Computer Graphics (Period 3) Assignments

PS15 – The Business Card

Student Instructions 

 

GOAL:

In any profession, a person’s professional reputation and identity is extremely important to success.    

 

A business card represents you. 

 

Either as an employee of a specific company or firm, or as a professional individual; a business card provides information that pertains specifically to you, and is an important part of a person’s professional identity.   

 

In some situations your business card will be a person’s first impression of you, while in other situations it might give you a second chance at a first impression.

 

Even in today’s increasing digital world business card remain an essential and professional important tool.

 

In this lesson students will learn about business card design and they then will design and execute a professional quality business card for themselves. 

 

PERFORMANCE OBJECTIVES:

Upon successful completion of this assignment the student will:

 

1. Have an understanding of how to design and produce a professional quality business card, as well as some common mistakes to avoid in business card design. 
2. Have designed a professional quality business card with which they can represent themselves.   

 

INSTRUCTIONS:

Using any combination of Photoshop and Illustrator the student will create a standard business card design.  

 

Business card can be 1 or 2 sided, however if 2 sided, both sides need to work with each other harmoniously and there must be space (white space or light space) on 1 side that can be written on with a pen.   

1. Final file must be a PSD that should conform to usual standards
1. 300/ppi on a 8.5” x 11” page
2. Name = “lastname_P#(period#)_PS15”  so vanpelt_P2_PS15
3. Different Elements should be separated into Different Groups & Layers 
4. Groups and Layers should be logically named.
5. Work Non-Destructively, Originals need to be Grouped, Duplicated, Locked and Preserved 
2. Standard card size is 2” x 3.5”  with an ⅛” Internal Margin and a ⅛” bleed all the way around, giving a total dimension of 2.25” x 3.75” per card.

 

 

 

1. Create a 3x4 12-up. 
2. In creating a 12-up with Standard business cards you overlap the bleeds 
3. The Orientation of the Card Itself can be Portrait or Landscape.
4. Your card must include the following:
1. Your Name   
2. Your Email Address
3. Your Phone Number
4. Either your personal logo and/or some other appropriate graphic of your own design.
5. All Graphic elements must be created by you.  Either from scratch or manipulated into something new.  
5. You may not use clip art
6. You may not use any previously existing card templates or pre-fab designs from the internet.  
7. Create 1 layer with just a single pristine version of the card.
8. Create another layer that is a 12 up for the cards laid out ready for print.  

 

 

Ai5 – Logos 

Student Instructions

 

GOAL:

Students will design and execute a professional looking logo that represents either themselves, or a company (real or fictitious).

 

PERFORMANCE OBJECTIVES:

What is a logo?

 

Definition:

A logo is an identifying graphic mark or emblem used by organizations and/or individuals to aid and promote instant public recognition.

 

A successful logo will meet this definition. 

 

Upon successful completion of this lesson, student will be able to:

1. 1.    At the end of this lesson the student will have a solid understanding of what a visually strong logo is.  
2. 2.    A visually strong logo is
   1. a.    Eye Catching. 
   2. b.    Has a unique look
   3. c.    Conveys a sense of identity
   4. d.    Often transmits some additional information about the entity it represents  

 

INSTRUCTIONS:

1. 1.    Create a New AI File.
   1. a.    Name = “lastname_P#(period#)_Ai5”  so vanpelt_P2_Ai5
   2. b.    Profile = Custom  4” x 4”
   3. c.    Number of Artboards  = 1
2. 2.    Final image must be a vector only image.  No photos
3. 3.    Layers and Sub-layer Elements should be logically named.
4. 4.    Logo Rules
   1. a.    Can be representative of yourself or a DBA
   2. b.    Can be a fictitious company or organization
      1.  If a fictitious company you must tell me what this company produces or what service is provided. 
      2. Can be a real company that is owned by a family member that you have the rights to design for. 

 

EVALUATION: 

Student work will be evaluated based on the following criteria.

1. 1.    Did the student follow all of the instructions for the project. 
   1. a.    Is the file setup correctly
   2. b.    Is the file named correctly
   3. c.    Did you follow all of the instructions
   4. d.    Does your final image include all of the requested elements.
   5. e.    Did you only do the bare minimum or did you attempt to push it to the next level.
   6. f.      Are the big shapes evident in your file.
   7. g.    Is your logo visually strong and demonstrate good design
   8. h.    Is your logo unique
   9. i.      Does your logo convey a sense of identity and the client entity well
   10. j.      Does the logo transmit additional pertinent information about the entity.

GRADING RUBRIC:

Project is worth 20 points                              

            20-18   = A

            17-16   = B     

            15-14   = C

            13-12   = D

            11 and under is an F

 

PS13– Social Editorial

STUDENT INSTRUCTIONS

 

GOAL:

One of the more artistically rewarding assignments that can be given to an illustrator is to create an editorial piece.  Editorial illustrations can serve in support of an article or can stand alone.

 

At this point in the class, students should now have a solid grasp of the basic tools of Photoshop.  So with this lesson we will be moving beyond tools exercises and begin to focus a little more on how graphics and visuals can be used to communicate.    

 

PERFORMANCE OBJECTIVES:

Upon successful completion of this lesson, student will:

1. 1.    Have created an editorial image that clearly communicates (non-verbally) a specific message. 
2. 2.    Give students a greater awareness of the power an image has to communicate a message and/or make a point.   

 

INSTRUCTIONS:

You will choose a social topic/subject matter for which you will create an editorial image/illustration. You will then design and create an editorial illustration that makes a statement or point about this topic.  Both the topic, and the statement you are making about that topic should be clearly evident just by looking at the picture. 

 

While I won’t forbid the use of words or symbols, use them only as absolutely necessary.  Your illustration should clearly communicate your message without having to actually write it out. 

 

Because of the potentially controversial nature of this project, all project ideas must be approved by me first.  So there will be a sketchbook assignment for this project.  I want no less than 3 design roughs.  The sketchbook roughs must be turned and approved by me, before you begin the Photoshop project.  Your Photoshop Project will not be accepted or graded without first having turned in the rough sketches. 

 

1. 1.    Students will set up a standard working file that conforms to all project rules and specs.
2. 2.    On an 8.5” x 11” canvas portrait or landscape orientation as best suits the piece.
3. 3.    300/ppi resolution
4. 4.    Minimum ¼” border
5. 5.    Minimum ⅛ - ¼” bleed
6. 6.    All images used must be either owned by you or composited into something new. 
7. 7.    While I would forbid the use of words completely, the image itself must communicate the message. 
8. 8.     All Originals (meaning any image you use to help create the finished piece)need to be grouped, duplicated, and locked.  I want the whole unaltered original images.  Not just edited pieces.
9. 9.    All Layers must be named.
10. 10.  All Groups must be named.   
11. 11.  You must work non–destructively.  Meaning Layer Masks
12. 12.  There should be no visible compositing errors, lines or seams.  The finished piece should be completely believable and look like an unaltered photograph. 

EVALUATION: 

Student work will be evaluated based on the following criteria.

1. 1.    Did the student follow all of the instructions for the project. 
   1. a.    Is the image size and resolution correct?
   2. b.    Is the image named correctly?   (lastname_P#_PS13.psd)
   3. c.    Are ALL the Originals Grouped, Duplicated and Locked.
   4. d.    Are all of the Groups and Layers named.
   5. e.    Student worked non-destructively
   6. f.     There are no visible compositing errors.
   7. g.    There is a ¼” border
   8. h.    There is a ⅛ - ¼” bleed
   9. i.      Final image is believable with no visual compositing errors.
   10. j.      Is the Message Clear.  In other words can I look at your image and immediately get a sense of what you are trying to communicate with it. 

 

GRADING RUBRIC:

Project is worth 20 points                               

            20-18   = A

            17-16   = B     

            15-14   = C

            13-12   = D

            11 and under is an F

PS12– Harlequin Masquerade

STUDENT INSTRUCTIONS

 

GOAL:

This is a self-portrait project in which you will take a photo of yourself and then, using a variety of Photoshop tools, turn yourself into an elaborate Harlequin or Masquerade clown. 

 

This finished piece must still be recognizable as you. If your finished portrait includes the image of a physical mask I still need to be able to recognize you as being the one in the mask. 

 

The finished piece must look professional in that there are no visible compositing errors.  

 

PERFORMANCE OBJECTIVES:

Upon successful completion of this lesson, student will:

1. 1.    The main objectives of this assignment are to expand, refine, and hone the students skills will photo manipulation and compositing with a particular emphasis on layer blending modes.
2. 2.    At the end of this lesson the students should all have a basic understanding of the layer blending modes. 

INSTRUCTIONS:

1. 1.    Students will set up a standard working file that conforms to all project rules and specs.
2. 2.    On an 8.5” x 11” canvas portrait orientation.
3. 3.    300/ppi resolution
4. 4.    Create a 2UP with a before and after image are included in the file document. 
5. 5.    Minimum ¼” border around   both images.
6. 6.    All Originals (meaning any image you use to help create the finished piece)need to be grouped, duplicated, and locked.  I want the whole unaltered original images
7. 7.    All Layers must be named.
8. 8.    All Groups must be named.   
9. 9.    You must work non–destructively.  Meaning Layer Masks
10. 10.  You must use Layer Blending modes.
11. 11.  The finished After image must still be recognizable as you.
12. 12.  There should be no visible composite errors, lines or seams.  I should look at the picture and believe it is a straight up unaltered photograph
13. 13.  Project will be due Friday Dec. 20^th.  Projects turned in late will lose a grade point. 

EVALUATION: 

Student work will be evaluated based on the following criteria. 

1. 1.    Did the student follow all of the instructions for the project. 
   1. a.    Is the image size and resolution correct?
   2. b.    Is the image named correctly?   (lastname_P#_PS12.psd)
   3. c.    Are ALL the Originals Grouped, Duplicated and Locked.
   4. d.    Are all of the Groups and Layers named.
   5. e.    Student worked non-destructively
   6. f.     Student made use of layer blending modes
   7. g.    There are no visible compositing errors.
   8. h.    Final project is presented as 2UP with a Before and After image
   9. i.      There is a ¼” border
   10. j.      Final image is believable with no visual compositing errors. 

GRADING RUBRIC:

Project is worth 20 points                               

            20-18   = A

            17-16   = B     

            15-14   = C

            13-12   = D

            11 and under is an F

PS11 – The “Liger” Animal

STUDENT INSTRUCTIONS

 

GOAL:

Create a completely believable image of a fantastical creature.

 

Mythical, extraterrestrial, or fantastic creatures have been a major part of stories as long as stories have been told.  Naturally, as people began telling their stories with film, film makers and special effects artists have strived to recreate those creatures and make new ones as believably as possible.   

 

The goal of the “Liger” animal assignment is to introduce the students to fantasy creature creation and conception.  Students will create a made up or mythological animal from at least 2 different animals that is believable and visually seamless. 

 

PERFORMANCE OBJECTIVES:

Upon successful completion of this lesson, student will:

1. 1.    Have created an image of a made up creature/animal that looks completely believable
2. 2.    Further refine and develop compositing skills, using multiple techniques and tools. 

 

INSTRUCTIONS:

1. 1.    Students will set up a standard working file that conforms to all project rules and specs.
2. 2.    On an 8.5” x 11” canvas (portrait or landscape as best suits the final image).
3. 3.    300/ppi resolution
4. 4.    Minimum 1/4 “ border.
5. 5.    All Originals need to be grouped, duplicated, and locked.
6. 6.    All Layers must be named.
7. 7.    All Groups must be named.   
8. 8.    At least two (more than 2 if you like) different animals must be seamlessly, believably composited together. 
9. 9.    The animal must be placed in an environment that is equally believable.
10. 10.  You must work non–destructively.  Meaning Layer Masks
11. 11.  Project will be due Friday Dec. 13^th, projects turned in late will lose a grade point 

EVALUATION: 

Student work will be evaluated based on the following criteria. 

1. 1.    Did the student follow all of the instructions for the project. 
   1. a.    Is the image size and resolution correct?
   2. b.    Is the image named correctly?   (lastname_P#_PS11.psd)
   3. c.    Are ALL the Originals Grouped, Duplicated and Locked.
   4. d.    Are all of the Groups and Layers named.
   5. e.    Student worked non-destructively
   6. f.     There are no visible compositing errors.
   7. g.    The animal is believable
   8. h.    The animal is believably in its environment.  

GRADING RUBRIC:

Project is worth 20 points                               

            20-18   = A

            17-16   = B     

            15-14   = C

            13-12   = D

            11 and under is an F

PS10 – Holiday Greeting Card

STUDENT INSTRUCTIONS

 

GOAL:

To create an original, professional level Holiday Greeting Card. 

 

The Greeting Card Industry is a massive, billion-dollar, international industry, and greeting cards themselves span the gamut of artistic styles and messages.  In this lesson students will design a holiday greeting card. 

 

It is often said that the best stories come from writers who “write what they know”.  The best of stories, whether they be fact or fiction, are written with a solid basis in truth. 

 

By the same token a product that is designed with a defined purpose by a person who understands that purpose and knows what they themselves would want in a product will produce a better product. 

 

This is no less true in graphic design.  If the designer has a message that they personally are invested in, they will communicate that message much more effectively. 

 

At this time of year it is a widely practiced tradition within the United States to send holiday greeting cards.  So you will design a Holiday card that has meaning for you. 

 

PERFORMANCE OBJECTIVES:

Upon successful completion of this lesson, student will:

1. 1.    Understand the basics of greeting card layout
2. 2.    Know how to create a custom brush
3. 3.    Begin practicing some of the basic principles of Gestalt in their greeting cards. 

INSTRUCTIONS:

For this project you will create a 5” x 7” greeting card that illustrates some your own favorite holiday traditions.  In designing and executing this card you should use at least 2 of the principles of Visual Gestalt.  

1. 1.    In your sketchbook rough out at least 3 different holiday card designs.  Each of these rough sketches should include the following visual/textural information
   1. a.    Rough out the overall designs for all 3 cards as well as a few details.
   2. b.    A rough detail sketch of a graphic border element for each card. 
   3. c.    Color combination ideas. These can be swatches or labels
   4. d.    Front cover design text
2. 2.    Using the best of the sketchbook designs, students will set up a standard working file that conforms to all project rules and specs.
3. 3.    On an 8.5” x 11” canvas (portrait or landscape as best suits the card), you will create a 5” x 7” folded holiday greeting card.
4. 4.    300/ppi resolution
5. 5.    You will design both the inside and outside of the card.  Which means you will have a Front Cover, Back Cover, and Interior
   1. a.    Front Cover: Front Cover should include
      1.                                           i.    Basic Text using a theme appropriate font.
      2.                                          ii.    Some kind of graphic border or frame
      3.                                         iii.    A main image
      4. b.    Back Cover: (this is where the bar code, creator/publisher logo, and copyright right info go. 
      5. c.    Interior:  The interior should include:
         1.                                           i.    An appropriate text message, using a theme appropriate font
         2.                                          ii.    An interior grayscale graphic. 
6. 6.    Outside and Inside Cover should line up correctly and be included within the same PSD
7. 7.    All Originals need to be grouped, duplicated, and locked.
8. 8.    Front Cover, Back Cover, and Interior all need their own named groups.    

EVALUATION: 

Student work will be evaluated based on the following criteria. 

1. 1.    Did the student follow all of the instructions for the project. 
   1. a.    Is the image size and resolution correct?
   2. b.    Is the image named correctly?   (lastname_P#_PS10.psd)
   3. c.    Are ALL the Originals Grouped, Duplicated and Locked.
   4. d.    Front Cover, Back Cover, and Interior all have their own groups.
   5. e.    Are all of the Groups and Layers named.
   6. f.     Student worked non-destructively
   7. g.    All graphics are clear and read well.
   8. h.    Any and all text has been proof read for spelling and grammar errors.
   9. i.      Card is laid out correctly so that exterior and interior line up correctly

 

GRADING RUBRIC:

Project is worth 20 points                               

            20-18   = A

            17-16   = B     

            15-14   = C

            13-12   = D

            11 and under is an F

 

WR1 – Résumé 101

STUDENT INSTRUCTIONS

GOAL:

The goal of this lesson is to teach students the basics of how to write a résumé and cover letter. 

PERFORMANCE OBJECTIVES:

Upon successful completion of this lesson, student will 

1.    Have a basic, but professional résumé in line with current practices

2.    Be able to write, a simple, introductory/cover letter.

3.    Have an understanding of the importance of good writing/web skills in the job market 

INSTRUCTIONS:

1.    Students will search online to find at least 3 current and local (SoCal area) job ads for which Photoshop/Illustrator and/or other Adobe Creative Suite Applications are required skills.   

2.    Using a word processing application they will create a single document that includes the following separate sections.

a.    A Research page

b.    A Cover Letter

c.    A Resume

3.    The Filename for this document will be lastname_P#_WR1.PDF or DOC or DOCX or

PAGES

4.    The Research Page must include

a.    Student name

b.    Class name

c.    Period

d.    Working links to at least 3 separate jobs that list Photoshop, Illustrator, or other Applications included in the Adobe CS package as required job skills.

e.    Choose 1 of those 3 ads to create a mock application for.

f.     List all required skills and qualifications for this job

g.    List the preferred contact/application submission method

5.    The Cover Letter

The cover letter is the opportunity to sell yourself and interest the potential employer in you as an applicant.  You need to introduce yourself, state what job you are seeking, why you are qualified, why you are interested in working for that company, and perhaps an additional statement about why they should hire you.  

If the job requires a portfolio, this is also the place to specifically indicate where your online portfolio may be found.  Unless, otherwise specifically indicated, your portfolio will online.  The cover letter must include the following.

a.    Date

b.    A greeting, (if a specific contact is listed, you should address that contact. 

c.    Your name.

d.    What job you are applying for.

e.    A brief description of your qualifications

f.     A brief explanation of why you want to work there and/or why they should hire you

g.    A link to your online portfolio (you can use the link to your class webpage)

h.    A positive close with your name and contact information and space for a signature. 

i.      Letter should be not more than 1 page and be free of typos and grammatical errors.   

 

6.    The Résumé

Your résumé needs to include the following.

a.    Your Name

b.    Contact info, including an email address, and website with online portfolio

c.    Objective

d.    Summary of Skills

e.    Experience

f.     Education

g.    3 References 

7.    Email me this combined document at [email protected] as if I were the contact by the due date. 

EVALUATION: 

Student work will be evaluated based on the following criteria. 

1.    Did the student follow all of the instructions for the project. 

a.    Do you have a Research Page, Cover Letter, and Resume.

b.    Do each of those things have all of the required elements.

c.    Spelling and Grammar

d.    Is the file named correctly  lastname_P#_WR1.pdf or doc or docx or pages)

e.    Was the file turned in on time.

 

The Cover Letter and Resume must work for the job ad you select.

 

GRADING RUBRIC:

Project is worth 20 points                               

            20-18   = A

            17-16   = B     

            15-14   = C

            13-12   = D

            11 and under is an F

 

 

PS8 – Zombification

STUDENT INSTRUCTIONS

 GOAL:

 The goal of this lesson is to teach students how to manipulate photos towards a specific stated goal, using a specific set of tools; in this case turning themselves in a zombie.  While students are not limited only to those tools being specifically addressed, they are required to use them as part of the project. 

PERFORMANCE OBJECTIVES:

Upon successful completion of this lesson, student will

1.    Refine and improve their basic file management skills

2.    Refine and improve their skills using adjustment layers

3.    Refine and expand their abilities using masks

4.    Refine and expand their compositing skills

5.    Be introduced to Layer Blend Modes

6.    Be introduced to the Burn and Dodge tools. 

7.    Be introduce to the Liquify Tool/Filter

 

INSTRUCTIONS:

1.    Students will set up a working file that conforms to all project rules and specs. 

2.    Students will use a recent photo and en Research appropriate art in keeping with the themes.  Build a reference folder.  I will be checking to make sure you have this.  

1.    Format and Layout Instructions  

a.    On an 8.5” x 11” page (canvas)  

b.    2 images on a page.  1 before and 1 after picture

c.    Minimum of 300/ppi (pixels per inch)

d.    A ¼” border

e.    ALL Originals (source photos, textures, etc.) duplicated, locked, and grouped (layer folder)

f.     All layers and groups named.

g.    Each major element of the Poster should have its own named group.

h.    Work non-destructively using masks and additional layers.

i.      Files should be named as follows lastname_P#_PS8.PSD  for example vanpelt_P4_PS7.PSD  Which is my name_ period4_the project number.file type.

j.      Submit and confirmed received by me on Tuesday November 5^th

k.    You must use adjustment layers

l.      You must use clipping masks

m.   You must use layers blend modes. 

2.    Students CANNOT use previous existing of zombies in their project.  They can reference them, but not composite them in.  

 

EVALUATION: 

Student work will be evaluated based on the following criteria. 

1.    Did the student follow all of the instructions for the project. 

a.    Is the image size and resolution correct?

b.    Is the image named correctly?   (lastname_P#_PS8.psd)

c.    Are the Groups and Layers named?

d.    Did the student work Non-Destructively.  Original images are locked and duplicated, additional layers and masks are used as appropriate.

e.    Is there a ¼” border

f.     Adjustment Layers Used

g.    Layer Blend Modes used

h.    Clipping masks used. 

2.    Effectiveness

a.    Does the After version make the character look like a zombie. 

b.    Composite is believable. 

c.    Deterioration and wounds are believable 

GRADING RUBRIC:

Project is worth 20 points                               

            20-18   = A

            17-16   = B     

            15-14   = C

            13-12   = D

            11 and under is an F 

ACADEMIC STANDARDS: 

Anchor Standards

2.3           Interpret verbal and nonverbal communications and respond appropriately.

2.4           Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format.

2.6           Advocate and practice safe, legal, and responsible use of digital media information and communications technologies.

4.1           Use electronic reference materials to gather information and produce products and services.

5.2           Solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.

8.3           Demonstrate ethical and legal practices consistent with Arts, Media, and Entertainment sector workplace standards.

8.6           Adhere to copyright and intellectual property laws and regulations, and use and appropriately cite proprietary information.

8.7           Conform to rules and regulations regarding sharing of confidential information, as determined by Arts, Media, and Entertainment sector laws and practices.

10.1         Interpret and explain terminology and practices specific to the Arts, Media, and Entertainment sector.

10.3         Construct projects and products specific to the Arts, Media, and Entertainment sector requirements and expectations.

 

Pathway Standards

A1.1      View and respond to a variety of industry-related artistic products integrating industry appropriate               vocabulary.

A1.2      Identify and use the principles of design to discuss, analyze, and create projects and products

             across multiple industry applications.

A1.3      Describe the use of the elements of art to express mood in digital or traditional art work found in

              the commercial environment.

A1.4      Select industry-specific works and analyze the intent of the work and the appropriate use of

             media.

A2.8         Plan and create artistic products that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.

A4.6         Create an artistic product for a specific industry and modify that product to accommodate a

                different aesthetic perspective.

A5.5         Create a commercial artistic product that communicates a cross-cultural or universal theme

PS7 – The Movie Poster

STUDENT INSTRUCTIONS

 GOAL: 

The goal of this lesson is to expand upon the students understanding of compositing, composition, and design, using both the skills and tools discussed in previous lessons as well as starting to use some new ones.  

PERFORMANCE OBJECTIVES:

Upon successful completion of this lesson, student will 

1.    Refine and improve their compositing skills.

2.    Utilize their sketchbooks to a greater extent for their rough thumbnail planning

3.    Become more conscious of how design decisions affect  the impact of a finished piece. 

4.    Refine and expand their understanding of the type tool

5.    Expand their skill set by learning a number of new tools.  Including, clipping masks, gradient tool.  Introduction to blending modes 

INSTRUCTIONS: 

1.    You need to have a plan.  Everyone will first sketch out at least 3-5 thumbnail rough designs, including subject matter and layout for their poster.  These will be due no later than Thursday October 24^th, and will be a graded sketchbook assignment.

2.    Students will set up a working file that conforms to all project rules and specs. 

3.    Research appropriate art in keeping with the themes.  Build a reference folder.  I will be checking to make sure you have this. 

4.    Students will lay out and execute their Album Cover design.  The first design draft will be due on Monday October 28^th 

1.    Format and Layout Instructions  

a.    On an 11” x 17” page (canvas) Portrait Orientation only. 

b.    Minimum of 300/ppi (pixels per inch)

c.    A ¼” border  plus a ¼” bleed

d.    1 Layer group named Copy or Text with All of the different text layers

e.    1 preserved (locked) copy of all original images in a named group (layer folder).

f.     Create duplicate layers of each original image in that group.

g.    Each major element of the Poster should have its own named group.

h.    Work non-destructively using masks and additional layers.

i.      All of the required elements and text from the spec sheet must be included.

j.      Use the correct naming convention when saving a file.   Files should be named as follows lastname_P#_PS7.PSD  for example vanpelt_P4_PS7.PSD  Which is my name_ period4_the project number.file type.

k.    Submit and confirmed received by me on Monday October 30^th  (modified from the 28^th)

EVALUATION: 

Student work will be evaluated based on the following criteria. 

1.    Did the student follow all of the instructions for the project. 

a.    Is the image size and resolution correct?

b.    Is the image named correctly?   (lastname_P#_PS7.psd)

c.    Are the Groups and Layers named?

d.    Did the student work Non-Destructively.  Original images are locked and duplicated, additional layers and masks are used as appropriate.

e.    Is there a ¼” border AND ¼” bleed

f.     All required Spec sheet elements are present 

2.    Effectiveness

a.    Does the image capture attention?

b.    Composition was given consideration.

 

GRADING RUBRIC:

Project is worth 20 points                                Sketchbook is worth 10 points

            20-18   = A                                                      10-9     = A

            17-16   = B                                                      8          = B     

            15-14   = C                                                      7          = C

            13-12   = D                                                      6          = D

            11 and under is an F                                       5 and under is an F

PS6 – The CD/Album Cover

STUDENT INSTRUCTIONS

 GOAL:

The goal of this lesson is to expand upon the students understanding of compositing, composition, and design, using both the skills and tools discussed in previous lessons as well as starting to use some new ones. 

PERFORMANCE OBJECTIVES:

Upon successful completion of this lesson, student will

1.    Refine and improve their compositing skills.

2.    Utilize their sketchbooks to a greater extent for their rough thumbnail planning

3.    Become more conscious of how design decisions affect  the impact of a finished piece. 

4.    Refine and expand their understanding of the type tool

INSTRUCTIONS: 

1.    You need to have a plan.  Everyone will first sketch out at least 3-5 thumbnail rough designs, including subject matter and layout for their poster.  These will be due no later than Thursday October 17^th, and will be a graded sketchbook assignment.

2.    Students will set up a working file that conforms to all project rules and specs. 

3.    Research appropriate art in keeping with the themes.  Build a reference folder.  I will be checking to make sure you have this. 

4.    Students will lay out and execute their Album Cover design.  The first design draft will be due on Monday October 21^th

 

1.    Format and Layout Instructions  

a.    On an 8.5” x 11” page (canvas)  Landscape Orientation only. 

b.    Minimum of 300/ppi (pixels per inch)

c.    A ¼” border  plus a ¼” bleed

d.    1 Layer group named Band/Artist with 5 separate screen shots of the random pages, each on a separate named layer.

e.    1 Text Layer/Group named Quotes with numbered copies of each quote

f.     1 preserved (locked) copy of all original images in a named group (layer folder).

g.    Create duplicate layers of each original image in that group.

h.    Each major element of the Album Cover should have its own named group.

i.      Work non-destructively using masks and additional layers.

j.      All of the required elements and text from the spec sheet must be included.

k.    All required elements must be clearly legible from a reasonable distance.

l.      Use the correct naming convention when saving a file.   Files should be named as follows lastname_P#_PS5.PSD  for example vanpelt_P4_PS5.PSD  Which is my name_ period4_the project number.file type.

m.   Submit and confirmed received by me on Monday October 21^st

n.    This assignment allows for the use of copyright material, however the copyright holder, artist, or author must be listed in copyright info display on the back cover. 

EVALUATION: 

Student work will be evaluated based on the following criteria. 

1.    Did the student follow all of the instructions for the project. 

a.    Is the image size and resolution correct?

b.    Is the image named correctly?   (lastname_P#_PS5.psd)

c.    Are the Groups and Layers named?

d.    Did the student work Non-Destructively.  Original images are locked and duplicated, additional layers and masks are used as appropriate.

e.    Is there a ¼” border AND ¼” bleed

f.     All required elements are present

g.    Copyright, Artist, Author are listed. 

2.    Effectiveness

a.    Does the image capture attention?

b.    Are the key bits of information legible?

PS5 – Fall Play Promotional – “Faith County”

STUDENT INSTRUCTIONS

 

GOAL: 

The goal of this lesson is to teach students how a client/artist project works through the development of promotional material for the schools Fall play, focusing on the play poster.. 

Utilizing the skills learned in previous lessons as well as new skills covered in a series of lectures, each student will come up with a draft design for the school play.    

PERFORMANCE OBJECTIVES:

Upon successful completion of this lesson, student will 

1.    Have a greater understanding of the client/artist working process.

2.    Have an introductory understanding of the importance of type.

3.    Have an introductory understanding of the fundamentals composition

4.    Learn the importance of reference art and reference research

5.    Refine skills learned in previous lessons and expand their knowledge and ability with the Photoshop tools

6.    Use their sketchbooks to create Thumbnails for the project.  

INSTRUCTIONS: 

1.    You need to have a plan.  Everyone will first sketch out at least 3-5 thumbnail rough designs, including subject matter and layout for their poster.  These will be due no later than Wednesday October 9^th, and will be a graded sketchbook assignment.

2.    Students will set up a working file that conforms to the requirements of client.  See the project spec sheet, and Directors fact sheet, handed out and available online.  If you have any questions please ask me.

3.    Research appropriate art in keeping with the themes.  Build a reference folder.  I will be checking to make sure you have this. 

4.    Students will lay out and execute their poster design.  The first design draft will be due on Monday October 14^th 

1.    Format and Layout Instructions  

a.    On an 11 x 17” page (canvas)  Portrait Orientation only. 

b.    Minimum of 300/ppi (pixels per inch)

c.    A ¼” border

d.    1 preserved (locked) copy of all original images in a named group (layer folder).

e.    Create duplicate layers of each original image in that group.

f.     Each major element of the poster should have it’s own named group.

g.    Work non-destructively using masks and additional layers.

h.    All of the required elements and text from the spec sheet must be included.

i.      All required elements must be clearly legible from a reasonable distance.

j.      All required elements must conform to any applicable client/contract rule as specified in the spec sheet/director’s fact sheet.

k.    Use the correct naming convention when saving a file.   Files should be named as follows lastname_P#_PS5.PSD  for example vanpelt_P4_PS5.PSD  Which is my name_ period4_the project number.file type.

l.      Submit and confirmed received by me on Monday October 14^th 

EVALUATION: 

Student work will be evaluated based on the following criteria. 

1.    Did the student follow all of the instructions for the project. 

a.    Is the image size and resolution correct?

b.    Is the image named correctly?   (lastname_P#_PS5.psd)

c.    Are the Group and Layers named?

d.    Did the student work Non-Destructively.  Original images are locked and duplicated, additional layers and masks are used as appropriate.

e.    Is there a ¼” border?

f.     Student used only images that they were legally licensed to use, that were public domain, used with permission (requires proof), or royalty free.

g.    All required elements are present

h.    All required elements follow the rule where applicable 

2.    Effectiveness

a.    Does the image capture attention?

b.    Are the key bits of information legible?

c.    Does it communicate the general theme or feelings of the play?

  

3-5 rough thumbnail sketches of poster layouts for this years fall play, Faith County.  I'll be looking to see that each design is different, reasonably thought out, with real notations with regard to design and planning.  

I'll be checking for these on Wednesday.

PS4 – Compositing 2: Imaginary Environment

STUDENT INSTRUCTIONS 

GOAL: 

The goal of this lesson is help students refine their compositing skills by slightly increasing the difficulty and focusing their efforts to achieve a more specific result.   

PERFORMANCE OBJECTIVES:

Upon successful completion of this lesson, student will be able to: 

1.    Have a greater understanding of the compositing process. 

2.    Be able to successfully select appropriate images and composite them in a believable way. Refine and continue to develop their understanding of, and skill at using Photoshop tools.  Particularly –

a.    Layer Masks

b.    Various Selection Tools

c.    Clone Stamp

d.    Healing Brush

e.    Layers and Groups (Layer Folders) 

INSTRUCTIONS: 

You will need at least 3  (more if you want or need) color photos (not drawings, cartoons, or illustrations), of landscape, and/or buildings.  You will composite these separate images into one image that is believable and makes visual sense.  It needs to feel real, and not just cut and pasted together. 

1.    Students should use color photos that.                   

a.    Are color images

b.    Actually photos.  Not drawings or illustrations.

c.    Big enough that they don’t get overly pixelated when enlarged. 

d.    At least 1 image needs to be some kind of environment.

e.    At least 1 image needs to be on some kind of building. 

f.     There needs to be at least 1 element in the foreground that helps give the overall image a sense of depth and perspective. 

2.    Format and Layout Instructions  

a.    On an 8.5” x 11” page (canvas) ,Landscape or Portrait Orientation as best suits the final images

b.    With a ¼” border around all displayed images.

c.    1 preserved copy of all original images in a named layer.

d.    Create duplicate layers of each original image

e.    All originals should be on a hidden and locked layer.

f.     All Layers should be appropriately named.

g.    Layer Folders should be used to help organize work. 

h.    Use the correct naming convention when saving a file.   Files should be named as follows lastname_P#_PS4.PSD  for example vanpelt_P4_PS4.PSD

Which is my name_my period number_the project number.file type. 

EVALUATION: 

Student work will be evaluated based on the following criteria. 

1.    Did the student follow all of the instructions for the project. 

a.    Is the image size and resolution correct?

b.    Is the image named correctly?   (lastname_P#_PS4.psd)

c.    Are the layers named?

d.    Layer Folders are Used to organize work

e.    Did the student work Non-Destructively.  Original images are locked and duplicated.

f.     Is there a ¼” border?

g.    At least 3 images used. 

h.    Are there copies of all 3 originals in the layers

i.      At least 1 environment/background image

j.      At least 1 building/structure

k.    A foreground element that helps to provide believable depth 

2.    Effectiveness - Does the final composite image look believable and make visual sense?

a.    Do the combined images look like they are part of the same world or are there visible seams (which would be bad)?  Or do they look just cut and pasted (also bad)?

PS3 – Basic Photo Compositing

STUDENT INSTRUCTIONS

 

GOAL: 

The goal of this lesson is to give the student an introductory understanding of what a composite image is, an introductory understanding of the compositing process and get some hands on experience using some of the Photoshop tools commonly used in the compositing process.  

 

PERFORMANCE OBJECTIVES:

Upon successful completion of this lesson, student will be able to: 

1.    Know how what a photo composite is.

2.    Know how to recognize photo composites

3.    Identify and know how to use the Clone Stamp.

4.    Identify and know how to use the Healing Brush and Spot Healing Brush

5.    Identify and know how to use the Patch Tool.

6.    Identify and know how to use the Selection Tools

7.    Identify and have a introductory understanding of Layer Masks

 

INSTRUCTIONS: 

1.    You need at least 2 photos (more if you want or need) That you plan to combine into a single composite image in a way is both believable and makes sense.

 

2.    Students should use photos that.                   

a.    Are color images (at least the main or target photo should be color)

b.    Actually photos.  Not drawings or illustrations.

c.    Big enough that they don’t get overly pixelated when enlarged. 

d.    That have not previously been retouched or edited or composited.

e.    The target image at least should be a photo belong to the student that they have the right to manipulate

 

3.    Format and Layout Instructions  

a.    On an 8.5” x 11” page (canvas) ,Landscape or Portrait Orientation as best suits the final images

b.    With a ¼” border around all displayed images.

c.    1 preserved copy of all original images in a named layer.

d.    Create duplicate layers of each original image

e.    All originals should be on a hidden and locked layer.

f.     All Layers should be appropriately named.

 

EVALUATION: 

Student work will be evaluated based on the following criteria. 

1.    Did the student follow all of the instructions for the project. 

a.    Is the image size and resolution correct?

b.    Is the image named correctly?   (lastname_period_PS3.psd)

c.    Are the layers named?

d.    Did the student work Non-Destructively.  Original images are locked and duplicated.

e.    Is there a ¼” border? 

2.    Effectiveness - Does the final composite image look believable and Make Sense?

a.    Are there visible seams (which would be bad)?

b.    Do the combined images look like they are part of the same world and is 1 image instead of two messed together?

c.    Does the final image make sense visual sense? 

 

 

PS2 - Photo Editing 2

Color Correction and Adjustment Layers

STUDENT INSTRUCTIONS 

GOAL: 

The goal of this lesson is to give the student a practical understanding of Color and Image correction techniques using Adjustment Layers.  At the end of this project students should have a basic understanding of how adjustment layers work, how they affect images, and hands experience using them.  

PERFORMANCE OBJECTIVES:

Upon successful completion of this lesson, student will be able to: 

1.    Know how to Apply an Adjustment Layer

2.    Know how to clip that Adjustment Layer to the Layer Below or have it affect the whole image.   

3.    Have a basic understanding of how to manipulate Value Levels

4.    Work on building best practice work habits for PSD file organization

5.    Have a basic understanding of image color correction. 

INSTRUCTIONS: 

1.    You need 1-2 photos.  Select photos that are

a.    Big enough that they don’t get overly pixelated when enlarged. 

b.    Photos with visible Value and/or Color issues.  Example - Faded, washed out, blown out, dull color.

c.    That are yours.  That you have the right to edit and manipulate. 

d.    That have not previously been retouched or edited. 

 

2.    Create a “4 up” page in Photoshop of you image 

a.    Landscape or Portrait Orientation as Best Suits the Images

b.    With a ¼” border around all 4 images as per example

c.    1 copy of the original. 

d.    1 copy of the corrected image. 

e.    1 Black and White. 

f.     1 Artistic Enhancement

 

3.    Maintain a clean copy of the original image

a.    Create duplicate layers of the original image

b.    The original should be on a hidden and locked layer

c.    Resize, and Crop (as benefits the image) the original.

d.    Create a Layer Folder for each version of the image

e.    Each folder should have a duplicate of the resized Original

f.     Each Folder should have only those adjustment layers affecting that version of the image.  Plus any other Layers.  Additional Layers need to be named.

g.    Adjustment Layers need to be clipped to the base image

 

EVALUATION: 

Student work will be evaluated based on the following criteria. 

1.    Did the student follow all of the instructions for the project. 

a.    Does the final submission include 4 images on a single “4up” page

b.    Is the “4 up” formatted properly with borders

c.    Did the student use an image that they have the rights to use. 

2.    Effectiveness

a.    Does the corrected, edited 2^nd image look better, or improve on the original

b.    Does the Black and White Show a good Value Range that works for the photo.

c.    Does the artistic version add something to, or change how the image is  perceived.

 

 

PS1 - Basic Photo Editing

Student Instructions

 

GOAL: 

The goal of this lesson is to give the student a solid familiarity with Photoshop and some of its most fundamental features and tools.  

PERFORMANCE OBJECTIVES:

Upon successful completion of this lesson, student will be able to: 

1.    Know how to Open, Save, and Close image files in Photoshop

2.    Know how to Crop and Resize Images, and a have basic understanding of the key elements of those features. 

3.    Be introduced to the basics of Layers

4.    Begin to develop best practice work habits for PSD file organization

5.    Be introduced to the basics of image color correction.

6.    Be introduced to filters. 

INSTRUCTIONS: 

1.    Use a photo that:

a.    Is larger, and/or a high resolution (preferably 300 dpi) and can be reduced without significant loss of quality.

b.    You have the right to edit and manipulate. 

c.    That has not previously been retouched or edited. 

 

2.    Create a “4 up” page in Photoshop of you image 

a.    Landscape or Portrait Orientation as Best Suits the Image

b.    With a ¼” border around all 4 images as per example

 

3.    Maintain a clean copy of the original image

a.    Create duplicate layers of the original image

b.    1 layer per version image including the original.

c.    The original should be on a hidden and locked layer

 

4.    The 4 images

a.    Resize, and Crop (as benefits the image) the original.

b.    A corrected/adjusted improvement on the original

c.    An altered version of the original. Using Tools/Filters

d.    An altered version of the corrected version.   Using Tools/Filters

 

EVALUATION: 

Student work will be evaluated based on the following criteria.

 

1.    Did the student follow all of the instructions for the project. 

a.    Does the final submission include 4 images on a single “4up” page

b.    Is the “4 up” formatted properly with borders

c.    Did the student use an image that they have the rights to use.

 

2.    Effectiveness

a.    Does the corrected, edited 2^nd image look better, or improve on the original

b.    Do the altered 3^rd and 4^th images, also add something to the image to change how is it perceived.