the image.
  • Use the Lightness slider to increase or decrease the lightness or darkness of the image.
  • Use the Colorize checkbox to colorize based on a specific tint.
  • Use the Master dropbox box to adjust a specific color in the image and then adjust the Hue and Saturation of that color.
  • Use the Layer Mask and paint with the Paintbrush tool to paint areas that you don't want changed. Black areas are revealing through to the original image and the white areas are where the changes were made.

8. Camera Raw

What you learned: To adjust the photo in Camera Raw that is non destructive to the original photo. Non-destructive editing (sometimes called NDE for short) is a method of editing in Photoshop that allows you to make changes to an image without overwriting the original image data.

  • Any image can be edited in Camera Raw by right clicking on an image and selecting Open in Camera Raw.
  • The tools in Camera Raw are sometimes easier to use and understand than in Photoshop, but the same photo corrections above and more can be performed in Camera Raw.

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ASSIGNMENT 1: Create a folder of the finished edited images, compress the folder, and turn it into Canvas.

ASSIGNMENT 2: Open the "Play" image from the folder you downloaded. This image is where it is your time to shine and apply 4 or more photo correction techniques and 1-2 photo corrections that were not covered.

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COMMENT: Comment on this Update by answering the following questions. What is the coolest thing you learned this week? What are you still confused about? What can't you wait to learn in Photoshop?

UPDATE: Create an update with your "Play" image attached. Describe the techniques that were covered in this module and how you used them in your photo. Describe the 2 new photo correction techniques you used in your photo and explain how to use it so your classmates can learn too.

ASSESSMENT: Download the assessment document and complete each section with the photos that are provided. Submit the file to Canvas.

Photo Corrections Assessment

 

For the Teacher

Purpose: This module introduces the student to editing photos in Photoshop. The students will download the photos provided and watch the videos for editing the photos. The photos provided are not the same ones as what is shown in the video. The student should apply the knowledge they are learning in the video to the specific photo that relates to video. The students should make the adjustments until they think it looks good. Each student will end up with a different final solution because of the choices they make while editing it.

If you prefer to use the same image as in the videos, you can download it below. This image would be helpful for those students that need accommodations in the classroom.

American Flag Pin Wheel

The files should be saved as .psd (Photoshop format) so that you can observe the changes from original to final. All changes should be able to be undone or hidden in the layers panel without altering the original image.

If students know how to do this already, the students can complete a skills assessment while other students are learning the basic photo corrections.

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Learning Target:

ISTE Standards:

  • Knowledge Constructor 3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
  • Knowledge Constructor 3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
  • Creative Communicator 6b Students create original works or responsibly repurpose or remix digital resources into new creations. 

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Skills Assessment: Take two photos of different animals and use your Photoshop skills to create a new hybrid animal. Have fun with this. The world is your oyster - monkey! Note: I need to see your original photos.

Examples:

They will perform the same Comment and Reply for this week's module.

COMMENT: Comment on this Update by answering the following questions. What is the coolest thing I learned this week? What are you still confused about? What can't you wait to learn?

UPDATE: Create an update with your "Play" image. Describe the techniques that were covered in this module and how you used them in your photo. Describe the 2 new photo correction techniques you used in your photo and explain how to use it so your classmates can learn too.

ASSESSMENT: Download the assessment document and complete each section with the photos that are provided. Submit the file to Canvas.

Selections

For the Student

Goals for the Week:

  • Identify and use the multiple selection tools in Photoshop
  • Create and name Layers

Work for the Week:

  • Assignment
  • Comment on Update
  • Reply to Update

Objective:

  • I can use the selection tools to accurately selection parts of an image.
  • I can use the selection tools to build a creative and innovative fruit face/character.

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Welcome to the Selections module in Photoshop. In this module, you will learn the basics of selections tools and how to use them. with different types of images and the techniques of editing you can do with selections.

As you can see there are many Selection tools. Each have a different purpose and are used for specific selection techniques. Watch the video below for an overview on how each Selection tool works.

Media embedded July 30, 2018

 

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LET'S PRACTICE USING THE SELECTION TOOLS

Download the file below.

Selection Tools Practice

 Open the file in Photoshop and follow the directions below.

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Now, that you have practiced using the selections tools, let's try those skills on your own creation!

ASSIGNMENT: Go online and download several pieces of fruits and vegetables to use as pieces to construct a face. You will need a large round or oval shape for the face and then will resize other facial parts as needed (nose, ears, mouth, eyes, hair). The finished project should be 5" x 7" (portrait mode) 300 Resolution.

This assignment is based on Giuseppe Arcimboldo's, a 1500s painter who produced portraits of human heads made up of vegetables, fruit and tree roots. They were greatly admired by his contemporaries and remain a source of fascination today.

See more of his work here

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COMMENT: Are you having any problems or difficulties with your fruit face/character so far? Post a comment describing them, and try to offer someone else help with their problem.

UPDATE: Post your fruit face/character and create a story about the person. Based on your completed portrait answer the following questions: What do they do for a living? How old are they? What type of personality do they have? And any addition information you want to include about this portrait.

For the Teacher

Purpose: This module introduces the student to the Selection tools in Photoshop. The students will practice using the Selection tools with a Vector drawing, a JPEG, and an image. The students will then create a portrait using fruits and vegetables that are selected from their backgrounds.

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Learning Target:

ISTE Standards:

  • Knowledge Constructor 3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
  • Knowledge Constructor 3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
  • Knowledge Constructor 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
  • Creative Communicator 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
  • Creative Communicator 6b Students create original works or responsibly repurpose or remix digital resources into new creations.

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While the students are watching the Selections video, you can give the students the exercise files if you want them to follow along with the video instead of just watching it

Practice Files for Selections Video

If you would like to show Student Examples of the food faces/characters.

High Example
High Example
Medium Example
Low Example

 

Fun with Filters

For the Student

Goals for the Week:

  • Understand how to apply filters 

Work for the Week:

  • Assignment
  • Comment on Update
  • Create an Update

Objective:

  • I can edit images using photo corrections, selections and layers, and filters to create an innovative and creative photo.

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Welcome to the Fun with Filters in Photoshop tutorials that will teach you the basic steps and techniques for adding filters to your photos in Adobe Photoshop CC. This tutorial introduces you to the dramatic changes of appearance you can make to images. Filters can be easily applied to an entire image, layer, or a selection within an image. Photoshop contains 105 filters and the combination of those filters are endless!

The video below gives a brief explanation about Filters in Photoshop. Because this topic is so broad, you will have to do some exploring on your own.

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B - I - N - G - O !

Download the Bingo card

Photoshop Bingo
  1. See how many of the Photoshop techniques below you can use in your project. You must line up your techniques across, down, or diagonally to create a BINGO!
  2. In each box, describe where in your project you applied that technique.
  3. You may encounter a few techniques we haven't covered yet. This is where you have to research on your own to learn how to complete the technique in Photoshop.
  4. Download a school appropriate image you want to create into a new work of art.
  5. Make sure the technique chosen fits the look and feel on the photo you chose - you are creating an innovative and creative new work of art.
  6. Turn in your Bingo Card with your images to Canvas.

Requirements: You will use the Bingo card for two different images and you cannot create the same Bingo line twice.

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COMMENT: Explain 2-3 new filters you learned that weren't included in the video from this module, so your classmates can learn too.

UPDATE: Create an Update with your two images you created using the Bingo Card. What effect or tone were you trying to create in your new images? How did you achieve your intentions? 

REPLY: (Optional) If you would like to know more information about your classmates comments on their newly learned filters, give them a reply and ask!

For the Teacher

Purpose: This module introduces the student to adding filters to images in Photoshop. The students will watch an overview on how filters can be applied to images.

This week's module is moving away from direct instruction to more of a "facilitator on the side" approach in which the students are given a Bingo Card that contains different techniques and tools in Photoshop - some that were covered in this module and some that were not. The students need to get a Bingo across, down, or diagonally and apply those into a photo. They will complete this activity twice, but cannot use the same image or bingo. The areas that were not covered have to be researched by the student and applied to their photo. The student cannot create a Bingo without researching at least 2 topics.

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Learning Target:

ISTE Standards:

  • Knowledge Constructor 3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
  • Knowledge Constructor 3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
  • Knowledge Constructor 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
  • Creative Communicator 6b Students create original works or responsibly repurpose or remix digital resources into new creations.

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Additional Resources:

If students finish early, have them explore the following website for tutorials in Photoshop.

Extension activity

What is the Design Process?

For the Student

Goals for this Week:

  • Understand The Design Process

Work for this Week:

  • Comment on Update
  • Create an Update
  • Reply to Classmates

Objective:

  • I can understand the design process and find a video that follows the design process from defining the problem to production.

 WHAT IS THE GRAPHIC ARTS DESIGN PROCESS?

The graphic arts design process is a series of steps graphic designers follow to develop the best possible solution to a given problem within the context of graphic communications. The steps of the graphic arts design process are listed below:

Step 1: Define the goals and parameters of the project

  • Step one brings clarity and focus to the design problem. It is your responsibility as a graphic designer to clearly define the goals and constraints of the project. This will allow you to determine whether or not the solution you are considering is the right one.

  • Albert Einstein once said that if he had an hour to save the world, he’d spend 55 minutes defining the problem and 5 minutes solving it (CITE).

Step 2: Brainstorm ideas

  • There are always many good possibilities for solving design problems. If you focus on just one before looking at the alternatives, it is almost certain that you are overlooking a better solution.

  • Good designers try to generate as many possible solutions as they can before beginning any work.

Step 3: Design and develop a solution

  • Choose the most appropriate idea from the previous step and design a comprehensive layout for that solution using Photoshop and Illustrator.

Step 4: Test, evaluate, and refine the proposed solution

  • The design process involves multiple iterations and redesigns of your solution. You will likely test your solution, find new problems, make changes, and test new solutions before settling on a final design.

Step 5: Produce and present the final solution

  • Use professional production equipment to produce the final item.

Here's a video that shows how a graphic designer produces a logo design by using the design process.

Media embedded July 18, 2018

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COMMENT: What are your thoughts on the video? Did it change or reinforce what you thought a graphic designer did?

UPDATE: Research how a product is created using the design process, what are the steps the product goes through from beginning to end. Discuss how this may or may not differ from the design process we are using in class.

REPLY: Comment on updates from at least three of your classmates.

For the Teacher

Purpose: The Design process is a series of steps to explain to the students in order for them to create a cohesive and good design. Each project the students take part in should go through these steps. It is essential the students go through each step in order.

Learning Target:

ISTE Standards:

  • Knowledge Constructor 3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
  • Knowledge Constructor 3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

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Each step is explained and an example resource PDF of how each section can look is provided. You may choose to have to students fill it out electronically or in paper format when creating a design.

Step 1: In order to define and solve the problem essential questions need to be answered by the student.

  • What is the challenge/problem you are faced with?
  • What are the constraints and restrictions of this problem/challenge?
  • This project will result in the production of a product. Who will use this product (this is your target audience)?
  • Define the Target Audience by age group, gender, location, occupation, interests/hobbies
  • What are some needs/wants, challenges, and frustrations of your target audience?
  • What products already exist that solve the problem/challenge described above or a problem/challenge that is very similar?
The Design Process Documentation Step 1

Step 2: Students begin to sketch out possible design solutions to the problem/challenge. 

The Design Process Documentation Step 2

Step 3: Students create a final design from their sketches in the specific program of their choice or required program.

The Design Process Documentation Step 3

Step 4: Students will develop variations of their final design before settling on their final solution. The students ask 3 or more students that fall into their target audience questions. The students will review the constraints of the projects and their feedback and make adjustments to their final design variations.

  • Explain your problem/challenge to three people who fall into your target audience. Ask the following questions and record their answers?
  • What is the single best part of the proposed solution?
  • What is one thing you would change to improve the proposed solution?
  • Review the definitions of the goals and constraints of the project. Are you meeting all goals and constraints? If you answered no, please explain.
  • From the information gathered in this step of the design process, what revisions will you make to your design?
The Design Process Documentation Step 4

Step 5: After reviewing student feedback and making revisions students will create their final solution.

The Design Process Documentation Step 5

Additional Resources:

This article points out some advantages and disadvantages of using the design process in the classroom.

This website focuses of three areas that relate the design process to School and Life, Curriculum and Instruction, and Using Cognition-and-Metacognition in Design and for Education

Examples of YouTube videos students may find that illustrate the Design Process. Some search words the students can use are graphic design process, how its made, the design process.

Media embedded July 18, 2018
Media embedded July 18, 2018
Media embedded July 18, 2018

Project

Design a pin back button and produce
Reply

apply the design process to produce a set of pin back buttons of various sizes.

 

For the Student

Goals for the Week:

  •  Create and design a t-shirt

Work for the Week:

  •  Create a t-shirt design

 Objectives:

  • I can use the design process to create a t-shirt design.
  • I can use photo corrections, selections, and filters to create a t-shirt design.

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Project Overview:

Threadless is an online platform where designers and creative minds upload their own art to print on many different "canvases." They love helping art unknowns become art totally-knowns, which is why every single one of their products carries an artist's name. They support the artist community in every way possible, whether it be through their annual creative awards, commission-based award system, or simply by tweeting their name to the world.

Design Brief:

Threadless is looking for new submissions for their t-shirt shop. They want you to illustrate an original design giving "value" to a plain white tee using your creative and technical talents. Let's increase the value of the shirt by printing a unique design on it.

Remember, the site sees so many regular submissions that your concept will need to really stand out from the rest. Perhaps you could include a place, scene, or situation within your design. Maybe create a crazy pattern or a good blend. Come up with a few possible ideas using quick thumbnail sketches, and then narrow down the best to get you off to a good start.

Deliverables:

  • The Photoshop file (native file and .ar3)
  • A mock up of the design on a tshirt
  • Initial sketches created

Timescales and Deadlines:

Depending on how detailed you want your design to be, the time on a brief like this can vary. If you are going for something more illustrative, then anything up to 3 days could be spent creating your original design.

Document Setup:

  • Name: lastname_whiteprint
  • Units: Inches
  • 14 " x 16"

Constrains and Restrictions:

  1. Your design must be no larger than 14” x 16”.
  2. Your design must include text and graphics.
  3. Your design must be in RBG
  4. Your design must include original content.
  5. Your design must be school appropriate.
  6. The black color must be R=0, G=0, B=0
  7. The white color must be R=254, G=254, B=254

Useful Links:

Things to Avoid:

Here's a few pointers of things to avoid while working on this project.

I wouldn't advise jumping right into creating a design before you have found some unique t-shirts that already exist and solve the design challenge and meet the constraints of the challenge. These designs should be used as inspiration and not directly copied!

HAVE FUN!!! THIS IS YOUR TIME TO DESIGN IN A REAL-WORLD SETTING.

For the Teacher

Purpose: This module is the formative assessment for the Photoshop module. The project allows the teacher to assess how well the students can apply their knowledge of Photoshop to create and print a t-shirt design.

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Learning Target:

ISTE Standards:

  • Empowered Learner 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
  • Knowledge Constructor 3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuit
  • Knowledge Constructor 3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
  • Knowledge Constructor 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
  • Innovative Designer 4a: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
  • Innovative Designer 4c: Students develop, test and refine prototypes as part of a cyclical design process.
  • Innovative Designer 4d: Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
  • Creative Communicator 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
  • Creative Communicator 6b: Students create original works or responsibly repurpose or remix digital resources into new creations.

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Examples:

If you would like to give the students a starting point show them the following examples.

 Project Rubric:

 

Production

For the Student

Goals for the Week:

  • Operate the Brother DTG machine to print your shirt
    Operate the Stalhs heat press to cure your shirt

Work for the Week:

  • Comment on Update

Objective:

  • I can properly set up a file to print to a Direct to Garment printer.
    I can safety and properly operate a Direct to Garment printer.
    I can safety and properly operate a heat press.

In this module, you will learn how to send your completed t-shirt design to the Epson SureColor F2000 Direct to Garment (DTG) printer.

Before you print your t-shirt you will have to use the heat press with a silicone sheet on top for about 1-2 seconds. This will give it a quick iron to make sure it is nice and wrinkle free. After printing your t-shirt, the ink will still be wet. BE CAREFUL! Heat press the shirt again with a silicone sheet on top for 15 seconds.

Before sending your file to print - review the Equipment flowchart below.

 

Follow along with the directions below to prepare your file for printing.

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COMMENT: List 3-4 techniques that were your favorite in Photoshop. What should be covered in Photoshop for future students in this class?

For the Teacher

Purpose: This module gives the students the opportunity to produce their work on a substrate (anything material than can be printed on). For this production portion, the students are printing on a cotton white t-shirt. The students will use an Epson SureColor F2000 printer and a heat press for curing the ink. The students can take home their printed t-shirt.

Learning Target:

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Additional Activities:

The students can print a t-shirt for their friend of the same design.

Take a picture after a few students have printed their t- shirts and post it to school social media accounts.

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