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Subject

The Arts (1996)

Learning Context/ Introduction

While using Photoshop, students will distort portraits to use as a reference for a grid drawing. This unit will require students to find a portrait of a friend, family member or a celebrity that they will distort using a variety of filters and effects offered in the Photoshop program. This lesson is suitable for students of a multimedia or computer graphics class of 10th-12th grade students.

Essential Question

Is a portrait more aesthetically pleasing than an abstraction?

Duration

Day 1: 43 minutes, introduction, teacher lets students know to bring in a portrait for the next class

Days 2-6:

• 5 minutes, reflection and discussion
• 33 minutes, studio work, in class or a location that provides computers and scanners
• 5 minutes, clean up and gather belongings

Procedure

Day 1:

1. Introduce the lesson and discuss the meaning of terms abstract and portrait. See attachment for terms.
2. Discuss how the purposes for both art techniques contradict each other.
3. Pair students together to discuss what style is more artistic than the other.
4. Share with class thoughts and opinions and relate it to the essential question.

Day 2:

1. Take 5 minutes to reflect and discuss knowledge gained last class.
2. Student will have brought in or find a portrait to reference. These will be retrieved from online or at home.
3. Students will scan and save the image into computer.
4. Student will open image in Photoshop and alter the image with filters and effects using the Photoshop program. At this point in the year, students have learned basic Photoshop skills necessary to perform simple filters and formatting of image sizes.
5. Once the photograph has been altered in Photoshop, the student will retrieve the image from their reference folder in the documents setting. The student will format the size of the reference to 6" x 8" and print out image.

Day 3:

1. Reflect and discuss any problems from the last class.
2. Student will use prior grid drawing experience to create a grid for their under drawing; measuring and lightly marking half inch spacing on top, bottom and sides of the printed reference. Draw a light line (using a pencil) connecting the corresponding dots on the opposite side of the reference.
3. Using a 12" x 18" piece of watercolor paper, create a grid using 1 inch spacing at the top, bottom and sides of the paper. Draw a grid using a ruler and a pencil. Draw lightly while making sure the lines are exactly one inch apart.

Days 4-6:

1. Students will use the grid to draft a contour drawing until the exact proportions are accomplished.
2. Once the contour drawing is complete, students will erase the grid and begin drawing in details and add shading to the larger grid drawing.

See attachments for tools, effects and definitions.

Tools and filters to be used in Photoshop.doc

Portraits abstract defined.doc

Assessment

Rubric- See Attached

rubric_High[1].doc

rubric_Medium[1].doc

rubric_Low[1].doc

Student Work

Final project - High, Medium, Low (See attached)

High

Medium

Low

Instructional/Environment Modifications

Allow for extra time for those who are not as experienced in using Photoshop. In cases that involve students with higher needs, the teacher may pair students with those more experienced. A modified rubric may be needed. At this time, I did not have to use any modifications.

Related Resource

• Internet search for references
• Photo from home
• Photoshop software
• 12"x18" watercolor paper
• Pencil
• Permanent fine tip marker if desired

Reflections and Feedback

Originally I was going to make this a painting project. Once the drawing was complete, I would have them move on to a painted final copy that reflected their distorted reference. Getting to know the class and their strengths and weaknesses, I made the choice to turn this project into a drawing project emphasizing the drawing/shading criteria.

In my experience, I have noticed that early in the year students have not yet built their confidence in the art room and need to achieve their idea of success before they allow themselves to take more chances and expand beyond their comfort zone. I think that next time I may wait until the middle of the year before attempting this project. I think that by this time the students will be ready to paint and take this project to the next level.

I was surprised to see how many of my students had Photoshop experience and were able to get right to work with the filters and effects. This really gave the students more time on the grid and the drawings. Overall the project went well and all work was turned in on time. I would like to have seen more effort in the reflection sheets, but I believe that in time the students will get used to writing about their work and the input I receive will be more insightful and thought out.

Reflection High.doc

Reflection Medium.doc

Reflection Low.doc

Related Academic Standards

National Coalition for Core Arts Standards

NAS.VA.Cr1.1.I.a Use multiple approaches to begin creative endeavors.

NAS.VA.Cr2.1.II.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.

New York State

ARTS.VA.C.1.1.GE.B (GE) Students create art works in which they use and evaluate different kinds of mediums, subjects, themes, symbols, metaphors, and images.

ARTS.VA.C.2.1.GE.B (GE) Students use the computer and electronic media to express their visual ideas and demonstrate a variety of approaches to artistic creation.

ARTS.VA.C.3.1.MS.B (MS) Students demonstrate an understanding of art criticism, art histories, and aesthetic principles and show their connections to works of art.