Stage 1—Desired Results
East Meadow Union Free School District
Curriculum Area Project
School Year 2009-2010
ARTS & MULTIMEDIA
A Course for Grades 9-10
Principal: Timothy Voels
Assistant Principal: Geraldine Doddato
Director of Art & Music: Abby Behr
Art Chairperson: Heather Anastasio
Business Chairperson: Darryl Strabuk
Project Facilitator: Jane Pawlowski
Collaborators: Carol Havlicek
Jane Pawlowski
CAP Coordinator: Robin Natman
Completed: August 3, 2009
ARTS & MULTIMEDIA
TABLE OF CONTENTS
Table of Contents 2
Abstract 3
Rationale 4
New York State Standards 5
Course Calendar 9
Art Semester 10
Unit 1: Introduction to Photoshop and the Painting Tools 11
Unit 2: Layers – Mandala Design 14
Unit 3: Selection Tools – Surrealist Collage 17
Unit 4: Filters – Remake of a Famous Work of Art 20
Unit 5: Adjustments and Retouching – Self Portrait 23
Unit 6: Text Tools – Book Cover 26
Unit 7: Digital Photography – David Hockney Inspired Collage 29
Unit 8: Introduction to InDesign and Desktop Publishing 32
Unit 9: Travel Brochure 35
Unit 10: Postage Stamp 38
Unit 11: Poster Design 41
Business Semester 44
Unit 1: Linear Presentations 45
Unit 2: Non-linear PowerPoint Presentations 48
Unit 3: Word Drawing Toolbar 51
Unit 4: Photo Manipulation 53
Unit 5: Desktop Publishing with Microsoft Word 55
Unit 6: Sound Editing 57
Unit 7: Advanced Sound Editing with SONY Sound Forge 59
Unit 8: Animation 61
Unit 9: Creating Web Pages with Microsoft Word 63
Unit 10: Create Movies Files using Windows Movie Maker 65
Appendix 67
Elements of Art and Principles of Design 68
Reference Sources for Stock Photos and Art 69
Photoshop Interface and Toolbox 70
Examples of Student Generated Paintings in Photoshop 72
Examples of Mandalas 75
Examples of Altered Famous Works of Art 80
Examples of Portraits 83
Examples of David Hockney collages 108
InDesign Toolbox Overview 118
Examples of Postage Stamps 119
ABSTRACT
This course is a joint venture between the Art and Business Departments. The school year will be divided with students learning the art components and applications of the Adobe Creative Suite, specifically Adobe Photoshop and Adobe InDesign, as an artistic medium for one semester. During the Business semester students will use Photoshop and Fireworks from that same software suite in addition to Microsoft Word, Microsoft Web Page Editor, Microsoft PowerPoint, Windows Sound Recorder, Windows Movie Maker, SONY Sound Forge.
The course will align lessons with the New York State Standards in the Arts as well as the New York State Standards in Math, Science & Technology and Career Development Occupational Studies. It will provide students the opportunity to apply the concepts from these software vehicles to real-world applications both in the academic environment as well as commercial/business settings.
RATIONALE
The Art Semester
The Adobe Creative Suite is one of the most commonly used bundles of software used in the art and business world. This course will give students an introduction to several of the programs in this suite; allowing students the opportunity to become proficient in software that is used extensively in real-world settings. Students will learn to recognize various applications of the programs individually as well as how to integrate the programs in their projects. Projects will concentrate on Adobe Photoshop, the premiere photo imaging software and Adobe InDesign, a prominent desktop publishing software used in industry today.
Projects will be comparable to assignments students might encounter in the professional working environment as well as being applicable to academic assignments.
The Business Semester
Microsoft Word and Microsoft Windows is often the universal software combination available to students in the classroom as well as in the business office. This semester students will learn to use the less commonly known features within these programs such as the Word Drawing Toolbar, Windows Movie Maker, Word Web Page Editor, Desktop Publishing Elements, Windows Sound Recorder as well as the more commonly used presentations package Microsoft PowerPoint. Adobe Photoshop and Adobe Fireworks will be covered relative to photo manipulation and animation. SONY Sound forge will be touched upon relative to advanced sound editing. It is important to keep in mind that these software packages are merely vehicles and the education learned through their use is readily transferable to other software and operating systems.
Projects will be comparable to assignments students might encounter throughout their academic careers.
New York State Standards for the Arts
STANDARD 1: Creating, performing, and participating in the arts.
Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre and visual arts) and participate in various roles in the arts.
INDICATORS - COMMENCEMENT GENERAL EDUCATION
1. Create a collection of art work in a variety of mediums based on instructional assignments and individual and collective experiences which explore perceptions, ideas and viewpoints.
2. Create art works in which they use and evaluate different kinds of mediums, subjects, themes, symbols, metaphors and images.
3. Demonstrate an increasing level of competence in using the elements and principles of art to create art works for public exhibition.
4. Reflect on their developing work to determine the effectiveness of selected mediums and techniques for conveying meaning and adjust their decisions accordingly.
STANDARD 2: Knowing and using arts materials and resources.
Students will be knowledgeable about and make use of the materials and resources for participation in the arts in various roles.
INDICATORS - COMMENCEMENT GENERAL EDUCATION
1. Select and use mediums and processes that communicate intended meaning in their art works, and exhibit competence in at least two mediums.
2. Use the computer and electronic media to express their visual ideas and demonstrate a variety of approaches to artistic creation.
3. Interact with professional artists, and participate in school and community sponsored programs by art organizations and cultural institutions.
4. Understand a broad range of vocations/avocations in the field of visual arts, including those involved with creating, performing, exhibiting, and promoting art.
STANDARD 3: Responding to and analyzing works of art.
Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.
INDICATORS - COMMENCEMENT - GENERAL EDUCATION
1. Use of the language of art criticism by reading and discussing critical reviews in newspapers and journals and by writing their own critical responses to works of art (either their own or others).
2. Explain the visual and other sensory qualities in art and nature and their relation to the social environment.
3. Analyze and interpret the way in which political, cultural, social, religious, and psychological concepts and themes have been explored in visual art.
STANDARD 4: Understanding the cultural dimensions and contributions of the arts.
Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the divers cultures of past and present society.
INDICATORS - COMMENCEMENT GENERAL EDUCATION
1. Analyze works of art from diverse world cultures and discuss the ideas, issues, and events of the culture that these works convey.
2. Examine works of art and artifacts from United States cultures and place them within a cultural and historical context.
3. Create art works that reflect a variety of cultural influences.
New York State Standards for Mathematics, Science, and Technology
STANDARD 2: Students will access, generate, process, and transfer information using appropriate technologies.
1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
Students:
• Understand and use the more advanced features of word processing, spreadsheets, and data-base software.
• Prepare multimedia presentations demonstrating a clear sense of audience and purpose.
• Access, select, collate, and analyze information obtained from a wide range of sources such as research databases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.
• Students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives of different countries.
• Utilize electronic networks to share information.
• Model solutions to a range of problems in mathematics, science, and technology using computer simulation software.
2. Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.
Students:
• Explain the impact of the use and abuse of electronically generated information on individuals and families.
• Evaluate software packages relative to their suitability to a particular application and their ease of use.
• Discuss the ethical and social issues.
3. Information technology can have positive and negative impacts on society, depending upon how it is used.
Students:
• Work with a virtual community to conduct a project or solve a problem using the network.
• Discuss how applications of information technology can address some major global problems and issues.
• Discuss the environmental, ethical, moral, and social issues raised by the use and abuse of information technology.
New York State Standards for Career Development and Occupational Studies
STANDARD 3a: Universal Foundations Skills
5.Technology is the process and product of human skill and ingenuity in designing and creating things from available resources to satisfy personal and societal needs and wants.
Students:
• Apply their knowledge of technology to identify and solve problems.
This is evident, for example, when students:
• Evaluate why a school or business facsimile (fax) machine is not working
• Take the proper steps to make an inoperative printer work
• Use a software program to compile and analyze statistical data and prepare a presentation for a group
• Use an integrated software program to solve a business-related problem
• Prepare a report predicting how technology may change various aspects of life 50 years from now.
6. Information management focuses on the ability to access and use information obtained from other people, community resources, and computer networks.
Students:
• Use technology to acquire, organize, and communicate information by entering, modifying, retrieving, and storing data.
•
This is evident, for example, when students:
• Construct a computer-generated form to survey local employers for possible participation in a work-study program
• Use graphics software to present survey findings to the student body
• Use telecommunications software to access and communicate information
• Use presentation graphics software which will illustrate to a group of employers the increase in work-based learning experiences
• Use a computer to record and organize statistical information to assist a coach of a school athletic team.
COURSE CALENDAR
Art Semester
|Unit |Time Frame |
| | |
|1 |Intro to Photoshop/The Painting Tools |Week 1 |
|2 |Mandala Design |Weeks 2 - 3 |
|3 |Surrealist Collage |Weeks 3 - 4 |
|4 |Remake a Famous Work of Art |Weeks 5 - 6 |
|5 |Self Portrait |Weeks 6 - 7 |
|6 |Book Cover |Weeks 8 - 9 |
|7 |David Hockney Inspired Collage |Weeks 10 -11 |
|8 |Intro to InDesign/Ad or Flyer Design |Weeks 12 - 13 |
|9 |Travel Brochure |Weeks 13 - 14 |
|10 |Postage Stamp |Weeks 15 - 16 |
|11 |Poster Design |Weeks 17 - 18 |
Business Semester
|Unit |Time Frame |
| | |
|1 |Linear Presentations |Weeks 1 - 2 |
|2 |Non Linear Presentations |Weeks 3 - 4 |
|3 |The Word Drawing Toolbar |Weeks 5 -6 |
|4 |Photo Manipulation |Weeks 6 - 8 |
|5 |Desktop Publishing with Word |Weeks 9 -1 0 |
|6 |Sound Editing with Windows Sound Recorder |Week 11 |
|7 |Sound Editing with Sound Forge |Week 12 |
|8 |Fireworks |Weeks 13 - 14 |
|9 |Microsoft Word Web Page |Weeks 15 - 16 |
|10 |Windows Movie Maker |Weeks 17 - 18 |
ART SEMESTER
Art Lesson 1: Introduction to Adobe Photoshop – The Painting Tools
|Stage 1—Desired Results |
|Content Standard(s): | |
|Art Lesson 1 satisfies the following New York State Standard(s): | |
| | |
|New York State Standards for the Arts: | |
|Standard 1: Creating, performing, and participating in the arts. | |
|Indicators: 1, 2, 3, 4 | |
|Standard 2: Knowing and using arts materials and resources. | |
|Indicators: 1, 2, 4 | |
|Standard 3: Responding to and analyzing works of art. | |
|Indicators: 1, 2 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What is meant by an interface? | |
|Art can be created from many sources | |How can we use the computer to create works of art? | |
|The Computer can be used as an art medium. | |Is this a valid form of art? | |
|Artists look for inspiration from everything they are exposed | |What qualifies something a work of art? | |
|to. | |What is meant by the Elements of Art and the Principles of Design? | |
| | |What are some of the main genres in art? | |
|Student will know… |Students will be able to… | |
|The Photoshop interface. |Gain an appreciation of a different art genre. | |
|How to open and save files. |Learn about the basic drawing tools available on Adobe Photoshop CS3. | |
|About various units of measurement used in the Adobe programs. |Begin to use the computer to create their art. | |
|About various file formats. |Differentiate between landscapes, still lifes and portraits. | |
|The drawing tools in Photoshop CS3. |Begin to apply the Elements and Principles to their work. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will be able to control the size and resolution and | |Students will demonstrate their understanding of different units of | |
|color mode when setting up document in Photoshop. | |measurement. | |
|Students will be introduced to the Elements of Art and the | |Students will demonstrate their understanding of different color modes| |
|Principles of Design. | |for computer programs. | |
|Students will view a sample of computer generated art. | |Students will demonstrate the understanding of setting up new files in| |
|Students will begin to learn about Adobe Photoshop. | |Photoshop. | |
|Students will open Photoshop to learn about the initial dialog | |Students will demonstrate their understanding of the painting tools. | |
|box for setting up a new file. | |Students will demonstrate their understanding of different genres of | |
|Students will learn about the various units of measurement | |art in their computer generated illustration. | |
|options available. | |Students will demonstrate their understanding of the Elements of Art | |
|Students will learn about using appropriate resolution as well | |and Principles of Design in the verbal critique of the assignment. | |
|as appropriate color modes to set up their documents. | | | |
|Students will be introduced to the painting tools in Photoshop. | | | |
|Students will practice using the tools. | | | |
|Students will create a landscape, portrait or still-life using | | | |
|the painting tools. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
| | |
|Students will begin with a discussion on, “What is Art?” and how the computer has changed and challenged our way of thinking about art. | |
|Students will be introduced to the Elements of Art and the Principles of Design. | |
|Discuss/demonstrate setting up a new file in Photoshop. Have students follow along. | |
|Students will open Photoshop to learn about the initial dialog box for setting up a new file. | |
|Students will learn about the various units of measurement options available. | |
|Students will learn about using appropriate resolution as well as appropriate color modes to set up their documents. | |
|Discuss/demonstrate various settings and tools available for the students to use. | |
|Students will have the opportunity to experiment with the painting tools in Photoshop. | |
|Students will view a sample of computer generated art. | |
|Students will create a landscape, still-life or portrait using the painting tools keeping the Elements of Art in mind as they create their work. | |
|Students will print their finished art. | |
|Students will have a class critique of their art. | |
| | |
| | |
|Expansion | |
|Students will have the opportunity to take their computer-generated drawing into the Studio Art classroom to make a second piece using traditional | |
|media. | |
| | |
| | |
| | |
| | |
See page 72 of Appendix for Handouts and examples of student art.
Art Lesson 2: Layers – Design a Mandala
|Stage 1—Desired Results |
|Content Standard(s): | |
|Art Lesson 2 satisfies the following New York State Standard(s): | |
| | |
|New York State Standards for the Arts: | |
|Standard 1: Creating, performing, and participating in the arts. | |
|Indicators: 1, 2, 3, 4 | |
|Standard 2: Knowing and using arts materials and resources. | |
|Indicators: 2, 4 | |
|Standard 3: Responding to and analyzing works of art. | |
|Indicators: 1, 2, 3 | |
|Standard 4: Understanding the cultural dimensions and contributions of the arts. | |
|Indicators: 1, 2, 3 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What is meant by a mandala? | |
|Art often has a cultural origin. | |What are they created from? | |
|Artists look back into history for inspiration on adapting | |What significance do they have to various cultures? | |
|various art forms with new media. | |How can we create a mandala using Photoshop? | |
|Color choices made by artists might have cultural significance.| |What is meant by repetition? | |
|Artists look for inspiration from everything they are exposed | |What is meant by radial symmetry? | |
|to. | |How does one create repetition in art? | |
|Artists need to have an understanding of geometry to create | |How does one create repetition using Photoshop? | |
|some of their work. | |What do we mean by the Psychology of Color? | |
|The Layer Palette in Photoshop is vital in controlling the | |How can we use color to enhance our work? | |
|order of images in a document. | |What is plagiarism? | |
|The marquee tools and magic wand can help select sections of a | |What are the marquee tools? | |
|given document in Photoshop based on different criteria. | |What does the magic wand do? | |
| | |What are thumbnail sketches? | |
| | |What images and colors might have personal significance to you? | |
|Student will know… |Students will be able to… | |
|About the cultural significance of mandala designs. |Gain an appreciation of an ancient art. | |
|About the cultural and psychological significance of color. |Brainstorm potential design ideas in the form of thumbnail sketches. | |
|How artists look back upon previously created work as inspiration for their |Create a design using radial symmetry. | |
|own work. |Use to selection tools to isolate specific areas in their work. | |
|The difference between inspiration and plagiarism. |Use specific colors/images being cognizant of their cultural meaning. | |
|How to use the rulers and guidelines in Photoshop to create symmetrical art.|Make use of layers to create a repeat design in the form of a mandala.| |
|How to use the marquee tools and the magic wand tools to make selections in | | |
|Photoshop. |Flatten their design to reduce memory and file size. | |
|How to make use of layers and duplicate layers to create a mandala design. | | |
|How to flatten an image to reduce file size for printing. | | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will set up a new design in Photoshop based on either a| |Students will demonstrate their understanding of symmetrical designs. | |
|square or circle. | |Students will demonstrate their understanding of the use of the | |
|Students will be introduced to the marquee tools. | |marquee and magic wand tools. | |
|Students will be introduced to the magic wand tool. | |Students will demonstrate their understanding the Layer Palette | |
|Students will have the opportunity to practice using these basic| |including how to make duplicate Layers. | |
|selection tools in Photoshop. | |Students will demonstrate their understanding of how things can have | |
|Students will research online examples of mandala designs to use| |symbolic meaning. | |
|as inspiration for their art. | |Students will demonstrate their understanding of the Elements of Art | |
|Students will create rough sketches of their designs. | |and Principles of Design in the verbal critique of the assignment. | |
|Students will collect a reference bank of images that have | | | |
|personal meaning to them as images that may be used in their | | | |
|mandala design. | | | |
|Students will make use of the Layer Palette in the creation of | | | |
|their art. | | | |
|Students will use the Edit>Transform>Rotate command to rotate | | | |
|their designs. | | | |
|Students will flatten their final file for printing. (They will | | | |
|save it in this format as well as the unflattened version until | | | |
|the project has been finalized.) | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
| | |
|Students will begin with a discussion on, “What is a mandala?” and the historic and cultural background of mandalas in different areas of the | |
|world. | |
|Students will go online to search for images of mandalas to share with the class. | |
|Discuss/demonstrate using the marquee tools in Photoshop. | |
|Students will learn how to make use of rulers and guides in their art. | |
|Students will learn how to use the magic wand in Photoshop. | |
|Students will have the opportunity to practice making selections with these tools. | |
|Students will brainstorm a list of things that have significance to them. | |
|Students will use thumbnail sketches to make initial designs for their personal mandala. | |
|Students will set up their mandala file in Photoshop in either a square or circle. | |
|Students will learn how to make use of the Layer Palette to control their selections. | |
|Students will learn how to create duplicate layers and rotate these layers. | |
|Students will learn about flattening their artwork to reduce file size. | |
|Students will print their final art in color. | |
|Students will have a class critique of their art. | |
| | |
| | |
|Expansion | |
|Where might you find mandalas used today? Create a mandala design for a contemporary use. You are not limited to using the computer for this. | |
| | |
| | |
See page 75 of Appendix examples of mandala designs.
Art Lesson 3: Selection Tools – Surrealist Collage
|Stage 1—Desired Results |
|Content Standard(s): | |
|Art Lesson 1 satisfies the following New York State Standard(s): | |
| | |
|New York State Standards for the Arts: | |
|Standard 1: Creating, performing, and participating in the arts. | |
|Indicators: 1, 2, 3, 4 | |
|Standard 2: Knowing and using arts materials and resources. | |
|Indicator: 2 | |
|Standard 3: Responding to and analyzing works of art. | |
|Indicators: 1, 2, 3 | |
|Standard 4: Understanding the cultural dimensions and contributions of the arts. | |
|Indicators: 1, 2, 3 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What is meant by surrealism? | |
|Artists get their inspiration from many sources including their| |How did artists manipulate images to create a dream-like or ‘surreal’ | |
|subconscious mind. | |work of art? | |
|The computer can be used to create a seamless integration of | |What are some of the characteristics of surrealism? | |
|images to ‘fool’ the viewer into an altered reality. | |How does the computer facilitate the creation of surrealist art? | |
|Artists look for inspiration from everything they are exposed | |How can you tell a narrative visually? | |
|to. | |What is meant by a collage? | |
|The lasso tools offer another option for selecting parts of an | |How can we use the selection tools, including the lasso tools, to | |
|image. | |create seamless integration of images in one work of art? | |
|The Quick Mask tool can be used to refine images. | |What is the Quick Mask Mode in Photoshop? | |
|Selections that have been made can be saved as paths to avoid | |What is the Quick Mask based on? | |
|having to redo the work at a subsequent time. | |What is necessary to make composite images more realistic? | |
|Consistent light sources as well as the use of drop or cast | | | |
|shadows make an image more believable. | | | |
| | | | |
|Student will know… |Students will be able to… | |
|How to import images. |Import and save images from various sources for use in their art. | |
|How to scan images using a scanner. |Use other sources for their images including a desktop scanner. | |
|How to work with resolution/different resolution levels for different |Resample images to change the resolution without affecting the clarity| |
|images. |of an image. | |
|Which selections tools are best for which situation. |Differentiate and manipulate the various selections tools to best suit| |
|How to refine selections using the Quick Mask. |the requirements of individual assignments. | |
|How to soften selections to avoid the cut/paste look. |Clean up selections using the quick mask tool. | |
|How to save selections for future use. |Merge different images together to create one believable work of art. | |
|How to manipulate a composition to create a surrealist image. |Make use of the fx feature in the layers palette. | |
|How to manipulate the light source in an image. |Reduce their file size for printing purposes. | |
|How to create shadows. | | |
|How to adjust or transform the size of images in their composition. | | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will view examples of surrealism. | |Students will demonstrate their understanding of surrealist art. | |
|Students will brainstorm possible composition ideas as thumbnail| |Students will demonstrate their proficiency in using the selection | |
|sketches in preparation of working in Photoshop. | |tools including the marquee, the magic wand, and, the lasso tools. | |
|Students will create a collection of images, both digitally and | |Students will demonstrate their understanding of the quick mask mode; | |
|physically as possible sources for their art. | |how to use it and its origin. | |
|Students will get practice using the various lasso tools. | |Students will demonstrate their understanding of using a consistent | |
|Students will have practice refining their selection in the | |light source to create a more realistic image. | |
|quick mask mode as well as adjusting the edges of their images | |Students will demonstrate their understanding of placing or grounding | |
|for a seamless integration | |an image through the use of shadows. | |
|Students will manipulate or transform their images to adjust | |Students will make use of the Elements and Principles in the creation | |
|size as needed. | |of their art. | |
|Students will create their own visual surrealist narrative. | |Students will demonstrate their understanding of the Elements of Art | |
| | |and Principles of Design in the verbal critique of the assignment. | |
|Stage 3—Learning Plan |
|Learning Activities: | |
| | |
|Students will begin with a discussion on, “What is Surrealism?” They will view a PowerPoint presentation on surrealism created both at the height | |
|of that period of art as well as contemporary art created on the computer using similar principles as the surrealists used. | |
|Students will learn to scan images on the desktop scanner using Photoshop. | |
|Students will collect a bank of images to use as reference for their project. | |
|Students will create thumbnail sketches of their compositions. | |
|Students will learn how to use the lasso tools, | |
|Students will learn how to refine their selections using the quick mask mode. | |
|Students will learn how to refine the edge or feather their selection to integrate it into their background image. | |
|Students will learn how to save their selection for future use. | |
|Students will learn how to transform or scale their selections to fit their compositions. | |
|Students will refine their composition with regard to light source as well as shadows to make their images more believable. | |
|Students will flatten their image to facilitate printing. . | |
|Students will print their finished art. | |
|Students will have a class critique of their art. | |
| | |
| | |
|Expansions | |
|Modify an existing famous work of art. For example, replace Mona Lisa with your own portrait. | |
|Create a jigsaw puzzle from the surrealist collage. Print the finished art at a larger scale. Mount on board and cut apart to create the pieces of | |
|the puzzle. Create instructions, including a photo of the finished piece. | |
|Create the packaging for the jigsaw puzzle. | |
| | |
| | |
Art Lesson 4: Filters – Remake of a Famous Work of Art
|Stage 1—Desired Results |
|Content Standard(s): | |
|Art Lesson 1 satisfies the following New York State Standard(s): | |
| | |
|New York State Standards for the Arts: | |
|Standard 1: Creating, performing, and participating in the arts. | |
|Indicators: 1, 2, 3, 4 | |
|Standard 2: Knowing and using arts materials and resources. | |
|Indicators: 1, 2, 4 | |
|Standard 3: Responding to and analyzing works of art. | |
|Indicators: 1, 2 | |
|Standard 4: Understanding the cultural dimensions and contributions of the arts. | |
|Indicators: 1, 2, 3 | |
| | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What do we mean by a famous work of art? Can you name any specific | |
|Some famous artists have chosen to alter known works of art to | |pieces/artists? | |
|make a statement (often political). | |What is a parody? | |
|The various filters in Photoshop can be used to manipulate and | |Why would an artist choose to make a parody of a well-know work of | |
|alter images for special effects. | |art? | |
|You must be careful when using the filters to not lose | |Is this considered art or plagiarism? | |
|recognition of the images. Filters are for enhancement, not | |What is a filter and what does it do? | |
|destruction. | |How can we change a work of art without distorting it so it loses its | |
| | |connection to the original? | |
|Student will know… |Students will be able to… | |
|How to manipulate images using Photoshop’s library of filters. |Select a famous work of art that they wish to create a parody of. | |
|How to control the use of filters to enhance, not destroy, the image. |Use the selection tools that were previously learned to select | |
|How to create a parody of a famous work of art. |objects/images to use with the Photoshop library of filters. | |
| |Select the filters that are appropriate for a given image. | |
| |Integrate their own images into the art to create one unified piece of| |
| |work. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will brainstorm a list of artists and art work that | |Students will share their knowledge of artists that they are aware of | |
|they know – famous works/artists. | |as well as works of art. | |
|Students will discuss what a parody is and how to change a work | |Students will reinforce their understanding of how to use the | |
|of art. | |selection tools. | |
|Students will view samples of artist’s parodies/manipulations of| |Students will demonstrate the understanding of the filter tools in | |
|famous works of art. | |Photoshop. It is especially important for students to learn how to | |
|Students will choose one work of art to concentrate on for their| |filter without losing the image. | |
|parody. | |Students will compose their art to be a parody of the original work. .| |
|Students will collect images that they might incorporate into | | | |
|their chosen artwork. | |Students will demonstrate their understanding of the Elements of Art | |
|Students will use the selections tools to select portions of | |and Principles of Design in the verbal critique of the assignment. | |
|their saved images. | | | |
|Students will experiment with the filters to determine which | | | |
|one(s) are best suited for their desired outcome. | | | |
|Students will merge the images into the art to create one | | | |
|unified piece. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
| | |
|Students will begin with a discussion on, “What is a parody?” and how the computer can help them in their creation of one. | |
|Students will be brainstorm as a class a list of famous artists and famous works of art. | |
|Students will view examples of original art as well as some parodies of those pieces. | |
|Students will select which famous art they want to use as their starting point on this project. | |
|Students will collect images that they will be using in their art. | |
|Students will use the appropriate selection tools to isolate parts of their images for integration in the famous paintings. | |
|Students will either filter the image prior to pasting into the art or will paste their selections into the art and then flatten the image to | |
|filter. | |
|Students will be made aware how easy it is to over filter their work and totally lose sight of anything that is recognizable. | |
| | |
|Expansion | |
|Students will have the opportunity to take their computer-generated drawing into the Studio Art classroom to work on a multi-media piece | |
|incorporating other drawing/painting media into their work. | |
See page 80 of Appendix for examples of altered Famous Works of Art. .
Art Lesson 5: Adjustments and Retouching – Self Portrait
|Stage 1—Desired Results |
|Content Standard(s): | |
|Art Lesson 1 satisfies the following New York State Standard(s): | |
|New York State Standards for the Arts: | |
|Standard 1: Creating, performing, and participating in the arts. | |
|Indicators: 1, 2, 3, 4 | |
|Standard 2: Knowing and using arts materials and resources. | |
|Indicators: 1, 2, 4 | |
|Standard 3: Responding to and analyzing works of art. | |
|Indicators: 1, 2, 3 | |
|Standard 4: Understanding the cultural dimensions and contributions of the arts. | |
|Indicators: 1, 3 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What is meant by a portrait? | |
|Artists have been depicting portraits and self-portraits | |What is meant by a self-portrait? | |
|throughout history that reflects their culture and era. | |Do all portraits have to be likenesses of the individual they | |
|The Computer can be used as an art medium to create many styles| |represent? | |
|of portraits. | |What are some of the ways that artists have created self-portraits | |
|Self-portraits are representations of one’s self but they do | |and/or portraits throughout history? | |
|not have to be photographic likenesses. (Nor for that matter do| |How can the computer become another medium for creating a | |
|they have to include a human face.) | |self-portrait? | |
|Self-portraits can be created to reflect the individual at that| |How might an artist create art on the computer and then use that as | |
|moment in time. | |the basis for further exploration using traditional media? | |
|The various retouching tools each have a specific purpose in | |What are the adjustment palettes and how do they affect the original | |
|revising an image. | |image. | |
|Retouching tools need to be controlled to avoid creating an | |What are the retouching tools? | |
|artificial appearance. | |Why would someone want to retouch a photograph? | |
|The Adjustment palettes can allow the artist to alter or | |How can they be used to revise an image? | |
|control many aspects of the original image. | |Can an image be over retouched? | |
|Computer-based images might be used as inspiration for art | |Why would an artist choose to make several self-portraits over time? | |
|using more traditional media. | | | |
|Student will know… |Students will be able to… | |
|How artists have represented the human face throughout history and in |Gain an appreciation of the variety of styles used by artists | |
|different cultures. |throughout history in the genre of self-portraits. | |
|How to use the layer palette to create a background layer for use as the |Make use of the adjustment tools in refining their images. | |
|base of a self-portrait. |Manipulate the retouching tools in their creation of a self-portrait. | |
|How to manipulate the adjustment tools. |Create a personal work of art that reflects them. The self-portraits | |
|How to differentiate when it is appropriate to use which retouching tool. |can be literally done using their face or representative of the | |
|How to use and control the various retouching tools. |student. (This option is especially good for students who cannot share| |
|How to create a personal work on art on the computer that is a |likenesses of themselves due to cultural restraints.) | |
|representation of one-s self, a self-portrait. |Use the computer generated art as the inspiration for a second | |
|How to use the computer generated art in the creation of a second |self-portrait that is done in traditional media. | |
|self-portrait using traditional media. | | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will explore the Adjustment palettes to see how they | |Students will demonstrate their understanding of the portrait genre in| |
|affect different aspects of an original image. | |art. | |
|Students will learn about the different retouching tools | |Students will demonstrate their understanding of the different | |
|including: cloning tools, spot healing brush tool, healing brush| |adjustment controls in Photoshop. | |
|tool, patch tool, red eye tool, and history brush. | |Students will demonstrate their understanding of the retouching tools | |
|Students will explore how these tools alter an image and when it| |in Photoshop. | |
|is appropriate to use each tool. | |Students will apply the above knowledge in the creation of a | |
|Students will scan a damaged photo and make use of the | |self-portrait using Photoshop. | |
|adjustments and retouching tools to repair that photo. | |Students will create a second self-portrait using traditional art | |
|Students will view a sample of portraits created throughout | |materials. | |
|history. | |There will be a class verbal critique of the art. | |
|Students will either scan their photo or have a digital photo | | | |
|taken on their face. | | | |
|Students will make thumbnail sketches showing how they might | | | |
|want to manipulate their photo to create an original | | | |
|self-portrait. | | | |
|Students will use their knowledge of Photoshop to create an | | | |
|original self-portrait based on their photo. | | | |
|Students will use their computer generated art to create a | | | |
|second self-portrait using traditional art materials. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
| | |
|Students will begin with a discussion on, “What is a Portrait?” and, “Does a portrait have to have a realistic representation of an individual?” | |
|Students will view examples of portraits from various cultures and time periods. | |
|Students will scan an old photo into the computer. | |
|Students will use this photo to learn about some of the retouching tools such as the cloning tool. | |
|Students will repair damages to this photo and reprint a corrected/repaired photo. | |
|Students will either scan or have a photo taken of them to be used in the exploration of the healing tools. Students will practice using the | |
|healing brushes and red eye tool on their portrait. | |
|Students will explore how the various Adjustment palettes affect their portrait. | |
|Discuss some of the many options in creating a self-portrait. | |
|Students will manipulate their photo to create an original self-portrait using the retouching, healing brushes and adjustment filters. | |
|Students will print their finished art. | |
|Students will use the computer art as inspiration for a second portrait using traditional media. (Students may use a variety of media including | |
|paper, white and color, color pencils, oil pastels, and paint.) | |
|Students will have a class critique comparing both versions of their self-portrait. | |
| | |
| | |
|Expansion | |
|Create a series of portraits of celebrities or sports figures. Use objects that are symbolic of their work. | |
| | |
| | |
| | |
See page 83 of Appendix for visuals of portraits.
Art Lesson 6: Text Tools – Book Cover
|Stage 1—Desired Results |
|Content Standard(s): | |
|Art Lesson 1 satisfies the following New York State Standard(s): | |
| | |
|New York State Standards for the Arts: | |
|Standard 1: Creating, performing, and participating in the arts. | |
|Indicators: 1, 2, 3, 4 | |
|Standard 2: Knowing and using arts materials and resources. | |
|Indicators: 1, 2, 4 | |
|Standard 3: Responding to and analyzing works of art. | |
|Indicators: 1, 2, 3 | |
|Standard 4: Understanding the cultural dimensions and contributions of the arts. | |
|Indicators: 2, 3 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What is the difference between fine art and commercial art? | |
|Art can be created for both fine and commercial applications. | |What are some of the areas that designers work in the commercial art | |
|There are many careers in the arts. | |field? | |
|Computer generated images can be a component for commercial | |How does working on print documents differ from working on web-based | |
|art. | |documents? | |
|Typography should be treated as a design element in the | |What color mode is used for print? For the web? | |
|creation of commercial art applications. | |How can we incorporate the computer into the design of a book cover? | |
|The study of typographic design includes the understanding of | |What unit of measurement is type measured in? | |
|the different categories of fonts, font families, the size, | |How does that unit relate to inches? | |
|spacing and alignment of text on a page. | |What is meant by a font? | |
|The Elements of Art and Principles of Design should be used | |What is a font family? | |
|when combining text with other images. | |What are the main classifications of type? | |
|Clipping masks can be created in Photoshop to bring another | |What is the difference between serif and san serif fonts? | |
|dimension to text (or anything else). | |What is a clipping mask? | |
|Students will understand how graphic design has an impact on | |How can a clipping mask be used to enhance a design? | |
|selling merchandise. | |What text would you find on a book cover? | |
| | |What should be the hierarchy of the text? | |
| | | | |
|Student will know… |Students will be able to… | |
|That Photoshop is used to create fine art as well as commercial art |Differentiate between styles of type. | |
|applications. |Learn to use the various options in Photoshop’s text tool. | |
|The difference between serif and sans serif fonts. |Create a clipping mask using text. | |
|The different alignment that can be applied to text. |Create a book cover using computer-generated art as well as | |
|How to create a clipping mask using text. |typography. | |
|How to incorporate an image created in Photoshop with text to create a book | | |
|cover. | | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will be able to set up a document in the appropriate | |Students will demonstrate their understanding RGB vs. CMYK printing. | |
|mode for print. | |Students will demonstrate their understanding of points; the unit of | |
|Students will be able to create a composite image that reflects | |measurement for typography. | |
|a book of their choice. | |Students will demonstrate their understanding of creating a clipping | |
|Students will be able to incorporate the use of typography in | |mask using text. | |
|their design. | |Students will show their knowledge of the Elements of Art and the | |
| | |Principles of Design in their design of a book cover. | |
| | |Students will have a class critique of how good design can increase | |
| | |product sales. | |
| | |Students will critique the book covers in terms of the overall design | |
| | |as well as the salability of the product. | |
|Stage 3—Learning Plan |
|Learning Activities: | |
| | |
|Students will begin with a discussion on, “What is the difference between fine art and commercial art?” and “Can the same art be used for both | |
|purposes?” | |
|Students will be introduced to the elements of typography including: unit of measurement, styles of fonts, font families, parts of typographic | |
|letterforms, alignment, spacing, and text as a design element. | |
|Students will research what book they would like to create a design for. | |
|Students will create several thumbnail sketches for their designs. | |
|Students will collect a bank of images that they will use in their art. | |
|Students will create the background art for their book cover using Photoshop. | |
|Students will design the size, color, placement of text for their book cover. | |
|Students will print their finished art. | |
|Students will have a class critique of their art. | |
| | |
| | |
|Expansion | |
|Create a series of books that might be published. Examples: The Harry Potter Series, Dr. Seuss, Adobe Classroom in a Book series. | |
| | |
| | |
| | |
| | |
Art Lesson 7: Digital Photography – David Hockney Inspired Collage
|Stage 1—Desired Results |
|Content Standard(s): | |
|Art Lesson 1 satisfies the following New York State Standard(s): | |
| | |
|New York State Standards for the Arts: | |
|Standard 1: Creating, performing, and participating in the arts. | |
|Indicators: 1, 2, 3, 4 | |
|Standard 2: Knowing and using arts materials and resources. | |
|Indicators: 1, 2, 4 | |
|Standard 3: Responding to and analyzing works of art. | |
|Indicators: 1, 2, 3 | |
|Standard 4: Understanding the cultural dimensions and contributions of the arts. | |
|Indicators: 1, 3 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What is meant by the term collage? | |
|Collages can be used to make a composite image. | |How have you used collage in the past? | |
|Composite images can be of varied points of view or only one. | |How might an artist use collage? | |
|The digital camera has enabled artists to quickly and | |What artist was first recognized for his use of collage in fine art? | |
|inexpensively manipulate images for artistic purposes. | |Who is David Hockney? | |
|Files need to be organized in folders. | |How did he use collage in his art? | |
|Adobe Bridge can be used to organize, find and open files in | |How can we make use of the digital camera to create Hockney inspired | |
|the Adobe Suite. | |digital collages? | |
|Contact sheets are useful in selecting images. | |Why is it important to keep images organized by folders? | |
|By slightly shifting ones point of view or perspective you can | |How can the Adobe Bridge program help you in this endeavor? | |
|create a slightly altered sense of real space. | |What is a contact sheet and how do we create one in Photoshop? | |
|David Hockney is a contemporary artist whose styles and mediums| | | |
|have changed over the course of his career. | | | |
|One style that Hockney used was based on Polaroid photos of | | | |
|small sections of a scene combined and overlapped to create one| | | |
|larger image. | | | |
|Student will know… |Students will be able to… | |
|How artists have created collages since Picasso as one method of artmaking. |Take digital photos using many close-up sections of one scene to | |
|About some of the styles of art that David Hockney is known for. |create one larger landscape. | |
|How to use the digital camera. |Adjust the images using the Adjustment tools as well as filters. | |
|How to upload images from the camera. |Create a composite image that expands the viewer’s point of view or | |
|How to create a composite image from many small pieces. |perspective. | |
|How to manipulate the images to enhance the reality they came from. | | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will learn how to use a digital camera. | |Students will demonstrate their understanding of the digital camera. | |
|Students will learn how to transfer the camera images to the | |Students will demonstrate their understanding using small images to | |
|computer. | |create one larger scene. | |
|Students will learn to organize their images in folders. | |Students will demonstrate the understanding creating contact sheets. | |
|Students will learn how to create a contact sheet of their | |Students will demonstrate their understanding of file organization | |
|images. | |through the use of Adobe Bridge. | |
|Students will learn how to use Adobe’s Bridge to view and open | |Students will demonstrate their understanding of using adjustments and| |
|images in Photoshop (or other Adobe programs). | |filters in their collage. | |
|Students will plan out their composite collage landscape. | |Students will demonstrate their understanding of creating a composite | |
|Students will experiment with adjustments and filters and select| |landscape from many images. | |
|the combination that best suits their design. | | | |
|Students will import images from their files to create a digital| | | |
|collage of a landscape. | | | |
|Students will print their composite image in a flattened file. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
| | |
|Students will begin with a discussion on, “What is collage?” and, “How have artists created collages?” | |
|Students will view examples of collages. | |
|Students will learn about the work of David Hockney. | |
|Students will learn how to control a digital camera. They will take multiple images of one landscape for use in their collage. | |
|Students will learn how to transfer their images from the camera to the computer. | |
|Students will learn how to use Adobe Bridge for organizing and opening images. | |
|Students will learn how to create a contact sheet in Photoshop. | |
|Students will experiment with the filters and adjustments in Photoshop to find the combination that works best for their collage. | |
|Students will import their images, filter and adjust them and create a collage of one scene or setting from multiple overlapping images. | |
|Students will flatten their art prior to printing. | |
|Students will print their finished art. | |
|Students will have a class critique of their art. | |
| | |
| | |
|Expansion | |
|Create a large collage of one area of the school in the style of David Hockney. Do this on a large scale as a group project. | |
| | |
| | |
| | |
| | |
See Appendix page 108 for samples of David Hockney’s work.
Art Lesson 8: Introduction to InDesign and Desktop Publishing
|Stage 1—Desired Results |
|Content Standard(s): | |
|Art Lesson 1 satisfies the following New York State Standard(s): | |
| | |
|New York State Standards for the Arts: | |
|Standard 1: Creating, performing, and participating in the arts. | |
|Indicators: 1, 2, 3, 4 | |
|Standard 2: Knowing and using arts materials and resources. | |
|Indicators: 1, 2, 4 | |
|Standard 4: Understanding the cultural dimensions and contributions of the arts. | |
|Indicators: 2, 3 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What is meant by desktop publishing? | |
|They are surrounded by printed materials that have been | |What is the field of graphic design? | |
|designed by artists. | |How can designers successfully get a message across? | |
|Graphic designers, who specialize in print media, dedicate | |How would designers adjust their work to meet the needs of various | |
|themselves to visual problem-solving. | |target audiences? | |
|Designers control the application of elements in a printed | |What is the unit of measurement that typography is measured in? | |
|piece in order to get their desired message to a target | |What is the unit of measurement that is most commonly used for printed| |
|audience. | |pieces? | |
|The computer can be a useful tool in desktop publishing. | |What is meant by linking an image? | |
|The palettes and tools in InDesign share some common | | | |
|features/functions with Photoshop and the other Adobe Creative | | | |
|Suite programs. | | | |
|InDesign has been created to work with the other Adobe Creative| | | |
|Suite programs. | | | |
| | | | |
| | | | |
|Student will know… |Students will be able to… | |
|The InDesign interface. |Set up new documents of any length. | |
|How to set up new files in InDesign. |Create master pages to give continuity throughout a document. | |
|How to create master pages. |Import images and text from other files. | |
|How to import images and text into InDesign. |Check to see that imported images are properly linked for printing. | |
|How to use guides and grids to assist in placement of items in their design.|Design the elements of a flyer to create a strong design for print. | |
| | | |
|How to make sure images and text are linked to their document. | | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: |See |
|Students will be able to open a new file in InDesign, setting up| |Students will demonstrate their understanding of setting up single or | |
|the parameters for a multiple page job. | |multiple page documents in InDesign. | |
|Students will reinforce their understanding of picas, the unit | |Students will demonstrate their understanding of various units of | |
|of measurement most widely used for print documents. | |measurement used in the Adobe programs as well as by the printing | |
|Students will set up master pages in their document. | |industry. | |
|Students import text and images from other sources. | |Students will demonstrate their understanding of master pages in | |
|Students will use the Links palette to avoid future printing | |InDesign. | |
|problems. | |Students will demonstrate their understanding of importing text and | |
|Students will create a flyer for an upcoming event at the | |images from other sources into their art. | |
|school. | |Students will apply the Elements of Art and the Principles of Design | |
| | |to their flyer. | |
|Stage 3—Learning Plan |
|Learning Activities: | |
| | |
|Students will begin with a discussion on, “What is Desktop Publishing?” | |
|Students will discuss the field of graphic design and how it affects everything that is printed or on the web that students are exposed to. | |
|Students will be introduced to the InDesign interface. | |
|Students will set up a multiple page document in InDesign. | |
|Students will set up master pages for their document. | |
|Students will learn how to use some of the basic tools in InDesign. | |
|Students will learn about the use of layers as well as the hierarchy of objects/text within each layer. | |
|Students will design a flyer for an upcoming event in the school. | |
|Students will use their knowledge of the Elements of Art and Principles of Design in the choice of placement, size, and color of their flyer. | |
|Students will print their finished art. | |
|Students will have a class critique of their art. | |
| | |
| | |
See page 118 of Appendix for a handout on the InDesign toolbox.
Art Lesson 9: Travel Brochure
|Stage 1—Desired Results |
|Content Standard(s): | |
|Art Lesson 1 satisfies the following New York State Standard(s): | |
| | |
|New York State Standards for the Arts: | |
|Standard 1: Creating, performing, and participating in the arts. | |
|Indicators: 1, 2, 3, 4 | |
|Standard 2: Knowing and using arts materials and resources. | |
|Indicators: 1, 2, 4 | |
|Standard 3: Responding to and analyzing works of art. | |
|Indicators: 1, 2 | |
|Standard 4: Understanding the cultural dimensions and contributions of the arts. | |
|Indicators: 2, 3 | |
| | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What is are some of the types of printed media that a graphic designer| |
|There are many commercial applications that combine images and | |might work on? | |
|text. | |Are there any industries that do not or could not make use of a | |
|There is a large professional community who design many types | |designer? | |
|of promotional items in order to increase business. | |What is a brochure? | |
|When designing promotional brochures artists have to balance | |What are some of the components that a designer would put together in | |
|getting information across with strong design. | |a brochure? | |
|Designers often work in teams along with copywriters and | |Why is it so important for designers to make their deadlines? | |
|production/print specialists. | |How can the choice of paper affect the outcome of a design? | |
|There are several ways of formatting type in InDesign. | |Does a brochure have to be the standard one or two-fold document? | |
|Character styles and paragraph styles facilitate change in a | |Can imported images be resized at will or will their clarity be | |
|document and save the designer a lot of time. | |compromised? | |
|When designing something for a client, artists have to put the | | | |
|needs and requirements of that client first. | | | |
|A deadline has financial consequences to a designer. | | | |
| | | | |
|Student will know… |Students will be able to… | |
|How to format a document for a two-sided print job. |Create a professional looking brochure promoting an area they would | |
|How to create a mock-up or comp of their design to make sure all elements |like to travel to. | |
|are properly positioned for the strongest design. |Create a strong design that incorporates text and images. | |
|How to set up text frames in InDesign. |Make adjustments to the document through the use of the style palette | |
|How to format text in InDesign. |and modify how it affects the rest of the document. | |
|How to define styles in InDesign. | | |
|How to import text from a word processor. | | |
|How to import and resize images. | | |
|How to wrap text around images. | | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will procure a collection of images that they can use | |Students will demonstrate their understanding that there can be many | |
|in their design. | |solutions to any given design problem necessitating several possible | |
|Students will create several possible designs, in the form of | |options before working on their final design. | |
|comps, for consideration. | |Students will demonstrate their understanding of the text tool in | |
|Students will present their comps to the class (their client) | |InDesign. | |
|before working on the finished brochure. | |Students will demonstrate their understanding of styles in InDesign. | |
|Students will decide what format their brochure will take. | |Students will demonstrate their understanding of why text and images | |
|Students will be able to set up a document for two-sided | |are placed in InDesign rather than copy/pasted. | |
|printing. | |Students will demonstrate their understanding of resizing images. | |
|Students will define styles for their type to facilitate control| |Students will demonstrate their understanding of the text wrap dialog | |
|over their design. | |box in InDesign. | |
|Students will File>Place text files in their document. | |Students will demonstrate their understanding of the Elements and | |
|Students will File>Place images so they are properly linked. | |Principles in their final design. | |
|Students will wrap text around at least one image in their | | | |
|design. | | | |
|Students will resize and crop images as needed. | | | |
|Students will create a travel brochure that reflects the culture| | | |
|of their chosen destination. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
| | |
|Students will begin with a discussion on, “What are some of the possible items that a graphic designer might work on?” | |
|Students will look at a variety of printed materials. | |
|Students will look at travel brochures and all of the components that make up a successful brochure. | |
|Students will decide what area they would like to promote and begin collecting images that they can use in their design. | |
|Students will write the copy for their brochure. | |
|Students will practice controlling text frames in InDesign. | |
|Students will practice use of styles in InDesign. | |
|Students will create a minimum of three possible design solutions for their travel brochure. | |
|There will be a class discussion of these designs before work begins on the computer. | |
|Students can use an assortment of images placed in their art. | |
|Students will resize and crop the images as needed. | |
|Students will practice wrapping text around images. | |
|Students will create a two-sided travel brochure. | |
|Students will keep the Elements of Art in mind as they create their work. | |
|Students will print their finished art. | |
|Students will have a class critique of their art. | |
| | |
| | |
|Expansion | |
|What other formats can be used to promote travel? Students will use the style of their brochure in the creation of a second piece. Possibilities | |
|include posters, newspaper advertisements, magazine advertisements, billboards, postcards and flyers. | |
| | |
| | |
| | |
| | |
Art Lesson 10: Postage Stamp
|Stage 1—Desired Results |
|Content Standard(s): | |
|Art Lesson 1 satisfies the following New York State Standard(s): | |
| | |
|New York State Standards for the Arts: | |
|Standard 1: Creating, performing, and participating in the arts. | |
|Indicators: 1, 2, 3, 4 | |
|Standard 2: Knowing and using arts materials and resources. | |
|Indicators: 1, 2, 4 | |
|Standard 3: Responding to and analyzing works of art. | |
|Indicators: 1, 2, 3 | |
|Standard 4: Understanding the cultural dimensions and contributions of the arts. | |
|Indicators: 1, 2, 3 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What are postage stamps? | |
|Art can be created for functional use. | |Are they a valid art form today? | |
|Art can become a record of history. | |What impact does the digital age have on stamps? | |
|Postage stamps can reflect the time and culture of the | |How have countries recognized important events through the use of | |
|originating country. | |postage stamps? | |
|Postage stamps have both functional use as well as value as | |How can we produce something in multiples? | |
|collectibles. | |What is a template? | |
|Multiples of a design can be printed on one page to reduce | |How do we create a template? | |
|production costs. | |What is meant by CMYK color mode? | |
|Templates can be created to facilitate design production. | |What do Preflighting files mean? | |
|InDesign has a Preflight feature that allows the designer to | |How can InDesign separate all the colors we see on the computer into | |
|check for potential problems prior to printing. | |only four color inks? | |
|Printed files need to be separated into separate plates based | |What is meant by ‘packaging a file’? | |
|on CMYK printing. | |Why would we package a file prior to sending it to the printer? | |
|The printer’s plates must be properly aligned for correct color| | | |
|alignment. | | | |
|InDesign has automatic features that will enable color | | | |
|separation as well as packaging for print. | | | |
|Student will know… |Students will be able to… | |
|The history of postage stamps. |Create a design for a postage stamp based on a topic chosen in class. | |
|How stamps can be a record of a country’s history and/or culture. |Set up a template in InDesign. | |
|The value of stamps for practical and cultural purposes as well as |Import images and place text into their file. | |
|collector’s items. |Use the Preflight function in InDesign to prevent check for errors | |
|How to set up a template. |throughout the design process. | |
|How to import images into a file. |Use the Package function to create color separations as well as put | |
|How to preflight or check files for errors. |all components of the file together for the printer. | |
|How to separate colors into separate plates for printing. |Apply the Elements and Principles to their work. | |
|How to Package files for printing. | | |
| | | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will research postage stamps as reference for their | |Students will demonstrate their use of both Photoshop and InDesign for| |
|designs. | |their stamp design. | |
|Students will view samples of stamps from the United States as | |Students will demonstrate their understanding of placing files to | |
|well as from other countries. | |guarantee that the image is properly linked with the stamp file. | |
|Students will discuss what stamps could be used for. | |Students will demonstrate their understanding of using typography as | |
|Students will create a template for use in their project. | |an element in their work. | |
|Students will create art for their stamp either in Photoshop or | |Students will demonstrate their understanding of preflighting their | |
|by hand and scan it into Photoshop. | |files to check for errors. | |
|Students will import the image/images into InDesign for the | |Students will demonstrate their understanding of packaging their files| |
|design of their stamp. | |(including the fonts, document fields, final art and images). | |
|Students will select an appropriate style and size of text for | |Students will share their increased understanding of the use of the | |
|their stamp. | |Elements and Principles as applied to their art. | |
|Students will group their art; copy and paste it to create a | | | |
|sheet of stamps. | | | |
|Students will check for errors using InDesign’s Preflight | | | |
|function. | | | |
|Students will create the color separations for their file. | | | |
|Students will Package their file for production. | | | |
|Students will print their stamp for a class critique. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
| | |
|Students will begin with a discussion on the history of postage stamps. | |
|Students will view some stamps and have the opportunity to research and find many examples of stamp designs. | |
|Students will brainstorm potential postage stamp topics for the class to work on. | |
|Students will jointly decide a topic for the stamp design. | |
|Students will create thumbnail sketches of their design based on the topic chosen by the class. | |
|Students will create original art that will be included in their stamp. | |
|Students will learn how to create a template in InDesign. | |
|Students will create a postage stamp keeping the Elements of Art in mind as they create their work. | |
|Students will incorporate their art into their design by placing it in InDesign. | |
|Students will judiciously select type styles that complement their art but are legible in the small size necessary for stamp designs. | |
|Students will learn to check for errors using the Preflight function in InDesign | |
|Students will create color separations for printing their art. | |
|Students will package all fonts, text and images in a folder for the printer. | |
|Students will print their finished art. | |
|Students will have a class critique of their art. | |
| | |
| | |
|Expansion | |
|Students can create a series of stamps for a specific event. | |
| | |
| | |
| | |
See page 119 of Appendix for examples of stamps.
Art Lesson 11: Poster Design
|Stage 1—Desired Results |
|Content Standard(s): | |
|Art Lesson 1 satisfies the following New York State Standard(s): | |
| | |
|New York State Standards for the Arts: | |
|Standard 1: Creating, performing, and participating in the arts. | |
|Indicators: 1, 2, 3, 4 | |
|Standard 2: Knowing and using arts materials and resources. | |
|Indicators: 1, 2, 3, 4 | |
|Standard 3: Responding to and analyzing works of art. | |
|Indicators: 1, 2, 3 | |
|Standard 4: Understanding the cultural dimensions and contributions of the arts. | |
|Indicators: 1, 2, 3 | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What is meant by a poster? | |
|Posters are an art form created to get a message across. | |When posters were first created? | |
|Posters are relatively new in the history of art. | |What were they used for? | |
|Artists design posters for both mass production and small print| |Are posters considered fine art or commercial art or could they be | |
|runs. | |both? | |
|Posters can be used to promote or discredit some idea, activity| |What are the components of a poster? | |
|or product. | |What are the different jobs people might have working for a design | |
|InDesign can create files as small or large as possible for | |firm that specializes in poster design? | |
|production. The limiting factor is the printing vehicle. | |Where might you find posters? | |
|Artists do not always work alone. The production of a piece can| |What is the best way to promote something for the school? | |
|be done as a group project with everyone taking responsibility | |How can you set up oversized files in InDesign? | |
|for different aspects of a job. | |How can you proof that job on a regular printer? | |
| | |Why does the color vary between what you see on the screen and what is| |
| | |printed. | |
| | |Why does the color vary between printers? | |
|Student will know… |Students will be able to… | |
|How to work together in a group to encourage the strengths of the individual|Gain an appreciation of the art form: posters. | |
|group members. |Divide up tasks within a group to call on the strengths of the | |
|How to create a poster in InDesign. |individual students with one communal goal. | |
|How to minimize text to get a quick message across. |Write copy that promotes an event at the school. | |
|How the size of a printed piece effects the viewers interpretation of the |Create art that can be incorporated into their poster. | |
|piece. |Set up a job that is larger than the traditional letter-size | |
|How to set up an oversized print job in InDesign. |publication. | |
|How to proof the job at a smaller size. |Integrate the art and text to create a unified work of art. | |
|How to print to an oversized printer. |Create a poster for a school event making use of the elements and | |
|How to make adjustments for color depending upon the output source. |principles in their design. | |
|How to create a poster that is both functional and a strong artistic piece. |Print an oversize document. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will watch a PowerPoint presentation on the history of | |Students will demonstrate their understanding of the genre of art, | |
|poster designs. | |posters. | |
|Students will research additional examples of poster designs | |Students will demonstrate their understanding of using concise text to| |
|online and in books. | |get their message across. | |
|Students will decide on an upcoming school event that they want | |Students will demonstrate the understanding of working cooperatively, | |
|to publicize using an original poster design. | |with everyone given designated jobs, to complete one joint project. | |
|Students will divide into groups to create 4 or 5 different | |Students will demonstrate their understanding setting up and printing | |
|solutions to present to the administration for approval. | |an oversized document in InDesign. | |
|Students will divide their groups into different jobs to | |Students will demonstrate their understanding of how a job will go | |
|facilitate the poster design. The jobs will include: writer, art| |through several stages of critique, revision and presentation before | |
|director, fine artist or photographer, layout artist, production| |the final design is selected by a client. | |
|specialist. | | | |
|Students will create the art and text for their poster. | | | |
|Students will set up an oversize file (18” x 24”) for their | | | |
|design in InDesign. | | | |
|Students will import both the art and text into their poster | | | |
|design. | | | |
|Students will present their designs to the class for critique. | | | |
|Students will revise their designs based on the critique in | | | |
|class. | | | |
|Students will present their designs to the administration for | | | |
|selection of the design that will be printed for distribution in| | | |
|the school. | | | |
|Students will print the final design on the large format | | | |
|printer. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
| | |
|Students will begin with a PowerPoint on the history of poster designs. | |
|Students will view many examples of posters and discuss the strengths/weaknesses in the designs. | |
|Students will see how poster designs have changed with time to reflect other art that was created at that time period. | |
|Students will learn to work cooperatively in groups, giving each group member a specific job that he/she is responsible for on the current project.| |
| | |
|Students will discuss what is involved in a professional setting in the production of a job. | |
|Students will learn how to set up InDesign for an oversized project. | |
|Students will learn how to proof the project at a smaller size. | |
|Students will have a class critique of their art prior to finishing the final piece. | |
|Students will make corrections/adjustments to their poster. | |
|Students will learn how a real-world setting includes multiple approvals and revisions prior to final production. | |
|Students will present their designs to administration for selection of the final work. | |
|The group that is awarded the final job will finish their design and set it up for printing on the large format printer. | |
|Students will critique the entire process. | |
| | |
| | |
|Expansion | |
|The Arts and Multimedia class as well as the Computer Graphics class can become the design studio for visual promotions that go up throughout the | |
|school. This would include the Drama Club plays, the Music Dept. concerts, the Art Dept. Gallery Openings and other promotions that are | |
|made/displayed. | |
| | |
BUSINESS SEMESTER
Unit 1: Linear Presentations
|Stage 1—Desired Results |
|New York State Standards for Mathematics, Science, and Technology: | |
|Standard 2: Information Systems | |
|Level: Commencement | |
|Indicators: Prepare multimedia presentations demonstrating a clear sense of audience and purpose. | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What is a non-linear presentation? | |
|The difference between a non-linear presentation and a linear | |What is a kiosk? | |
|presentation. | |What is meant by software’s interface? | |
|Multimedia presentations can be created to: | |What is meant by a placeholder? | |
|Run on a stand-alone kiosk for the purpose of dispensing | |Why is it important to be able to stand up in front of people and | |
|information and for the purpose of advertising and marketing. | |speak effectively? | |
|Enhance the oral presentation experience by adding to and | |How can we use presentation software to enhance conventional oral | |
|clarifying but not overwhelming, the verbal presentation. | |presentations? | |
|Multimedia presentation can simple or complex. | |How can we use presentation software to advertise and market a | |
|Multimedia presentation software carries the ability to | |product, service or person? | |
|incorporation text, text enhancements, graphics, animated | | | |
|graphics, sounds, sound effects and music. | | | |
|Multimedia presentations can be presented on a computer | | | |
|optimally enhanced through the use of a projector and screen. | | | |
|Multimedia presentations can be presented as Web Presentations | | | |
|on the Internet. | | | |
|Printed representation of the “slides” contained within a | | | |
|multimedia presentation can be printed and distributed in a | | | |
|number of formats. | | | |
|Student will know… |Students will be able to… | |
|The difference between linear presentations and non-linear presentations. |Create presentations containing simple, bulleted and outlined text. | |
|How to navigate the PowerPoint interface. |Create presentations that control the entrance, duration and exit or | |
|How to use the Window’s Task Pane feature. |bulleted and outlined text, graphics and sounds. | |
|About various text, graphic and sound file formats. |Add stationary and animated graphics to presentation slides. | |
|That many file formats can be converted as needed. |Add sound to the entrance, duration and exit of text or graphics. | |
|That they can insert and modify printed graphics and animated graphics |Add background music on stand-alone (not accompanied by oral | |
|within the presentation software. |presenter) media delivery systems. | |
|That they can add sound, sound effects and music within the presentation |Manipulate entrance, duration and exit custom animation setting to | |
|software. |create simple animation (movie clips). | |
|That their multimedia presentations can be saved as a web presentation and |Save presentations as web presentations. | |
|posted on the Internet. |Print slides, outlines, note pages, and hand-outs pages containing | |
|The importance of uniformity in a presentation in the areas of fonts, |various sized miniatures of presentation slides | |
|colors, and design. | | |
|That a multimedia presentation that accompanies an oral presentation must | | |
|not detract the audience’s focus from the speaker. | | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will be able to create a copy of a modeled presentation| |Students will demonstrate their understanding of placeholders by their| |
|created by the teacher substituting their own personal | |ability to animate their entrances based on a stepped outline format. | |
|information in certain places. | |Students will demonstrate their knowledge of custom animations based | |
|Students will be able to add various multimedia components to | |on the intricacies of their original “movie clips.” | |
|this base presentation. | |Students will not watch their presentations as they present their | |
|Students will narrate their presentations in “real time.” | |project to the group. | |
|Students will be able to print slide miniatures, 3 to a page, | |Students will use their “notes pages” to demonstrate their | |
|with the appropriate identifying information within the header | |understanding of the components of an effective multimedia | |
|area. | |presentation. | |
|Unit Project: Students will create their own presentation using | |Student presentation will incorporate sounds into their project to | |
|a teacher-approved topic of their choice and present it to the | |demonstrate their understanding of the necessity of sounds not | |
|class along with their oral presentation. | |overpowering their words. | |
| | |Student presentations may add sound so text or graphic entrances or | |
| | |exits but must time the sounds effectively to keep pace with their | |
| | |text and oral presentation. | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will begin with a discussion how presentations can be used to enhance oral presentations or disseminate information, marketing or | |
|advertising messages on stand-alone kiosks. | |
|Students will participate in a discussion of the difference between a linear presentation and a non-linear presentation. This module covers linear | |
|presentations only. | |
|Students will be taught the differences between graphic and document formats (extensions) and how to convert these formats when possible and when | |
|necessary. | |
|Students will be introduced to the software interface. | |
|Students will be taught how to use he various types of “slides” that are used as “pages” within a multimedia presentation. | |
|Students will create a simple presentation based on a modeled presentation provided by the teacher substituting personal information and choices | |
|where appropriate. | |
|Students will then go back to their “modeled” presentation and add the following components by following the teacher and using printed notes: | |
|Animate the entrance of bulleted text and graphics accompanied by simple, pleasant sound effects. | |
|Use Word Metafile graphics to create a relevant “movie clip” and insert it into their presentation. | |
|Students will be asked to orally narrate their finished learning presentation by annotating the choices they used within the project. | |
|Unit Project: | |
|Students will create note pages within their original presentation to use during their oral presentation. | |
|Students will save a copy of their original presentation as a web presentation and view it in an Internet browser. | |
|Students will practice speaking to the class by leading a discussion and question and answer session on their topic. Gentle prodding and experience| |
|should ease our students’ fear of public speaking. | |
Unit 2: Non Linear PowerPoint Presentations
|Stage 1—Desired Results |
|New York State Standards for Mathematics, Science, and Technology: | |
|Standard 2: Information Systems | |
|Level: Commencement | |
|Indicators: Prepare multimedia presentations demonstrating a clear sense of audience and purpose. | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |Students will understand that… | |
|A non-linear presentation is one that runs as a stand-alone | |What is a non-linear presentation? | |
|usually on some type of kiosk | |In what type of situation would a non-linear presentation be | |
|Sounds must be inserted differently to differentiate repeating | |effective? | |
|from non-repeating sounds. | |Where have you seen this type of multimedia presentation in your | |
|Background music or sounds attached to actions can be used, but| |everyday life? | |
|not both. | |Is an ATM machine at the bank an example of a non-linear presentation?| |
|Non-Linear presentations can be saved as web presentations. | | | |
|Student will know… |Students will be able to… | |
|How to inert and control actions in a presentation. |Create a presentation controlled by the user. | |
|How to set sounds to repeat or “play once.” |Create buttons to navigate a user through the presentation. | |
|The proper times to use these different types of media “control” elements. |Create questions that require the user to make a choice. | |
|That their presentation can be saved as a web presentation. |Prepare slides to “answer” user choices. | |
| |Save their finished presentation as a web presentation. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will be able to clone a teacher led generated | |Students will evidence their level of learning through the help they | |
|non-linear presentation as a learning activity. | |ask for while creating their presentations. | |
|Students will be able to create their own original non-linear | |Students will evidence their level of learning by using advanced | |
|presentation based on a teacher approved topic of their choice. | |features of the program discovered on their own. | |
| | |Students will be able to display their creativity while creating their| |
| | |original project. | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will discuss the meaning of a kiosk. | |
|Students will describe a linear presentation stressing the concept of “all in a line.” | |
|Students will discuss the navigation elements necessary to create a non-linear (out of order) presentation that is user driven. | |
|Students will discuss how and if music and sound is used effectively in this type of presentation. | |
|Students will clone a teacher generated non-linear presentation following the teacher and inserting their own “text” where applicable to | |
|“personalize” this learning activity. | |
|Within this learning activity, students will be taught how to create and use the following navigation elements. | |
|Action buttons | |
|Action settings | |
|Slide custom navigation | |
|Hyperlink custom navigation | |
|Within this learning activity, students will be taught how to apply the follow type of sounds that are effective for use in this type of | |
|presentation. | |
|Slide transition sounds that play every time the slide is visited. | |
|Slide transition sounds the play once regardless of how many times the slide is visited. | |
|Sounds or music that can serve as an introduction but will not repeat if the user returned to the home slide. | |
|Students will learn how to modify the master slide to add static buttons that will appear on every slide unless otherwise directed through | |
|navigation modifications on individual slides. | |
|Unit Project | |
|Students will choose an original theme or choose from a list of suggested themes to use as the “assignment” to create a non-linear presentation of | |
|their own. | |
|Guidelines will be distributed relative to the minimum components required for this task. | |
|Projects will be viewed and graded as both local and web presentations. | |
Unit 3: The Microsoft Word Drawing Toolbar
|Stage 1—Desired Results |
|New York State Standards for Mathematics, Science, and Technology: | |
|Standard 2: Information Systems | |
|Level: Commencement | |
|Indicators: Students understand and use the more advanced features of word processing, spreadsheets, and data-base software. | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |Have you ever inserted a graphic into a word processing document? | |
|Microsoft Word contains a program within the program that can | |Can you insert a graphic into a word processing document so that it | |
|be used to generate drawing objects in the .wmf format. | |behaves exactly as regular text? | |
|This toolbar can be used to do high level desktop publishing | |Can you insert a graphic into a word processing document as a moveable| |
|directly within Microsoft Word. | |object that can be set to “push text in its path, cover text in its | |
|Graphics must be converted to .jpg or .gif format if they are | |path or go behind text in its path? | |
|to be viewed on the Internet. | |Can you draw a picture in word? | |
| | |Can you draw geometric objects in words? | |
| | |What is a callout? | |
| | |Can you add callouts to pasted graphic within a word processing | |
| | |document? | |
| | |When you add callouts to a graphics in a word processing document, is | |
| | |it part of the graphic of still a separate object? | |
| | |Can an inserted graphic in a word processing document with | |
| | |accompanying callouts, arrows or other markers are treated as if it | |
| | |were part of the original graphic? | |
|Student will know… |Students will be able to… | |
|How to use the drawing tools that “ship” within Microsoft Word. |Insert graphics into word processing documents as text or as moveable | |
|The difference between graphic layout options and the appropriate times to |objects. | |
|use these different options. |Create graphics using the Word drawing toolbar tools. | |
|The drawing tools within Word create graphics using the .wmf format, which |Group drawn elements with the Word Drawing Toolbar so a drawing made | |
|can be inserted into Word documents but cannot be seen on the Internet. |up of several shapes or lines can be saved as a single graphic. | |
|Graphics in .wmf format can be copied and pasted into graphic editors which |Ungroup objects drawn or inserted in the .wmf format so the graphic | |
|can then be used to resave the same graphic in different formats including |can be edited (colors changed, elements added, deleted or modified) | |
|.jpg and .gif. |and resaved. | |
| |Use Word’s “text boxes” to contain text meant to stay together even if| |
| |moved. | |
| |Format tables, text boxes or frames relative to border width, colors | |
| |and designs as well as fill using the tools within Word’s Drawing | |
| |Toolbar. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will be able to use all the tools on the Word Drawing | |Students will be taught the most popular ways to use the drawing | |
|toolbar. | |tools. Many will explore more advanced ways of using and combining | |
|Students will be able to generate clones of drawings modeled for| |tools on their own. | |
|them to learn how to use drawing tools. | |Students will begin to use text annotation tools within their | |
|Students will create original drawings using the tools covered | |out-of-class word processing assignments. | |
|in class. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will be shown how to access to Drawing Toolbar and will follow as each tool is introduced, explained and demonstrated as students create | |
|similar objects as they are shown. | |
|Lesson plans for each tool or group of tools will include an original creation using the tools just shown. | |
|Inserting a Word Picture Object will be introduced next. Using this feature, students will be asked to annotate a graphic using callouts and then | |
|exit the object creation window and use their newly created annotated graphic. | |
|Students will open and modify .wmf graphics from within the Microsoft Clip Gallery using the fill and stroke tools. | |
|Unit Project | |
|Students will use an assigned graphic. Each student will modify their graphic as per criteria stated, annotate as per criteria and save in 3 | |
|formats: .wmf, .jpg and .gif. | |
Unit 4: Photo Manipulation with Adobe PhotoShop
|Stage 1—Desired Results |
|New York State Standards for Career Development and Occupational Studies: | |
|Standard 3a: Universal Foundation Skills | |
|Level: Intermediate | |
|Indicators: Students will be able to select and use appropriate technologies to complete a task. | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What is a collage? | |
|Photos can be combined or modified to depict fictional | |Have you ever cut out pictures from a magazine to create a collage? | |
|situations. | |Have you seen a photograph that depicted something that you knew was | |
|Knowing how to manipulate photos can enable you to spot photos | |impossible in reality? | |
|that have been manipulated. | |Can you tell us about any advertisements you can remember that used | |
| | |photo manipulation? | |
| | |What type of drawing tools do you think would be needed to create a | |
| | |“photoshopped” image? | |
| | |What steps can you image doing to create for instance, a picture of | |
| | |you shaking hands with the President of the United States? | |
|Student will know… |Students will be able to… | |
|The ethics involved in manipulating photos. |Develop an eye for spotting the base photo that would work well when | |
|The tools they need to use to manipulate photos. |“photoshopping” an image. | |
|How to spot manipulated photos. |Pose effectively to provide the second image for the effect. | |
|How to create a “photoshopped” photo for “fun.” |Convert both images in .pdf format using Adobe Photoshop. | |
| |Select objects for the purpose of moving, sizing, coloring or | |
| |deleting. | |
| |Use tools designed to paint over one part of image with another part | |
| |of image. | |
| |Adjust the color, brightness and contrast of separate layers within a | |
| |PhotoShop file to make two layers match up more effectively. | |
| |Resave the finished image in formats that could be inserted into | |
| |static or dynamic document. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will be able to follow and clone mini exercises | |Students with initiative will design photos that include additional, | |
|designed to teach and practice using various PhotoShop tools. | |more intricate steps such as “arm within arm” or “arm around the | |
|Students will be able to create two photoshopped images: | |shoulder” as evidence of enhanced understanding. | |
|One using cartoon images | |Students will be able to use these skills to touch up regular images | |
|One using actual photographs | |as photographers often do to repair or enhance actual photographs not | |
| | |intended to “fool” the viewer. | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Preliminary learning plans will introduce and practice the following PhotoShop concepts and tool: | |
|The PhotoShop Interface | |
|File creation, format, saving and retrieving. | |
|The following tools will be explained and practice in depth: | |
|The Move Tool | |
|The Select Tool | |
|The Magic Wand Tool | |
|The Clone Tool | |
|The Color Replacement Tool | |
|The Eraser Tool | |
|Learning activities introduce and practice the following concepts: | |
|Layer Adjustments | |
|Select and inverse selection | |
|Show/Hide Layers | |
|Cartoon PhotoShopped Photo | |
|Students will choose two cartoon or any type of graphic characters that can be “PhotoShopped” to appear to be interacting. | |
|Unit Project | |
|Students will choose a well known person as a base image. | |
|Students will pose appropriate as if they were interacting with that well known person. | |
|Students will “PhotoShop” the two images so that they appear to be interacting with their well known character. | |
Unit 5: Desktop Publishing with Microsoft Word
|Stage 1—Desired Results |
|New York State Standards for Career Development and Occupational Studies: | |
|Standard 3a: Universal Foundation Skills: Technology | |
|Level: Commencement | |
|Indicators: Students will use the computer as a tool for: | |
|Word processing | |
|Graphics | |
|Gathering, organizing, and manipulating data and information. | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What is desktop publishing? | |
|Publications can be created with a full bodied Word Processing | |What type of documents could you need for your academic or personal | |
|software program. | |needs? | |
|Text and Graphics interact with each in different ways | |Have you ever had trouble relative to how graphics and text interact | |
|according to the “layout” options applied. | |with each other within a Word Processing program? | |
|Publications must always be created with the target audience in| |Have you ever seen a graphic within a printed document that has been | |
|mind. | |“squeezed or stretched?” | |
|Publications must contain short, easy-to-read elements that | |What message does a disproportionally resized graphic send to its | |
|will draw a viewer’s eye. | |audience? | |
| | |What is a flyer? | |
| | |What information should an advertisement contain? | |
| | |What information should a business card contain? | |
| | |What types of special abilities would you need within a word | |
| | |processing program in order to create publications like flyers or | |
| | |greeting cards? | |
|Student will know… |Students will be able to… | |
|Publications can be created on various size papers and card stock. |Choose the proper publication for their needs. | |
|Papers can be sized and laid out in many various formats. |Resize graphics properly. | |
|Graphics must always be resized proportionally to realistic maintain aspect |Become aware of the desktop publishing capabilities of a full bodied | |
|ratio. |word processing program. | |
|Graphics can be set as text or moveable free standing objects. |Set graphic within text as stationery objects. | |
|Labels and envelopes are addressed separately within full bodied word |Set graphics as moveable graphics with the text wrapping around, | |
|processing programs. |through or behind adjacent graphics. | |
|Labels and cards can be printed on special media available in most office |Become familiar with print media publication materials available for | |
|stores. |their use with this software. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Create a full sheet of a label. | |Students will be encouraged to use what they learn in this unit to | |
|Create a greeting card. | |prepare publications for the school and personal activities. | |
|Create a 3-fold brochure. | |Students will think of new ways to use the tools introduced within | |
|Create a flyer. | |this unit. | |
|Create a “tear off” advertisement. | |Students will always resize graphics proportionally to main proper | |
|Create a one-page newsletter | |aspect ratio. | |
|Create a theatrical program. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will learn and clone short exercises introducing and practicing the concepts of: | |
|Paper size and layout | |
|Hide/Show boundaries | |
|Columns | |
|Sections, column and page breaks | |
|Page borders | |
|Text boxes | |
|Frames | |
|Tab setting and leaders | |
|Students will learn and clone exercises producing the following publications: | |
|Flyers | |
|Labels | |
|Greeting cards | |
|Tri-fold brochures. | |
|Business cards | |
|Personalized stationary | |
|Advertisement with tear offs | |
|One-page newsletter | |
|Unit Project | |
|Students will create a 1 page, 4-sided program for a real or fictionalized play, concert, graduation or similar event to show off the skills they | |
|have learned. | |
|Set minimum parameters will be posted with the assignment. | |
|Students can submit independent ideas for preapproval or choose a project from a suggested list provided by the teacher. | |
Unit 6: Sound Editing with Windows XP Sound Recorder
|Stage 1—Desired Results |
|New York State Standards for Mathematics, Science, and Technology: | |
|Standard 3a 5: Technology | |
|Level: Commencement | |
|Indicators: Students will use technology to improve efficiency and performance. | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |Do music and sound improve the ability of a presentation to reach and | |
|The Windows Sound Recorder program can be used to record, save,| |influence its audience? | |
|play and modify .wav (sound) files. | |How could music be used within a presentation? | |
|Sound files (.wav) can be inserted into multimedia software | |How could sounds be used within a presentation? | |
|projects or played alone. | |Can a presentation deliver “too much” music and/or sound? | |
| | |What would be the result of a presentation that contained too many | |
| | |audio elements? | |
|Student will know… |Students will be able to… | |
|Windows Sound Recorder is a program that “ships” free within all Windows |Record and save original narration files. | |
|Operating Systems. |Insert original narration files into multimedia medium. | |
|Other operating systems, such as OS10, ship with similar software programs |Save, modify and insert “free-to-use” sounds and narrations from the | |
|within their parameters. |Internet using Windows Sound Recorder. | |
|The concepts of sound recording are global and can be transferred from one |“Trim” sound and narrations files as needed. | |
|operating system to another easily. |Modify music using the fade in and fade out effects. | |
|How and when to use the Windows Sound Recorder to generate, play, record, |Combine clips of music together using Windows Sound Recorder. | |
|save and modify sounds. | | |
|Sounds can enhance or overshadow a presentation. | | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will be able to use all the tools within Windows Sound | |Students will need practice in order to become familiar with recording| |
|Recorder. | |their own voice within the class room. | |
|Students will be able to use the files generated in Windows | |Students will be able to exhibit their maturity by the level of their | |
|Sound Recorder within other multimedia software vehicles. | |independent exercises. | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will learn how to use stand alone microphones to record their own voice digitally. | |
|Students will learn how to save and retrieve digitally recorded sound files. | |
|Students will learn to save “free to use” sound files from an outside source such as our share folder or free to use sound sites. | |
|Students will learn to add the fade in and fade out effects within a sound file. | |
|Students will learn to combine two sound files into one file. | |
|Students will learn to trim files into smaller packets. | |
|Unit Project | |
|Students will narrate one of their previously produced linear presentations by created and inserting individual sound files relative to the | |
|presentation according to assigned criteria. | |
Unit 7: Advanced Sound Editing with SONY Sound Forge
|Stage 1—Desired Results |
|New York State Standards for Mathematics, Science, and Technology: | |
|Standard 2: Information Systems | |
|Level: Commencement | |
|Indicators: Prepare multimedia presentations demonstrating a clear sense of audience and purpose. | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What are sound effects? | |
|There are sound editing software programs available for | |Have you ever heard music played backwards? | |
|advanced work. | |What types of careers do think use advanced sound editing software? | |
|The concepts learned in one software program transfer easily to| | | |
|other sound editing software programs. | | | |
|Student will know… |Students will be able to… | |
|The advanced sound editing software interface. |Open, save and play sound wave forms through SONY Sound Forge | |
|Sounds can be edited using the basic cut, copy, and paste techniques generic|software. | |
|to most windows software. |Cut and splice sound segments digitally. | |
|Sound effects can be digitally added to generate creative results. |Convert sound formats as needed. | |
|The different sound formats and how to convert sound formats as needed. |Add digital sound effects to generate original results. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will open previously recorded “free to use” music files| |Students will be able to modify previously recorded sound files to fit| |
|in Sound Forge. | |their multimedia needs effectively. | |
|Students will be able to add simple to advanced effects to music| |Students with a talent for this field will generate combination | |
|files. | |effects to display creativity. | |
|Students will be able to convert file formats as needed. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Student will use the files shipped with SONY Sound forge to examine and experiment with the program interface. | |
|Students will add fade in and fade out effects as a first activity. | |
|Students will cut and paste different “clips” within the found file they are using to generate original presentations of their clips. | |
|Students will be encouraged to experiment with the many effects shipped within this program to explore their creative talents. | |
|Unit Project | |
|Students will be asked to choice a sound clip and apply certain effects and modifications based on “loose” criteria to come up with an original | |
|sound recording. | |
Unit 8: Multimedia Animation with Fireworks
|Stage 1—Desired Results |
|New York State Standards for Mathematics, Science, and Technology: | |
|Standard 2: Information Systems | |
|Level: Commencement | |
|Indicators: Prepare multimedia presentations demonstrating a clear sense of audience and purpose. | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |What type of animations have you seen on the Internet? | |
|Animations increase an audience’s attention. | |We have created animations using presentation software in this class. | |
|Animations can only be viewed in multimedia software vehicles | |Can you describe the steps we used in creating PowerPoint animations? | |
|such as presentation software and the Internet. | |Have you ever created a “flip book” using paper and a writing | |
|Animation can support hyperlinks within multimedia vehicles. | |implement? | |
| | |What is a “frame” like in a movie? | |
|Student will know… |Students will be able to… | |
|How frames can be used to create animations. |Create frame-by-frame animation using Adobe Fireworks. | |
|What the “tweening” effect refers to. |Creating tweened animations with Adobe Fireworks. | |
|What the term “rendering” means. |Insert animated .gifs into multimedia vehicles. | |
|What the term “optimizing” means. | | |
|That format .gif can be used for animated gifs but you must select | | |
|“animated.gif when rendering (optimizing) an animation. | | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will be able to create frames in Fireworks. | |Students will think of ways to use animated gifs within their | |
|Students will be able to create animated .gif in Fireworks using| |PowerPoint presentations prepared outside of our class. | |
|the tweening function. | |Students will be able to open “free for use” previously-created | |
|Students will be able to insert their creations into PowerPoint | |animated gifs in Fireworks, modify and resave them. | |
|presentations. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will be introduced to the Fireworks interface. | |
|Students will be introduced to the concept of “frames.” | |
|Students will follow and clone as a frame-by-frame animation is created depicting a birthday cake with candles that will light one at a time and | |
|then reverse and repeats. | |
|Students will be introduced to the concept of “key frames.” | |
|Students will follow and clone an animation created by creating two key frames and then applying the tween effect. | |
|Students will then be directed to create a simple animation based on assigned criteria. | |
|Unit Project | |
|Students will create an original animation based on a teacher approved idea and designated criteria. | |
Unit 9: Creating Web Pages with Microsoft Word
|Stage 1—Desired Results |
|New York State Standards for Mathematics, Science, and Technology: | |
|Standard 2: Information Systems | |
|Level: Commencement | |
|Indicators: Students will access, generate, process, and transfer information using appropriate technologies. | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |Have you ever seen a document on the Internet? | |
|Word documents can be saved as web pages. | |Word contains a feature that allows you to change the color of the | |
|Word contains a separate Web Page Editor. | |background. Will the color actually print on paper? | |
|Some Word features can only be viewed as web pages. | |In what situations might you find yourself in need of the knowledge of| |
|That web pages can be saved and edited using the Word web page | |how to create a web page? | |
|feature. | |Do you know of any what that you can save and edit a page you see on | |
|The Word Web Page Editor relies on tables just as a real web | |the Internet? | |
|page does. | | | |
|Student will know… |Students will be able to… | |
|How to use Word to create a web page. |Open a Word document and save it as a web document. | |
|How to edit an existing Internet page using Microsoft Word. |Create a Web Page from scratch using the Microsoft Word Web Page | |
|The important of the table within web pages. |Editor within the basic program. | |
| |Edit an existing Web Page with Word and then save it as their own. | |
| |Create hyperlinks from their web page. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will be able to save a word document as a web page. | |As students embrace this knowledge, it is likely they will look for | |
|Students will be able to capture a page from the Internet into | |other web page editors available for their use. | |
|Word and modify as desired. | |Students will begin to understand how web pages are created by | |
|Use tables effectively in creating web pages. | |examining the source file of any web page. | |
|Create hyperlinks from a web page of their own creation to other| | | |
|web pages on the Internet. | | | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will open a web page and view its source code. | |
|HTML language will be described to the class and then learn that there is an easier way to write web pages. | |
|Students will learn to use Word to create a new, blank web page. | |
|Students will change the background of the document to display a color of their choice as the first step to learning how they will interact with | |
|this new concept. | |
|Students will try to copy and paste the source code into a regular, blank web page and will learn that many elements are missing which will lead to| |
|a discussion about folders and images relative to the Internet. | |
|Students will be encouraged to apply the “themes” that are included in Microsoft Word 2003 and then explore the changes made to the styles menu | |
|within that document. | |
|Students will see that they can preview their page as it would appear on the web using Word’s Web Page Preview feature. | |
|Students will learn how to add tables to their page. | |
|Students will learn how to add hyperlinks to their page. | |
|Students will learn how to add and modify graphics (including animated .gifs) to their page. | |
|Students will learn the difference between a single web page file and convention web page formats. | |
|Students will save their finished web pages. | |
|Unit Project | |
|Students will be directed to use a poem of set of lyrics to a meaningful song and then apply graphics and hyperlinks to “annotate” their choice. | |
Unit 10: Create Movies Files using Windows Movie Maker
|Stage 1—Desired Results |
|New York State Standards for Mathematics, Science, and Technology: | |
|Standard 2: Information Systems | |
|Level: Commencement | |
|Indicators: Prepare multimedia presentations demonstrating a clear sense of audience and purpose. | |
|Understanding(s): | |Essential Question(s): | |
|Students will understand that… | |Can you insert and display movie clips in PowerPoint? | |
|PowerPoint presentations require a PowerPoint viewer. | |Can you create a web PowerPoint containing a movie clip? | |
|Windows Movie files can run in any multimedia vehicle. | |What is the “down side” to a viewer having to wait while a PowerPoint | |
|Movie Maker contains “frames” which are very similar to | |file loads? | |
|PowerPoint “slides.” | |Would a Windows Movie file that loads quickly be more efficient that | |
|PowerPoint Web Pages run very slowly and are very large files. | |using a PowerPoint file when disseminating information. | |
|Windows Movie files can be saved a QuickTime files also which | | | |
|are more “MacIntosh friendly.” | | | |
|Student will know… |Students will be able to… | |
|The similarities and differences between Microsoft PowerPoint and Windows |Students will be able to create and render Windows movies using | |
|Move Maker. |Windows Movie Maker. | |
|The importance of file size when viewing movie clips on the Internet. |Students will be able to incorporation sound and titles within their | |
| |movies. | |
|Stage 2—Assessment Evidence |
|Performance Task(s): | |Other Evidence: | |
|Students will follow and clone a learning movie as a class. | |The more creative students will incorporate other features within the | |
|Students will create their own Windows Movie using a teacher | |Movie Make interface in order to achieve a more diversified end | |
|approved topic and follow prescribed criteria. | |result. | |
| | |Students will begin to use this product within the everyday school | |
| | |work. | |
|Stage 3—Learning Plan |
|Learning Activities: | |
|Students will be introduced to the Windows Movie Maker interface. | |
|Students will follow and clone a simple movie as a class using the following features: | |
|Insert graphics | |
|Apply transitions | |
|Apply video effect | |
|Add music | |
|Apply fade in and fade out effects to the music. | |
|Scale their movies so that their music matches the length of their movie. | |
|Render their movie by saving it to their computer in an acceptable movie format. | |
|Students will learn to create a second movie file using one long movie clip that they will “splice” into mini clips according to the change of | |
|action in the movie. | |
|Students will learn to add narration to their finished result. | |
|Unit Project | |
|Students will create their own movies based on a teacher approved topic and adhering to a specified set of criteria. | |
|Creativity is encourage and rewarded with extra credit points. | |
|Students will save their movies to their computers for viewing as a stand alone file. | |
APPENDIX
Elements of Art
Line The path of a moving point through space. Lines can vary in appearance by length, width, texture, direction and degree of curve. They are considered one-dimensional and are measured by length. A line is also used by an artist to control the viewer’s eye movement. There are five types of line. They are vertical, horizontal, diagonal, curved and zigzag.
Form or Shape Shapes are two-dimensional areas that are defined in some way. Shapes only have height and width. Form refers to three-dimensional objects. A form ahs height, width and depth. Forms can be geometric or free form.
Texture The element of art that refers to how things feel, or look as if they might feel if touched. Texture is perceived by touch and sight. Objects can have rough or smooth textures and matte or shiny surfaces.
Color An element of art that is derived from reflective light. The sensation of color is aroused in the brain by response of the eyes to different wavelengths of light. Color has three properties: hue, value and intensity.
Value The differences in a hue ranging from the lightest to the darkest. Value depends on how much light a surface reflects. Value is also one of the three properties of color.
Space An element of art that refers to the emptiness or area between around, above, below, or within objects. Shapes and forms are defined by space around and within them. Space organizes elements in a composition.
Negative space is the empty spaces surrounding shapes and forms.
Positive space is the shapes or forms in two and three dimensional art.
Principles of Design
Repetition Repetition is the use of line, color, or a motif, in more than one place in a composition.
Pattern is created through a repetitious use of the same element to create an overall design.
Rhythm is the repeated use of similar elements such as color, line, or shape – the smooth transition from one part to another.
Balance Balance is the equilibrium of various elements in the work of art.
Symmetrical or Formal Balance is equal balance on each side of an imaginary middle line.
Asymmetrical or Informal Balance is achieved through unequal distribution on each side of an imaginary middle line.
Radial Balance occurs when the forces or elements of a design come out from a central point.
Emphasis Emphasis is given to a center-of-interest, which might be the largest, brightest, or lightest subject.
Contrast Contrast shows differences between the elements of art, which are: line, color, shape, value, space and texture.
Unity Unity is the harmony of all the visual elements in a composition.
Proportion is the pleasing relationship of all parts to each other and the whole of the design.
Variety consists of differences in scale, surface, line, value, and shape that give interest to a composition.
Reference sources for Stock Images
American Memory --
“American Memory provides free and open access through the Internet to written and spoken words, sound recordings, still and moving images, prints, maps, and sheet music that document the American experience. It is a digital record of American history and creativity. These materials, from the collections of the Library of Congress and other institutions, chronicle historical events, people, places, and ideas that continue to shape America, serving the public as a resource for education and lifelong learning.”
Educational Cyber Playground --
“Schools can use Free Clipart including: Graphics, Photos, Templates, Graphics Sounds and Fonts, Animated graphics, backgrounds, borders, plants, domestic animals, farm animals, wild animals, birds art; and images.
DK Clip Art --
Free clip art from the DK Publishing Co. for use in schools and school projects.
Free ClipArt Compilations --
This is a listing through the Merriam Library at California State University, Chico.
--
is the largest collection of free photographs on the Internet (link back and attribution required). The comprehensive, yet easy to navigate site, offers images that are free for on-line use, with higher quality versions available for sale. Also non-commercial users may download our web size images to use off-line in school projects, church services, cards, leaflets, etc. Basically if your off-line use is not commercial you can download our web size images for free.
Microsoft ClipArt and Media Home Page --
This is the home page that can also be accessed through Microsoft Office software for clip art and other source materials.
Morgue File --
“Free images for your inspiration, reference and use in your creative work, be it commercial or not”
New York Public Library Picture Collection Online --
“For those who seek knowledge and inspiration from visual materials, the Picture Collection Online presents more than 30,000 digitized images from books, magazines and newspapers as well as original photographs, prints and postcards, mostly created before 1923.”
Picture History --
Digital archive of images from 200 years of American History.
Stock.xchg --
A “leading free stock exchange site”.
Please note that each site has information for proper use of their images. Many sources can be used for a school project with proper reference notated as to the source.
Default Document Window in Photoshop CS3
[pic]
Default Photoshop workspace
A. Document window
B. Dock of panels collapsed to icons
C. Panel title bar
D. Menu bar
E. Options bar
F. Tools palette
G. Collapse To Icons button
H. Three palette (panel) groups in vertical dock
Courtesy of Adobe Help Viewer
[pic]
Courtesy of Adobe Help Viewer
[pic]
Student art by Lizzie Gelfand
[pic]
Student Art by Melissa Meyer
[pic]
Student Art by Pam Bauer
[pic]
|29 Shelaugh Dignam | |
|Canada | |
|Untitled | |
|My Mandala is entitled the "The Sacred Star" I have always been attracted to anything colorful, intricate and symmetrical... hence my natural | |
|attraction to Mandalas. | |
| | |
|Being creative is my meditation and working with fabric is my first choice for a creative medium. The Sacred Star is the first creative project | |
|that is completely my own. | |
| | |
|The points of the star appear to expand and reach outwards... they expand just as my creativity has through the making of this project and they | |
|reach outwards just as I hope my Mandala does to touch other peoples lives by bringing them a moment of peace and pleasure... | |
|sdignam@ | |
Courtesy of
[pic]
|3 Chuck Thurston | |
|USA | |
|Untitled | |
|I see the mandala as a powerful metaphor and vehicle for cosmic insight. I have also recently been struck by the notion that for art to be "good",| |
|it must combine beauty with truth. | |
| | |
|The mandala form seems to offer an unlimited opportunity for integrating depth of meaning with surprising visual beauty. | |
|chucktpi@ | |
Courtesy of
[pic]
Image from:
[pic]
Image from:
[pic]
Image from:
[pic]
Thomas Gainesborough, Blue Boy 1727-1788
Courtesy of:
[pic]
Courtesy of:
[pic]
Guernica
Pablo Picasso, 1937
[pic]
Courtesy of:
[pic]
Mona Lisa
Leonardo daVinci
1503-1506
[pic]
Mona Lisa with a Moustache
Marcel Duchamp
1919
[pic]
American Gothic
Grant Wood
1930
[pic]
[pic]
The Thinker
Auguste Rodin
[pic]
[pic]
Mummy with an inserted panel portrait of a youth, ca. A.D. 80–100
[pic]
Portrait of a woman, ca. A.D. 170–200
Tempera on a linen shroud
[pic]
Diego Velázquez (Diego Rodríguez de Silva y Velázquez) (Spanish, 1599-1660), The Family of Philip IV, or "The Maids of Honor (Las Meninas)", c. 1656, oil on canvas
[pic]
Rembrandt Harmensz. van Rijn (Dutch, 1606-1669), Self-Portrait at Twenty-Two , 1628,
oil on panel
[pic]
Rembrandt Harmensz. van Rijn, Self-Portrait as St. Paul, 1661, oil on canvas
Léopold Boilly (French, 1761-1845), Grimacing Man (Self-Portrait), c. 1822-23, conté crayons
[pic]
Mary Cassatt (American, 1844-1926, active in France), Portrait of the Artist, 1878, gouache
[pic]
Vincent van Gogh (Dutch, 1853-1890), Self-Portrait with a Straw Hat;
oil on canvas
[pic]
Pablo Picasso (Spanish, 1881-1972), Self-Portrait, 1899-1900, charcoal
[pic]
Pablo Picasso, Self-Portrait, 1907, oil on canvas
[pic]
Frida Kahlo, Self-Portrait Dedicated to Leon Trotsky, 1937, oil
[pic]
Andy Warhol (American, 1928-1987), Self-Portrait, 1979, instant color print
[pic]
Chuck Close, Self-Portrait, 1997, oil on canvas
[pic]
Montien Boonma (Thai, 1953-2000), Self-Portrait: A Man Who Admires Thai Art, 1982, photograph altered with decorative patterns drawn in colored ink.
[pic]
[pic]
[pic]
Three self-portraits of Cindy Sherman
Photographs
[pic]
Tim Hawkinson (American, 1960-), Balloon Self-Portrait, 2004?, latex sculpture, life size cast from the artist's body, turned inside out, then inflated by an air compressor
[pic]
[pic]
[pic]
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[pic]
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[pic] [pic]
[pic]
Images from:
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Courtesy of: Adobe Help Viewer 1.1
[pic]
The First U.S. Postage Stamps Courtesy of:
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The First U.S. Postage Stamps Courtesy of:
[pic]
“The Black Jack”, Postage Stamp during Civil War of Andrew Jackson
Courtesy of:
[pic]
[pic]
65-cent "Zeppelin" of 1930, issued in April for the May-June Pan-American flight of the Graf Zeppelin
[pic]
Stamps with influence from Franklin D. Roosevelt.
Courtesy of:
[pic]
Courtesy of:
Examples of Artwork used in contemporary stamps, courtesy of
[pic]
Secretariat
[pic]
World Cup Soccer
[pic]
Merengue
[pic]
Charlie Chaplin
[pic]
Mickey Mouse
[pic]
Kitty Hawk
[pic]
Ottmar Mergenthaler
[pic]
Emily Dickinson
[pic]
The Legend of Sleepy Hollow
[pic]
Courtesy of:
[pic]
Courtesy of:
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