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.
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Standards and Learning Targets:
Software:
Prior Knowledge and Experience:
Limitations:
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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.
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?
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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!
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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.
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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.
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:
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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?
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
4. What differentiates Photoshop from other edition programs?
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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.
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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.
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
What you learned: To open and create images
2. Get familiar with the work area
What you learned: The interface
3. Learn how to zoom and pan
What you learned: To zoom in and out and pan around
4. Undo a command
What you learned: To undo
5. Save your work
What you learned: To save an image
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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.
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:
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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.
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.
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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.
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
What you learned: To crop and straighten an image
2. Levels
What you learned: To adjust the levels of an image using an adjustment layer from the layers panel.
3. Curves
Use an adjustment layer
What you learned: To adjust the curves of an image using an adjustment layer from the layers panel.
4. Color Balance
What you learned: To adjust the color balance of an image using an adjustment layer from the layers panel.
5. Brightness and Contrast
What you learned: To adjust the brightness and contrast levels of an image using an adjustment layer from the layers panel.
6. Black and White
What you learned: To adjust the black and white qualities of an image using an adjustment layer from the layers panel.
7. Hue and Saturation
What you learned: To adjust the hue and saturation of an image using an adjustment layer from the layers panel.
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.
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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.
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.
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:
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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.
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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.
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LET'S PRACTICE USING THE SELECTION TOOLS
Download the file below.
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.
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:
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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
If you would like to show Student Examples of the food faces/characters.
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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
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!
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:
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Additional Resources:
If students finish early, have them explore the following website for tutorials in Photoshop.
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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
Step 4: Test, evaluate, and refine the proposed solution
Step 5: Produce and present the final solution
Here's a video that shows how a graphic designer produces a logo design by using the design process.
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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.
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:
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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.
Step 2: Students begin to sketch out possible design solutions to the problem/challenge.
Step 3: Students create a final design from their sketches in the specific program of their choice or required program.
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.
Step 5: After reviewing student feedback and making revisions students will create their final solution.
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.
Design a pin back button and produce
Reply
apply the design process to produce a set of pin back buttons of various sizes.
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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:
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:
Constrains and Restrictions:
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.
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:
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Examples:
If you would like to give the students a starting point show them the following examples.
Project Rubric:
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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?
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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