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Instructor 
Name(s): 
Jennifer 
Heyser 
Photography Technology-Infused 
Lesson Plan 
Lesson 
Title: 
iExpress Digital Silh...
Assessment 
: 
(Instruments 
used and 
other 
evaluative 
techniques) 
 Pre/Post test 
 Student checklist 
 Teacher rub...
Procedures 
: (e.g., whole 
group, small 
group, 
cooperative, 
individual) 
Describe in 
sufficient 
detail so a 
substit...
Instructional Groups: 
The whole group is given instruction on the iExpress lesson. They are also 
instructed how to use a...
Rubric 
CATEGORY 4 3 2 1 Score 
Planning and 
Explanation 
Student can describe 
in detail at any point 
during the proces...
Pre-test/Post-test 
Name:______________________________________Code:_____ 
iExpress Digital Silhouettes 
Pre/Post Test 
1)...
Pre-test/Post-test Analysis 
The students performed as I expected on the pre-test yet there were still some surprising res...
Summary of Lesson 
This lesson was so popular I know that I will definitely be teaching it again next year. Everyone 
felt...
5th i portraits
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5th i portraits

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iPortraits - Art and technology lesson

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5th i portraits

  1. 1. Instructor Name(s): Jennifer Heyser Photography Technology-Infused Lesson Plan Lesson Title: iExpress Digital Silhouettes Grade Level/ Subject Area: 5th Grade – Regular Education Students Area: Visual Art Student Profile Number of Students: 22 Number of Students with Special Needs: 1 Area of Specialties: Learning Disabled, Needs extra time on tests and projects. Needs directions explained more than once. Performan ce Objectives: Students will: 1) Plan like an artist and create a storyboard with their idea for iExpress portrait. 2) Use a digital camera to take a self-portrait. 3) Use Photoshop Elements to manipulate photograph, delete background, add colors, and text. 4) Recognize how modern culture has an effect on artists’ and their artwork (the difference between traditional photography and digital photography). Curricular Connection s: (IEP/Local or National Standards) Georgia Performance Standards/Fine Arts: VA5PR.1 Creates artworks based on personal experience and selected themes. b. Makes design decisions as the result of conscious, thoughtful planning and choices. VA5MC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning. b. Develops visual images by combining or modifying open-ended themes/topics in unique and innovative ways. VA5PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills. h. Creates art works using available technology (e.g., computers, cameras, digital/video recorder). VA5CU.2 Views and discusses selected artworks. c. Discusses how social events inspire art from a given time period.
  2. 2. Assessment : (Instruments used and other evaluative techniques)  Pre/Post test  Student checklist  Teacher rubric  Teacher observation/verbal questioning Technology Connection s: (Type of technology used for class such as digital camera, computer, keyboard, editing software)  Interactive white board for flip chart/PPT viewing  digital camera  computer  keyboard  editing software  printer Materials: (All instructional materials used for class including rubrics)  interactive white board  projector  digital camera  tripod  editing software  iExpress PowerPoint  student worksheet/storyboard  Student pre/post test  iExpress verb handout  Student Checklist  Teacher Rubric Related URLs: (minimum of 5 required) 1) http://www.photoradar.com/- Digital Photography Resources 2) http://digital-photography-school.com/10-ways-to-take-stunning-portraits- Portrait Tips 3) http://www.slideshare.net/secret/pji9RWf47NZ0k3 - iExpress online tutorial for students to access at home 4) http://digital-photography-school.com/how-to-photograph-silhouettes - Silhouette tips 5)http://graphicssoft.about.com/od/pselementsbasics/Photoshop_Elements_Basic _Tutorials.htm – Photoshop Elements resources 6) http://office.microsoft.com/en-us/powerpoint-help/create-your-first-presentation- RZ001129842.aspx - PowerPoint tutorial 7)http://www.youtube.com/user/ExploreApple - p/c/D366EEB86B515B03/26/KL6LAvaCG9M- Sample iPod commercial
  3. 3. Procedures : (e.g., whole group, small group, cooperative, individual) Describe in sufficient detail so a substitute teacher could follow 1) Have students take pre-test when they walk in the door and then introduce students to lesson by showing them iPod/iTunes commercial on Promethean board. (see link #7) 2) Ask students how they think these kinds of images were created. Brainstorm on board and create word web. 3) Tell students that it was created using technology that we have accessible to us in this very classroom: digital cameras, computers, editing software. 4) Show whole group tutorial (see link #3) that gives a step-by-step overview of how to create a portrait in this iPod advertisement style – for this lesson we are going to call them iExpress Portraits. 5) Each student is going to create their own portrait and will use a verb (real or imaginary) and a body movement to express that verb (or feeling). 6) Demonstrate for students some easy ideas in front of the class. Jump = iJump, Dance = iDance, etc. 7) Have students create a storyboard for their portrait project. They will use the handout to show chosen words, colors, and movements. Planning like an artist will help them have more success with their portraits. Point out to students that their project checklist is on the back on this handout so they can use the checklist to monitor their progress. If they are stuck they can reference the iDeas handout to jump-start their creativity. 8) Give students an overview of digital photography. How has digital photography affected our society? Environment? Artists? Could we do this lesson today without technology? If so – how? 9) Give whole group lesson on how to use the digital camera. Divide students into pairs and split class in half. Half of the pairs will photograph and use editing software in the first part of class and the second half will work on finishing their collage assignment (previous lesson). Then groups will switch. 10) Teacher will monitor small groups as they use their digital cameras to take portraits. Teacher will also assist students as they transfer their portraits onto the computer. While students are working on/in photo editing software have the tutorial available (link #3) on each computer so they can access each step as necessary. Teacher will also individually assist teams. 11) When students have completed their portraits have them print portraits and insert their image into the class PowerPoint. 12) Have students complete post-test and student checklist. Classroom Manageme nt: Technology Management:  Students are divided up into pairs with 6 groups (12 students) working with cameras and/or computers at one time.  As an entire class we will have one class period to work in the computer lab all at the same time on the editing of our portraits. Any additional portrait work can be done in individual groups on the art room computers.  Students submit their completed digital portrait into the class PowerPoint and print out on 11 x 14 paper to hang in 5th grade portrait gallery at our school.
  4. 4. Instructional Groups: The whole group is given instruction on the iExpress lesson. They are also instructed how to use a digital camera and tripod to take self-portraits. Together students watch the instructional PPT on using Photoshop to alter self-portraits into iExpress portraits. Students are then split up into pairs to take portraits and edit them using the software. While 6 student groups are working with the cameras and/or computers the rest of the class works on self-portrait collage project (separate lesson). Additional Instructional Resources Attached: 1. Storyboard Handout 2. Student Checklist 3. iDeas Handout 4. iExpress Tutorial PowerPoint 5. Sample Photograph Bibliography Bryant, C. (2010). A 21st century art room: The remix of creativity and technology. Art Education, 63(2), 43-48. Explore Apple (Producer). (2008) iPod Ad – Rockstar [commercial]. Retrieved July 3, 2010 from http://www.youtube.com/user/ExploreApple#p/c/D366EEB86B515B03/ 26/KL6LAvaCG9M Johnson, D. (2009). Seven brilliant things teachers do with technology. Education World. Retrieved on April 16, 2010 from http://www.educationworld.com/ Kelby, S. (2009). The photoshop elements 8 book for digital photographers: Voices that matter. Indianapolis: New Riders Press. Rowse, D. (2007). How to photograph silhouettes in 8 easy steps. Digital Photography School. Retrieved on July 6, 2010 from http://digital-photography-school.com/ Rowse, D. (2008). Ten ways to take stunning portraits. Digital Photography School. Retrieved on Jly 6, 2010 from http://digital-photography-school.com/
  5. 5. Rubric CATEGORY 4 3 2 1 Score Planning and Explanation Student can describe in detail at any point during the process how s/he envisions the final product and how they intend to reach their goal. Very focused and goal-oriented. Student can somewhat describe how s/he envisions the final product and can describe some of the steps s/he will use to reach the goal. Focused with some planning. Student can describe how s/he envisions the final product but finds it difficult to describe how s/he will reach that goal. Has set a goal, but let's things evolve in somewhat random manner. Student has thought very little about the project. Is present but is not invested in the product. Design/Composition Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) with great skill. Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) with fair skill. Student tries to apply design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) but the overall result is not pleasing. The student does not appear to be able to apply most design principles to his/her own work. Color Choices Choice and application of color shows an advanced knowledge of color relationships. Color choice enhances the idea being expressed in their "iVerb" Choice and application of color shows knowledge of color relationships. Colors are appropriate for the idea being expressed. Choice and application of color shows knowledge of color relationships. Colors are, however, NOT appropriate for the idea being expressed. Student needs to work on learning color relationships and using that knowledge in his/her work. Time/Effort Class time was used wisely. Much time and effort went into the planning and design of the portrait. Class time was used wisely. Student could have put in more time and effort at home. Class time was not always used wisely, but student did do some additional work at home. Class time was not used wisely and the student put in no additional effort. Knowledge Gained - Technique Student can accurately name 5 steps of the Photoshop Elements technique being used and describe how these 5 steps are used in his/her own portrait. Student can accurately name 4 steps of the Photoshop Elements technique being used and describe how these 4 steps are used in his/her own portrait. Student can accurately name 3 steps of the Photoshop Elements technique being used and describe how these 2-3 steps are used in his/her own portrait. Student cannot accurately name 3 steps of the process being used OR cannot describe how the steps are used in his/her own portrait.
  6. 6. Pre-test/Post-test Name:______________________________________Code:_____ iExpress Digital Silhouettes Pre/Post Test 1) Digital photography is creating a picture using: A) Film B) Drawing skills C) Technology D) Chemical processes 2) One of the advantages of digital photography over traditional film-based photography is: A) You can view photos immediately and delete unwanted photos. B) Digital photography always takes better photos than film-based photography. C) Digital cameras are always easier to use. D) Batteries last longer in digital cameras. 3) How has digital photography affected our culture? A) People now take fewer pictures because digital photography is so complicated. B) The ease of taking digital photos has increased and sped up people’s ability to share pictures with each other. C) The cost of taking digital photos is significantly more than film-based photos. D) Digital photography has not made a large impact on people socially. 4) How has digital photography affected the environment? A) Digital photography is overall less threatening to the environment because no chemicals are used to develop photos. B) Digital photography is overall more threatening to the environment because more chemicals are used to develop photos. C) Digital photography is less threatening to the environment because digital cameras are made of recycled materials. D) Digital photography is more threatening to the environment because the digital files created cause more landfill waste. 5) Digital cameras produce images that are digital files, they are easy to store and manipulate using: A) Dark rooms. B) Silver halide. C) Safelights and enlargers. D) Image processing software.
  7. 7. Pre-test/Post-test Analysis The students performed as I expected on the pre-test yet there were still some surprising results. Many students initially got the wrong answers on the pre-test but I was surprised about the reason why. When I started instruction and we were discussing photography in general, I learned that many of them didn’t even know there was any other kind of photography besides digital photography. They knew that you could see the pictures on the computer and send them away to be developed but many of them had never seen a traditional camera with film. They did not realize what traditional photography was. In order for me to teach them about digital photography I had to include a lot of background about traditional photography that I had not anticipated. I wanted the students to take away how digital photography has changed the way we perceive photography in general and in order to do that they needed some background. The pre-test was an excellent resource for me during this lesson because it guided my instruction in a way I would not have anticipated had I not given this pre-test. The post-test results were excellent and many students understood the difference between digital photography and traditional photography. Impact on Student Learning Right away I knew I had a winner with this lesson. Most of the students in my class had seen a real iPod commercial before and they were excited by the idea that they were actually going to create their own version. This provided me with a very eager and attentive class that was willing to cooperate and behave well in order to take turns. This enthusiasm cut down on classroom discipline and management issues allowing me to spend my time working with students and helping them with their technology needs. The hardest part of the lesson was having the students do their storyboards. They were so eager and excited to be using the digital cameras and computers that they did not want to take the time to plan like an artist and make careful conscious choices. Once they realized how important this step was then the learning started to really take place. Great dialogue could be overheard of the students excitedly sharing their ideas with each other. Although they had done many self-portraits by the time they were in 5th grade, for many of them this was the first photographic one. I was thrilled to see very unique and innovative ideas coming from my students. The photography itself was easy. Students used the tripods and seemed confident in taking photographs. Using a digital camera is common for many of them and several of them even owned their own digital cameras. Poses were chosen and reviewed and then students moved to the computers. Many were apprehensive at first, but when they realized they could follow the tutorial step-by-step a lot of them felt more comfortable. They had to be reminded to use the principles of art that we already knew when making design decisions once on the computer. The students were surprised to find that their work changed from the initial storyboards once they started creating, but that it helped guide them to make better decisions about their art. Once thing I had not anticipated was the way that students helped each other using the Photoshop Elements software. The ones that mastered the steps were excited to share what they knew with their peers. The students that were having more difficulty didn’t mind getting some guidance from their peers as long as they still did the work. For me it made my job easier and I was able to assist the students who needed the most attention and it made using our limited number of computers much more efficient.
  8. 8. Summary of Lesson This lesson was so popular I know that I will definitely be teaching it again next year. Everyone felt successful with his or her learning and creation and there was a lot of excitement when we got to put all our iExpress digital portraits up on our big screen set to music. I was a little apprehensive about having to split up the class in order to accomplish this lesson. Having the students doing two different lessons at one time was potentially confusing, but it worked. I imagined I was going to have to spend a lot of time redirecting the students who were not getting to use the technology. I was wrong. The students who were waiting did not want to miss their opportunity to do the lesson, and the students who had already completed their turn were respectful of their peers and followed directions. This allowed me to spend my time teaching the technology use and monitor student work much more intensely than I had anticipated. This success aside, there are still some things I would change the next time I teach this lesson. Even though we discussed it I would spend more time talking to students about opening their bodies up to create a silhouette that had more positive and negative space. Some of the students did not use dynamic enough poses and ended up with black stick figures for their silhouettes. Even though they were making movements with their hands they had not extended them beyond their bodies so they did not show up. Luckily this was easily remedied by allowing them to retake their portraits, but I will teach that more thoroughly next time in order to cut out that step wherever possible. Another thing I would change would be my pre-test and post-test. I would add some additional questions to the test in order to assess student knowledge of the principles of design that we used to create these portraits. Addressing this in the pre-test would have let me see where the deficiencies were and I could have re-taught the principles prior to the lesson itself rather than having to individually guide students when they were on the computers.

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