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1 Principles of AAVTC Printing & Imaging-Photo Editor: Making a Collage Arts, AV Technology and Communication Lesson Plan Performance Objective Upon completion of this lesson, the student will develop an understanding of what a Photo Editor is and how they create digital s. Specific Objective Students will learn about Photo Editors and s. Students will learn how to create a basic. Terms Photo collage Time When taught as written, this lesson should take approximately 2 class periods to teach. Preparation TEKS Correlations: This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed (c) Knowledge and Skills (2) The student applies professional communications strategies. The student is expected to: (D) give formal and informal presentations; (E) apply active listening skills to obtain and clarify information; (10) The student applies technical skills for efficiency. The student is expected to employ planning and timemanagement skills to complete work tasks. (11) The student develops a basic understanding of the Arts, Audio/Video Technology, and Communications cluster. The student is expected to: (A) research the scope of career opportunities; (B) develop an understanding of the elements and principles of art; (C) develop an understanding of the industry by explaining the history and evolution of cluster career fields and defining and using related terminology; 1

2 Interdisciplinary Correlations: English-English I (b)(1). Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing (b)(11). Reading/Comprehension of informational text/procedural texts. Students understand how to glean and use information in procedural texts and documents (b)(2)(B) employ precise language and technical vocabulary to communicate ideas clearly and concisely Occupational Correlation (O*Net Job Title: Photo Editor O*Net Number: Reported Job Titles: Photographer, Photojournalist, Newspaper Photographer, Newspaper Photojournalist, Advertising Photographer, News Photographer, Photo Editor, Sports Photographer, Studio Photographer Tasks: Take pictures of individuals, families, and small groups, either in studio or on location. Adjust apertures, shutter speeds, and camera focus based on a combination of factors such as lighting, field depth, subject motion, film type, and film speed. Use traditional or digital cameras, along with a variety of equipment such as tripods, filters, and flash attachments. Create artificial light, using flashes and reflectors. Determine desired images and picture composition, selecting and adjusting subjects, equipment, and lighting to achieve desired effects. Scan photographs into computers for editing, storage, and electronic transmission. Test equipment prior to use to ensure that it is in good working order. Review sets of photographs to select the best work. Estimate or measure light levels, distances, and numbers of exposures needed, using measuring devices and formulas. Manipulate and enhance scanned or digital images to create desired effects, using computers and specialized software. 2

3 Accommodations for Learning Differences It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website. Preparation Create a non-digital (maybe using photos of the students), being sure to cut the photos with scissors to make the images fit together better. [This could be expanded to a group exercise to be completed before starting the lesson. It would reinforce the advantages of digital s.] Have materials and websites ready to go prior to the start of the lesson. References Bloom, S. R. (2010). Digital collage and painting (2nd ed.). Burlington, MA: Focal Press. Microsoft Office: Photo for collage project can be downloaded for free at Instructional Aids Lesson Plan - Photo Editor: Making a Collage Slide Presentation - Photo Editor: Making a Collage Photo Collage Photo Editor Grading Rubric Non-Digital Photo Collage Instructor computer and projection unit with audio equipment Online websites (teacher directed) Father and son with open arms (MP FatherSonOpenArms.jpg) Industry standard photo editing software for students Digital cameras for students who may need them (cell phone photos will be sufficient for project) Pencils and paper Card stock and glue [optional] Introduction 1. Show students a non-digital or have them bring in photos and create their own collage. 2. Ask students if the photos trimmed with scissors can be used for anything else but the collage. 3. Ask students if they have ever taken a family portrait when one of the family members was not there. 4. Ask students if they have ever heard someone say they could add the missing family member to the photo later. 5. Ask students if they know how to add a missing family member to a photo. 6. Tell students that they will get to practice being a Photo Editor and create a digital. 3

4 MI Outline Outline Instructor Notes Go through the slide presentation with students. Discuss the following: I: What are s? a. 2 or more photos blended into one logical grouping II: Who edits s? a. Graphic designers, webmasters, photographers, fashion designers, landscapers, etc b. Anyone who wants to III: Why edit s? a. Fixing photo sizes and colors b. Removing moles from models c. Seeing how different plants will look in a yard before planting d. Adding a pet to a family portrait e. Even making a IV: Editing Photo Collages a. The basics i. Angle ii. Sizing iii. Lighting iv. Shadows b. The hardest part i. Making a clean selection ii. Use solid color backgrounds V: Photo Collage Photo Editor Project a. Use the provided base image b. Use a photo of yourself c. Add your photo to the base image d. Use the editing basics to create your collage Note: While this lesson focuses on collages with people or objects placed into another photo and made to look like those items belong there, digital s can be as artistic as non-digital s. (Slide 2: There is a proximity shadow between the couple to help with realism.) Ask: Can you think of another profession that might create s? Note: Angle refers to proper perspective of the subjects in the photo. Sizing is relative to other objects in photo. The lighting should come from the same direction, which also affects the shadows. The answer to the dog question: 1. Dog needs to be smaller. 2. Sunlight needs to be added to the dog s back. 3. If the dog is placed where the arrow points, a shadow needs to be added across the man s leg. Since the dog is on a white background, it will be easy to make a clean selection. 4

5 Multiple Intelligences Guide Existentialist Interpersonal Intrapersonal Kinesthetic/ Bodily Logical/ Mathematical Musical/ Rhythmic Naturalist Verbal/ Linguistic Visual/ Spatial Application Guided Practice The teacher may help students with non-digital s [optional]. Going through the lesson plan and slide presentation, the teacher may reinforce the basics of photo editing collages: angle, sizing, lighting, and shadow. The teacher may also show why having images on clean solid color backgrounds helps make them easier to select than images on busy backgrounds. Then the teacher may distribute the file the students will use for their project. Independent Practice The teacher may review the requirements for the Photo Collage Photo Editor project. Required elements for the Photo Collage Photo Editor project: Use the provided image as a base for the (MP FatherSonOpenArms.jpg). Students will use a photo of themselves. Integrate the student photo with the base photo. Use the editing basics to create the finished digital : o Angle o Sizing o Lighting o Shadow 5

6 Summary Review Review talking points and key terms from slide presentation. Review the required elements for the Photo Collage Photo Editor project. Evaluation Informal Assessment Students may be informally assessed through the following methods : Instructor observation during Guided Practice and Independent Practice Question and answer during the review Formal Assessment Students may be formally assessed through the following methods : Students will integrate the base photo and their own photo to create a digital. Students completed work may be assessed using the Photo Collage Photo Editor Grading Rubric. Enrichment Extension If the students have not created a non-digital as part of the class, they can do one as an extension of the lesson. Students may also write an essay about how technology has enhanced and redefined s. The essay may also include research into current career opportunities of Photo Editors. 6

7 Photo Collage Photo Editor Grading Rubric Criteria Exceptional Above Average Completeness (30 points) Below Average Unacceptable points points 1-14 points 0 points Work is complete and presents a unified whole. Work is complete, but lacks unity. Work is incomplete. No attempt was made to perform the digital photo collage points points 1-14 points 0 points Points Basic (30 points) has all the required elements. has most of the required elements. has some of the elements but is really incomplete. has none of the required elements. Creativity (30 points) points points 1-14 points 0 points ideas are original in thought; exceptional. ideas are somewhat original and creative. Limited evidence of creativity and originality in thought. No evidence of creativity or originality in thought or execution of project points 5-8 points 1-4 points 0 points Professional Appearance (10 points) Excellent project; neat and professional in appearance. Good project. Very few corrections are needed. Fair project. Several errors are evident. Project is unprofessional and errors distract significantly. Comments: TOTAL POINTS: 7

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