After students have explored and created examples of the see though frame, levitation, invisible person, harris and the droste effect, they can then experiment with combinations.
This is the final part the lesson sequence that is designed to assist students in creating advanced images for their folio.
- 5.1 develops range and autonomy in selecting and applying photographic and digital conventions and procedures to make photographic and digital works.
- 5.3 makes photographic and digital works informed by an understanding of how the frames affect meaning.
- 5.6 selects appropriate procedures and techniques to make and refine photographic and digital works.
How can a post-modern artist use Adobe Photoshop to enhance their images?
Students will develop their skills and knowledge of photographic practice using still digital images and manipulate them through the Adobe Photoshop program. They will use a digital journal or art book to document their experiments.
Students will investigate the relationship between the artist, artwork, world and audience. They will explore the art agencies relating to their own art making as a digital artist and how it is connected to practicing photographers, audiences and the world.
Students will use the postmodern and structural frame to establish different points of view about their photographic practice.
- Information and communication technology
- Work, employment and enterprise
All activities require students to demonstrate their learning and are all assessment for learning activities.
Students are to:
- document the process and technical shortcuts through practical classes in a process diary. This should be a journal, exploring reflections of each practical lesson or section investigating the different techniques explored. This can be their class workbooks, a photographic and digital media process diary, or an online blog through sites such as Class Notebook or Google classroom.
Teaching and learning activities
Students will need:
- Adobe Photoshop software on a class set of laptops, or in a computer lab
- Headphones for each student (optional)
- Any device that can take a photograph.
The Special effect combinations Pinterest page should be opened on a whiteboard.
- go through the still image examples
- discuss and analyse the images through leading questions such as:
- how many effect combinations have been used to create this image?
- plan their own individual combinations and take the images for these
- prepare the equipment depending on individual needs
- transfer the images from the camera. This can be done using a card reader, email or Bluetooth
- use Adobe Photoshop to produce their final image
- flatten the layers through the Adobe Photoshop command before finishing
- save the image as a PNG file or JPEG, not a PSD.
Students are to complete a digital or hard copy journal to document their ideas and processes required. This can be completed through one-note.
Teachers are encouraged to communicate online developing their google site or google classroom.
Teachers are encouraged to provide students with acceleration activities if required.
- create a range of experimental images that combine multiple techniques in a refined and sophisticated manner based on a theme, for example, surrealism or the environment.
- LS 1 experiences a variety of artmaking activities.
- LS 2 explores a variety of materials, techniques and processes.
- LS 9 uses a range of materials, techniques and processes to make artworks.
- research a range of photographic images from the internet that use similar techniques, cutting and pasting into OneNote.
Formative assessment can be used to determine learning progress throughout the lesson sequences. Teachers should informally assess a student's level of understanding and adapt accordingly.
Summative assessment can be used at the end of the lesson sequences. Students could hand in a folio of finished images, either on google classroom or printed out. This could be marked as against a benchmark. Students could also hand in their journal for marking as well.
This sequence and accompanying worksheets are available as word documents below.
Syllabus outcomes and content descriptors from Photographic and Digital Media 7–10 Syllabus (2004) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2017.