COURSE: PHOTOGRAPY II & III

UNIT FOCUS:__Photoshop_____
GRADE LEVEL: 10-12
Stage 1 Desired Results
Content Standard(s):
VAHSVAPR.5 Creates artwork reflecting a range of
concepts, ideas, and subject matter.
b. Brainstorms multiple solutions before beginning artwork.
e. Works to find individual voice (creativity within guidelines);
understands that creativity is problem-solving within given
parameters.
f. Explores digital media as a tool for art production.
g. Uses concepts / ideas from other disciplines as inspiration for
artwork.
h. Demonstrates proper care and safe use of tools and materials.

VAHSVAC.2 Develops 21stcentury life and work skills and

habits of mind for success through the study and
production of art.
a. Manages goals and time.
b. Directs own learning.
e. Adapts to change.
f. Uses current technology as a tool.

VAHSVAC.3 Utilizes a variety of resources to see how

artistic learning extends beyond the walls of the
classroom.
c. Identifies various art related careers and post-secondary options.
d. Draws inspiration for artwork from the world and resources
outside the traditional classroom.

BIG IDEAS-CONCEPTS-THEMES
1. How to create works of art using Adobe Photoshop
2. How to use computer tools in conjunction with
digital photography
3. How to create an advertisement campaign
4. How technology plays a role in various art mediums
UNDERSTANDINGS ESSENTIAL QUESTION(S):
Students will understand: What is Photoshop and what
What the basics are for Adobe can I create with it?
Photoshop Why is digital media
Digital photography plays a important?
key role in jobs outside of How can I connect digital
traditional art (advertising, media with digital
web design, etc.) photography?
Technology skills coincide How can I use technology in
with traditional art in the photography?
world today What jobs are there for
How ad campaigns are digital media?
created What is an advertisement
campaign?
Key knowledge and skills:
Students will be able to
1. VAPR.5-f-g. Use digital tools in their photography class
2. VAC.2-e-f. Use technology to change their views on traditional
art
3. VAC.3. Identify jobs outside of traditional art
4. VAC.3 be inspired by art outside of their focus

Students will be familiar with

Photoshop
Photographic manipulation
Ad campaigns

Stage 2 Assessment Evidence

Performance Task(s): Other Evidence:
You are part of an advertisement Class Discussion
firm in charge of creating and ad Daily activities
campaign. You have all the Performance task
information you need. The only Project-based learning
thing that is left to do would be method
to take what you have learned Assessments
about Photoshop and these
campaigns and produce the Student Self-Assessment
actual advertisements that (SSA)
everyone will see. You will be
creating the advertisements that See attached SSA focusing on
will be seen in magazines across helping students to reflect on
the countrypossibly even the the quality of their participation
world! Each person in your in the enactment strategies we
group will produce an used in this unit.
advertisement for your
campaign. Think about whether Classroom Assessment
or not you want them to go in a Technique (CAT)
specific order. Your See attached CAT focusing on
advertisement must include: asking for suggestions on
A person (cut-out and improving a couple of the key
placed on a different enactment strategies we used in
background) this unit.
Text
Use of the following tools:
o Burn
o Dodge
o Sharpen or Smudge
Use of at least 2 effects
(drop shadow, stroke,
inner glow)
Use of at least 2 filters
(blur, artistic, brush)
Use of at least 3
adjustment layers
(hue/saturation,
brightness/contrast,
curves)
You must use your own photos
for this project. Turn in your
before and after photos. In the
chart provided, fill in where you
used your certain tools.

Goal: to produce an
advertisement with various
Photoshop techniques,
combining their own photos with
those they find, and using photo
manipulation tools
Role: ad designer
Audience: your advertisement
target audience
Situation: creating a part of an
advertisement campaign that will
be used in magazines all over the
country which spreads an
important message.
Product: an advertisement
Standards: VAHSVAPR.5 b.
Brainstorms multiple solutions
before beginning artwork; f.
Explores digital media as a tool
for art production; g. Uses
concepts / ideas from other
disciplines as inspiration for
artwork; h. Demonstrates proper
care and safe use of tools and
materials. VAHSVAC.3c.
Identifies various art related
careers and post-secondary
options.
d. Draws inspiration for artwork
from the world and resources
outside the traditional
classroom.

Stage 3 Learning Plan

WEEK 1: Basics of Photoshop/Photoshop
Essentials
DAY 1
Essential Question: What is Photoshop and what can I create using
it?
By the end of the day students will be able to
identify the tools of Photoshop and know what they can make with
it
20 mins Hook: Have you ever seen something created from
Photoshop? What was it? Did it look complicated? Easy? Lets make a
list of things we think were made with photoshop

(try to incorporate something like a thought board: www.padlet.com)

Some other examples:

People in magazines
Logos
Websites
Packaging
Magazine covers
Brochures
Menus
Photoshop is all around us, we experience something created or
edited with photoshop almost every single day.

10 mins Lets take a look at some examples of things created with

Photoshop:
http://www.noupe.com/photoshop/45-brilliant-examples-of-
photo-manipulation-art.html
http://design.tutsplus.com/articles/60-spectacular-examples-
of-photoshop-design-and-art--psd-8793
http://10steps.sg/inspirations/artworks/40-cool-before-and-
after-photo-retouching-photos/

20 mins Have students get with a partner and find an example of

what they can create with photoshop, add their pictures they find
onto the thought board, afterwards, have them share their findings
with the class.

30 mins Now that weve seen the endless possibilities of what you can
create, lets open up Photoshop to see what it looks like. (give them a
handout of tool chart)
Go over the following tools/parts of Photoshop:
Move tool
Marquee tool
Eraser
Text
Lasso
Paint bucket
Shape
Brush
Magic wand
Layers
Swatches
(Just briefly describe what they do, we will go over them in detail
throughout the unit)

10 mins let students navigate and explore Photoshop on their own

Ticket out the door: What things can you create with Photoshop?
What do you want to know more about?

DAY 2
Essential Question: What are layers? What can I do with layers in
Photoshop?
By the end of the day students will be able to
Add multiple layers into Photoshop and move them around

10 mins Hook: What are layers? How would you define them?
(Use padlet again, have them put their definitions of layers on the
board)

5 mins What are layers in Photoshop?

Types of Layers:
1. Background layer- has limitation, is locked
2. Image- pictures
3. Type/Text layers
4. Shape

15 mins What is the layer pallet and what does it consist of?
 <A shape Layer

<A type layer

<An image layer

<Background layer

From left: Link layers, add effects, add a mask, create a

fill/adjustment layer, folders, new layer, delete layer

40 mins Lets get some layers imported into Photoshop.

Have students find a pattern online- this will be their background

layer
Their favorite photographer- Image layer
Their photographers name- Type layer
Any shape- shape layer (could be a box for behind their photo)

1. Create a new document rename, resize (800x600px landscape

or 600x800px portrait), white background, save (dont forget to
explain what pixels are)
2. Show them how to delete the background layer
3. Have them copy and paste their pattern into the blank
document.
4. Layer new background from layer
5. The pattern will now be the background
6. Layernewlayer (name it photographer)
 7. Copy and paste image of their photographer into document
8. To resize either show them how to do it through transform
option or selection tool
9. Next create a type layer
10. Have them type their photographers name
11. Show them how to change the font, color, and size of their text
12.Have them create a shape layer
13. Show them how to change color

Show them the alternate ways of creating layers using button

Show them how to delete layers using button
Show them how to rename a layer
Show them how to make a layer visible/invisible

10 mins Show them how to move layers above and below which
moves the images forward or backwards in the document. Give them
a real life example: show 2 pieces of paper one with an image on it,
and one with words, hold up the words in front and then behind to
show how layers work.

10 mins Show them how to create folders, use the two text layers as
an example

Remainder of time: Let them add more shape and text layers into the
document.
DONT FORGET TO SAVE, THEY WILL BE WORKING ON THESE
TOMORROW

Ticket out the door: What are layers and how are they used in
Photoshop?

DAY 3
Essential Question: What can I do with layers in Photoshop?

20 mins (Continue on where you left off from yesterday, it was a lot to
do in one day and might need to be split up) Refresh what we did
yesterday, show them anything you didnt get to yesterday.
When you think of a cutout, what do you think of? Think cardboard
cutout. What is it? Have you seen a cutout used before in a
magazine?
15 mins Have students look through magazines and try to find some
cutouts, have them show the class. They can post them to the idea
board. students still working on yesterdays assignment can work on
that.

Have students pull up their assignment from yesterday. We will be

adding a cutout to it today.

40mins Go online and find a picture of a camera. Open a new

photoshop document (500x500) and paste the image in it. Show
them two ways of creating a cutout: one with the magnetic lasso, and
the other with the magic wand tool (if the background allows)

Have them copy the new cutout and paste it into the photographer
example.

Have them try several more times, once using a person, and a third
time using a photo of themselves (they can get the picture from
Facebook)

15 mins let students explore some more on Photoshop, walking

around and seeing how far theyve progressed.

Ticket out the door: What ideas do you have now that you know how
to make a cutout?

DAY 4
Essential Question: What is a filter and how do they change an
images appearance?

By the end of the day, students will be able to

use a filter and layer adjustments

35 mins Have students find a picture of a still life online, open

Photoshop and make a new document, paste photo in document.

Have them make 2 copies of the layer.

On the first layer, let them browse the various Filters in the artistic
category filterartistic

After they have found the filter they want, have them hide that layer.

On the second copy, rename the layer to blur

Have students go into the blur filters by going to
filterblurGaussian

Let students try out other blur filters

55 mins Begin hue/saturation, levels, curves, brightness/contrast,

etc
Briefly discuss what they are and what they do. Show examples of
when they are used incorrectly.

Layernew adjustment layer

Show them how to add these to certain areas, have them do cutouts of
certain shapes in their image, creating a new layer of each. Have them
add the adjustment layer to the different layers that they created.
Each layer will have a new adjustment.

Have them put all of the adjusted layers into a folder and name it
Adjustments

Ticket out the door: What was your favorite filter and why?

DAY 5
Essential question: How do I create an image using various
Photoshop techniques?

By the end of the day students will be able to

use everything they learned this week and wrap it into one image

15 mins Go over what they have learned this week. What has been
easy? What has been hard? What was their favorite part? What do
they want to go over again?

20 mins Photoshop Test

Today, we will wrap up everything they have worked on this week.
Today, they will create an original image (yet pieces of it will be found
on the internet) using all of the techniques they have learned so far.
The image will represent what they want to be when they grow up. It
can have a person in it, or it can be symbolic (for example, if they
want to be a musician, they could have a guitar or music staff
representing what they want to be) The image must include:

A cutout
A type layer
A shape layer
A background
A blur
2 adjustment layers

Have them create a sketch of their final product before beginning,

showing it to me before they begin.

Teach them about copyright laws (up until then, I have been letting
them use google). Now I want them to use stock photos.

Let them use the rest of the period to come up with their sketches and
start making them on Photoshop.

Ticket out the door: What are you still having difficulty with?

WEEK 2: Advertisement Campaigns

DAY 6
Essential Question: What is a campaign? How do they work?
By the end of the day students will be able to
think about and analyze photoshopped images

15 mins Hook: Almost every day, we are influenced by images in the

media. When we go online, pictures pop up on social media and other
sites. But how can we tell whether or not an image is edited? Lets
look at a campaign that is trying to bring this issue to light.
The Dove Campaign for Real Beauty
https://www.youtube.com/watch?v=Ei6JvK0W60I
 https://www.youtube.com/watch?v=iYhCn0jf46U (photoshop
example)

Question: How does the media portray beauty? What is wrong with
this picture? What can we do to change it?

35 mins Explain what an advertising campaign is. Where have we

seen them used before? What makes them successful?
The most memorable spots dont just make us laugh or cry, adds
Susan Credle, chief creative officer at ad agency Leo Burnett. They
change a conversation. Source: forbes.com

An advertising campaign is typically broadcast through several media

channels. It may focus on a common theme and one or
few brands or products, or be directed at a particular segment of
the population. Successful advertising campaigns achieve far more
than the sporadic advertising, and may last from a
few weeks and months to years.
Source: http://www.businessdictionary.com/definition/advertising-
campaign.html#ixzz2yuaWaRbL

Ad campaigns tend to make things memorablewhether causing

tear-jerkers or using humor. They are a collection of messages that try
to get a point or idea across. See some examples of great ad
campaigns here:
http://www.forbes.com/sites/jacquelynsmith/2013/12/17/the-most-
unforgettable-ad-campaigns-of-2013/

Research behind Dove:

40 mins Put the students in groups (3-4 or whatever works best for
your class). Have them research body campaigns similar to the Dove
Campaign for Real Beauty.

Source:
http://www.clubofamsterdam.com/contentarticles/52%20Beauty/do
ve_white_paper_final.pdf (Article overarching the Dove Campaign)

Other Campaigns:
http://www.takepart.com/article/2014/01/30/10-years-after-
doves-real-beauty-campaign-brands-are-fighting-female-form
http://www.businessinsider.com/aerie-lingerie-ads-without-
photoshop-2014-1 (arie, could be inappropriate based on age
group/maturity level)
https://www.mybeautycampaign.com/
http://you-are-beautiful.com/

Ticket out the door: What is a common thing we see when it comes to
beauty campaigns? Are these campaigns effective?

DAY 7
Essential Question: What can WE do to combat the negative effects
of the media on self-esteem and body image?
By the end of the day students will be able to
define the problem and analyze what effects the media has on body
image

20 mins Have students split back up into their groups from yesterday.
Today they will be taking the information they have come up with and
producing a PowerPoint (or Prezi) presentation about the campaign
that they have chosen, and how the media relates to it.

70 mins Allow students the remainder of the class time to come up

with their presentations. These presentations should contain the
following information:
When and why did this campaign start?
Who started it?
What have their results been?
 What evidence can you show us?
How does this campaign relate to photomanipulation?
How does it relate to body image?
Is it effective?
Who is the target audience?
Define the problem and share the solution.

Ticket out the door: Why do you think people are becoming so
concerned with how the media uses Photoshop on their models?

DAY 8
Essential Question: What can we do to prevent the use of
photomanipulation?
By the end of the day students will be able to
create a campaign of their own

15 mins Think-pair-share: So this week, weve been looking at

campaigns that people have developed out of how the media
construes the way we think about what is beautiful. What is wrong
with this? Should companies be allowed to Photoshop and
manipulate their images for their consumers? Why are they doing
this? What can YOU do?
Ask students these questions to get them thinking about how
photomanipulation is around them all the time. Sometimes we dont
even realize it.

75 mins Allow students the remainder of the class time to develop

their own campaign. They should work together as a team to target an
audience that is often affected by the messages the media sends out.
Try to encourage them to maybe try different age
groups/genders/ethnicities that often are discouraged by media
influence. Have them do thorough research and find evidence that
backs up their claims. Today will be mostly research as they gather up
information to develop their full campaign.

Note: This could also be done where students choose a topic for a
campaign that directly affects them or impacts their community. We
were mainly focusing on media influence.
Ticket out the door: What are some essential characteristics of a
campaign?

DAY 9
Essential Question: How can you create your own campaign?
By the end of the day students will be able to
create a campaign of their own

20 mins Today, students will be taking the information that they have
gathered and creating a full-fledged campaign. These are some things
they need to consider:
Who your target audience is
What your budget is
How you will organize your campaign
What media outlet you will use (the end result will be a
magazine advertisement campaign, but for planning purposes
they can choose another outlet in addition to this)
How long will the campaign last
What materials will you need

60 mins Have students lay out what their campaign will be. Have
students write up a proposal complete with everything they hope to
do in their campaign. In addition to this, they should add to their
presentation from earlier in the week, with their own campaign. The
presentation and paper should include:
When and why did this campaign start?
Who started it?
What do you expect your results to be?
What does research say about this topic?
How does this campaign relate to photomanipulation?
How does it relate to body image?
Is it effective?
Who is the target audience?
Define the problem and share the solution
What was your budget?
How you will organize your campaign?
What media outlet you will use (the end result will be a
magazine advertisement campaign, but for planning purposes
they can choose another outlet in addition to this)
 How long will the campaign last?
What materials will you need?
(Additional directions can be found in the supplemental materials)

Ticket out the door: What makes an ad campaign successful?

DAY 10
Essential Question: How can you create an ad campaign?
By the end of the day students will be able to
have a proposal for a campaign.

80 mins Have students finish their ad campaign. They will begin

creating their ads using Photoshop next week, so have them each
draw up an idea for their designs.

(Tell students that they will begin producing ads next week so bring
any props/take pictures theyll need over the weekend)

Ticket out the door: What is the hardest part about creating an ad
campaign?

WEEK 3: Putting it all Together

DAY 11
Essential Question: How do you create an advertisement for a
campaign?
By the end of the day students will be able to
begin producing advertisements for a campaign

5 mins Explain to the students that they will be actually producing

their ad campaigns this week. Give them the directions for the
performance task.

20 mins have students get in their group and decide on what type of
design they will take for their ads.

55 mins Take the remainder of the class time and shoot photos that
they will be using in their ads. Keep them school appropriate! Those
that finish can begin uploading them to their computers.
Ticket out the door: What message are you sending people through
your ad campaign?

DAY 12
Essential Question: How will you create an ad campaign using
Photoshop?
By the end of the day students will be able to
edit and produce their advertisements

15 mins Remind students of what their task is and answer any

questions that have arisen

65 mins Have students upload their pictures and begin editing. Use
the entire class time for editing photos. Make sure that what they are
producing is consistent with their campaign they are trying to
produce.

Ticket out the door: What are you most proud of in your ad
campaign?

DAY 13
Essential Question: How will you create an ad campaign using
Photoshop?
By the end of the day students will be able to
edit and produce advertisements for a campaign

15 mins Share how students are coming along and have students offer
suggestions to their classmates. Have groups get together and see if
they are heading in the right direction. Continue to encourage team
building.

65 mins Have students finalize their images and advertisements. This

day is crucial for time management, as they will be putting everything
together tomorrow. Have students wrap up and print off their
advertisements.

Note: Print them out and display them in the school to spread the
word about their campaigns! Give a brief synopsis of what the
campaign was trying to achieve and post before and after images!
Ticket out the door: Do you think your campaign will achieve its goal?

DAY 14
Essential Question: How will you defend your campaign and your
research?
By the end of the day students will be able to
put everything together and present their findings

20 mins Get students into groups and congratulate them on how far
theyve come! Today is the day to wrap everything up. Make sure
students have the following:
Their paper complete with research
Their presentation containing their initial campaign and the
campaign they produced
Their example advertisements

60 mins Students will take the remainder of the class period to

prepare for their presentation tomorrow. They will be sharing the
information they have collected over the past 2 weeks and give an
overview of their campaign. Tomorrow they will professionally
present their findings to the class.

Have students dress up and act professional for their presentation

tomorrow. Have them rehearse a few times to get the nerves out.

Ticket out the door: What was your favorite part of creating your
campaign?

DAY 15
Essential Question: How do you present an ad campaign to the
public?
By the end of the day students will be able to
present their discoveries, achievements, and campaign to the class

15 mins open the class with celebrating how far theyve come! Theyve
done so much! Tell the students that today they will be presenting
their ad campaigns to the classotherwise known as the public!
These will be the people who will be responding to their campaigns
and determining whether or not they are effective. Give them a few
pointers on how to give a good presentation and tell them to act
professional.

65 mins (10 mins/presentation) Have students present! Let their

classmates come up with some good questions. Some questions to
offer might be:
How did you come up with this campaign? What inspired you?
What other target audiences might be affected by this
campaign?
How did you create your advertisements?
What sort of magazine would these advertisements be seen in?
Etc.

Let students give feedback on sheets of paper for the groups. What
did they like? Do they think it was effective? Do they think the group
made their point?

Ticket out the door: What are you most proud of in your campaign?

END OF UNIT