Day Two through Four
Introduction: Students will be taken into the computer lab. They will be shown how to use some of the digital editing tools in a digital image editing program. There are a number of programs available if photoshop or Gimp (which is free) is not installed on the computers. FotoFlexer and Piknik are two such programs that are available for free on the web. Students should be taught how to use a liquify tool, a cloning tool, a resizing tool. Afterwards, they should be given sufficient time to simply experiment with the software.
Students will be told that for the next two days of class, they will be in the lab working on a digital "fake". They can use images found on the internet as well as images they bring in. All images must be appropriate. (Explain "appropriate"--no swimsuits, no obscene gestures, etc). At the end of the final session, they will be sharing their before picture and after picture. They will also explain why an image might be changed in the way they changed their image.
Students will need to submit the final picture to you, along with an essay of approximately 200 words describing their process and why an image might be edited to achieve a similar effect. Where might such an image be found? And, for what purpose?
Optional activity: Students will be given digital cameras with which they can take a photo of themselves or an object in the room for use in this activity.
Assessments:
Assignment #1 (VideoAnt) will be graded on a scale: Met none of the expectations, Met some of the expectations, Met most of the expectations, Met the expectations, Met more than the expectations. Met significantly more than the expectations.
Assignment #2
Skill: Student used one appropriate tool, Student used two appropriate tools, Student used three or more appropriate tools
Technique: Work was not done with great care (sloppy)--changes are easy to identify; Most work was done with care: only a few areas appear to be sloppily done; Work was done carefully; Exceptionally done--nearly impossible to detect there was any editing
Difficulty: Minimal changes from original picture; Moderate changes were made; Significant changes were made
Critical Thinking: How well does the student make the connection between the choice of forgery, and the reasons such a forgery might be made. Is there a connection made between forgeries and their impact on viewers--purpose.
Writing: grammar, spelling and sentence structure are correct.
Assessment on Journal: students will receive a small number of points for each day's journal entry.
Students will be told that for the next two days of class, they will be in the lab working on a digital "fake". They can use images found on the internet as well as images they bring in. All images must be appropriate. (Explain "appropriate"--no swimsuits, no obscene gestures, etc). At the end of the final session, they will be sharing their before picture and after picture. They will also explain why an image might be changed in the way they changed their image.
Students will need to submit the final picture to you, along with an essay of approximately 200 words describing their process and why an image might be edited to achieve a similar effect. Where might such an image be found? And, for what purpose?
Optional activity: Students will be given digital cameras with which they can take a photo of themselves or an object in the room for use in this activity.
Assessments:
Assignment #1 (VideoAnt) will be graded on a scale: Met none of the expectations, Met some of the expectations, Met most of the expectations, Met the expectations, Met more than the expectations. Met significantly more than the expectations.
Assignment #2
Skill: Student used one appropriate tool, Student used two appropriate tools, Student used three or more appropriate tools
Technique: Work was not done with great care (sloppy)--changes are easy to identify; Most work was done with care: only a few areas appear to be sloppily done; Work was done carefully; Exceptionally done--nearly impossible to detect there was any editing
Difficulty: Minimal changes from original picture; Moderate changes were made; Significant changes were made
Critical Thinking: How well does the student make the connection between the choice of forgery, and the reasons such a forgery might be made. Is there a connection made between forgeries and their impact on viewers--purpose.
Writing: grammar, spelling and sentence structure are correct.
Assessment on Journal: students will receive a small number of points for each day's journal entry.
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