Introduction to Photoshop/Digital Photographs

Standards:
PO 1. - Create artwork using the most appropriate techniques and processes to communicate 
ideas and experiences

PO 2. – Analyze the effectiveness of the characteristics of the specific media used
to enhance the communication of experiences and ideas
(http://www.ade.state.az.us/standards/arts/arts-visual.asp)

Objective: After this lesson students will be able to use Photoshop to do basic editing of their photographs as well as some slightly more complicated tasks such as using layers, text, and cloning.

Resources/Equipment/Materials:
- Computer lab with internet connection, scanners, cameras (digital/analog)
- Personal storage media (flash drives, ipods, cd-rw’s, online storage, etc.)

Vocabulary:
- Levels: Command in Photoshop to adjust highlight, mid-tones, and shadows in an image.
- Saturation: Density of colors
- “Photoshopped”: an image that has been altered from the original using an editing program such as Photoshop

Introduction: A short discussion about Photoshop and “Photoshopping” will take place with a slide show combined of both Photoshopped and non-altered images. Students will be asked to identify which ones are which are not. A discussion of the role of the inherent assumed truth in photography will follow there after. Students will write a short response giving their opinion.

Activities: All students will be given then same images with the same tasks to complete in photoshop. Students will follow along with the instructor in learning how to adjust images and use other entry-level features in Photoshop. Students will then take any image of their liking and process it as they desire. A short description of the image and process will be due at the end of the unit.

Precautions: Students will be advised not to create inappropriate imagery, as in work that breaks school policy.

Assessment: Students will be graded on effort, enthusiasm, content, quality, and their written work.

Closure: The instructor will display some of the successful (chosen by students) projects and discuss them with the class.

Investigating Self

Standards:
PO 1. - Create artwork using the most appropriate techniques and processes to communicate 
ideas and experiences

PO 2. – Analyze the effectiveness of the characteristics of the specific media used
to enhance the communication of experiences and ideas
(http://www.ade.state.az.us/standards/arts/arts-visual.asp)

Objective: Students will be asked to create self-portraits with their cameras in combination with Photoshop and other digital technologies. They will investigate how they perceive themselves and how they are perceived by others.

Resources/Equipment/Materials
- Computer lab with internet connection, scanners, cameras (digital/analog)
- Personal storage media (flash drives, ipods, cd-rw’s, online storage, etc.)

Vocabulary:
- Self Portrait: An image that represents oneself or that utilizes the self to make a statement
- Self-Timer: Function on a camera that triggers the shutter automatically after a certain period of time.

Introduction: Lesson will begin a discussion of why one would photograph oneself. The students would hopefully drive the discussion with the teacher asking key questions to lead to certain points. After the short discussion students will be shown example self-portraiture by Cindy Sherman, Lee Friedlander, Jeff Koons, Rembrandt, and others. They will then write short reflections why one would want to make an image of themselves and include a short proposal for a photography project based on self-portraiture.

Activities: The nature of this assignment is very self-drive, the students will be expected to use class-time for working on their images and photograph at home. Students will be encouraged to talk to one another about what they are working on as well as ask the teacher for help/opinions. Students will turn in a short statement about their process and work with the images.

Precautions: Students will be advised not to create inappropriate imagery, as in work that breaks school policy.

Assessment: Students will be graded on effort, enthusiasm, content, quality, and their written work.

Closure: The instructor will display some of the successful (selected by students) projects and discuss them with the class.

Online Portfolio & Critique Using Flickr

Standards:
PO 1. - Create artwork using the most appropriate techniques and processes to communicate 
ideas and experiences

PO 2. – Analyze the effectiveness of the characteristics of the specific media used
to enhance the communication of experiences and ideas
(http://www.ade.state.az.us/standards/arts/arts-visual.asp)

Objective: At the end the digital photography unit where high school students will have learned to utilize Photoshop and other digital technologies for creating images, they will learn how to upload their images to create an online portfolio. Each student will then participate in an online forum discussing their peers’ works.

Resources/Equipment/Materials:
- Computer lab with internet connection, scanners, cameras (digital/analog)
- Personal storage media (flash drives, ipods, cd-rw’s, online storage, etc.)

Vocabulary:
- -Critique: A subjective discussion of a work of art. Things considered in a critique session include but are not limited to: content, composition, aesthetics, use of technology, emotion, whether or not it the assignment is followed, etc.
- -Flickr.com: An online community dedicated to storing and sharing one’s photography.
- -Upload: The act of sending a file from your computer to a storage space online (e.g., flickr.)

Introduction:
This portion of the curriculum will begin with a discussion about the course as a whole and the students reflecting on the work they have created. We will then move on discuss ways of displaying and sharing out work; contemplating on galleries and the purpose of displaying art and segueing onto an introduction on internet based galleries.
Students will be shown pre-existing flickr groups dedicated to sharing and discussing users’ photographs, and given a general tour of flickr.

Activities:
After a short tour of the website, students will then be required to create their accounts, upload their strongest work, and join the group I will have made for the class. Each student will then submit their strongest piece with a paragraph about the image (images if from a series) and why they chose to submit it. It will be required for all students to write a few sentences of thoughtful commentary on their peers’ submission, including positive & negatives in a constructive manner.

Precautions:
As these activities will all be internet based, adequate content filters should be installed. A system for the teacher to view students’ screens should also be available.

Assessment:
Student grades will be given based on enthusiasm, content of responses/reflection, and ability to complete the task.

Closure:
Because this will be a relatively new experience for most students, this lesson shall be wrapped-up with reflections. Students will explain how they feel about the process, the responses/commentary, the usefulness of internet galleries, and how the experience was in general.

The instructor should also reflect on what students needed help with most, the level of enthusiasm, quality of work, and success of the project a whole. Perhaps other methods of internet exhibition could explored like blogs and similar online art communities.