Course: Computer Graphics in the Art Room

Lesson Plan Submitted by: Barbara Wiener

Lesson Plan Title: Collage with Initial “S”

Grade Level: 5th
Photoshop Level: advanced beginner
Sessions: 4 – 50 minute sessions

Content: The students will learn how to include several images into a collage using
Photoshop. The images are specifically selected for discrimination of “s” sound in the
initial position of words with the objective to: a) establish correct phoneme production, b)
initiate carryover of the misarticulated sound into words in the initial position.

Objective: This lesson will focus on layers, selection tools, rotation and resize tools of
Photoshop as it applies to multiple images. The students have some experience with
layers and the basic tools available in Photoshop.

Michigan Art Education Curriculum Standards:

MI Visual Art Education Content Standards & Benchmarks
• VA.1.1: Use materials, techniques, media technology, and processes to
communicate ideas and experiences.
• VA. 1.1: Apply knowledge of materials, techniques, and processes to create
artwork
• V.A. 3.2: Identify various purposes for creating works of visual art.

Materials:
This lesson was developed specifically for children with an articulation deficit to be used
in a speech therapy environment. The lesson will be conducted in the computer lab
over several sessions. The therapy group consists of 3-4 students, each using their
own computer, working in close proximity to me. An oversized monitor at the teaching
station will be available for demonstration. Each student will have his own disc with his
name on it. Each student will save his work to his disc, which I will collect at the end of
class.
• Adobe Photoshop
• PowerPoint Presentation
• Prepared articulation picture(sound specific) files
• Writable disc for each student
• Color printer

Introduction:
Day 1
The students have some Photoshop knowledge and are familiar with layers.
1. Introduce project using PowerPoint presentation
2. Discuss types of collages
 3. Begin practice collage by demonstration (children will follow along and duplicate
what has been presented. As they work, they will correctly produce the “s”
phoneme in isolation.)
4. The children will have enough time to complete their practice project.
5. Save Practice Project to their disc, which is turned in to me.

Day 2
Class will begin with a demonstration/review
• Creating a new Photoshop document
• Copying images to one file
• Working in layers
• Moving single images
• Selection tools
• Using layers
• Rotating and resizing images
• Saving file to disc

Work will begin on “S” collage. I will start the lesson with students. We will do each
step together, and then they will work independently. As they work, they will produce
the “s” phoneme in isolation and then apply it to the target word.

1. Create a new document 10” x 10” @72 dpi, with a white background and RGB
Color Mode.
2. The students will save document as PSD document in their folder called
“THEIRNAME _S_collage”
3. Demonstrate how to transfer images (drag and drop) from desktop Picture File to
Photoshop.
4. Open the “S” image from the desktop Picture folder. Review image transfer from
one file to another and show use of Transform Tool to resize.
5. Open the Picture File and choose an image for initial “S” picture. Not all pictures
begin with the “s” sound, so students should choose their images carefully.
Show how to cut image using Lasso Tool or Magic Wand Tool (demonstrate
feather edge with a radius of 20).
6. Review image transfer to new file.
7. Review Transform Tool to resize and rotate image.
8. Show how to label and organize layers and emphasis importance.

Day 3 and Day 4

Continue with the previous format. I hope that all the points have been cover and
children will be working independently. Some review may be necessary to refocus on
task.
When all the images are placed and the collage is nearly finished, the last element, the
text, needs to be added.

Demonstrate how to add text.

1. Select the Text Tool.
2. Type in “Things that start with the “S” sound.
3. From the options bar, choose a font, point size (48 pt) and color.
4. Resize with the Transform Tool: Edit>Transform

Children will work independently to complete this task. When project is completed, save
to disc and turn in with printed copy.

Accomodations & Adaptations:

For children working at a faster pace, and have a greater knowledge of Photoshop, they
may add apply text warps and blending options to text. If they would an even bigger
challenge, they may place images into the large letter “S” (see PowerPoint example).
They will gain experience using the eraser tool and fine tuning placement.

Closure:
Each student will view his project on the oversized monitor and name the images used,
correctly producing the target sound in the initial position of words. To encourage
spontaneous speech, the student will be asked to use the images in a descriptive
sentence to describe their collage.
Things to discuss:
• What did they like about this assignment?
• What other things would they to include or change in the assignment?
• Did the assignment encourage correct production of the phoneme?

Homework:
There is no assigned homework. If students would like time to work on their project,
they can arrange to come in at lunchtime or after school on the days that I will be in that
building.

Assessment:
The students will turn in a completed copy of their project on disc as a PSD document
as well as a printed copy.

The students will not be graded, but assessed using “+” or “-“ .

Checklist

_____ 10 layers - each layer must have an image

_____ Each layer must be named

_____ Each image must begin with the “s” sound

_____ Final copy must have text and large “S” as part of collage

_____ Turn in disc and printed copy of project

_____ Correct production of “s” in isolation

_____ Correct production of “s” in initial position of words

_____ Creative Comments

___ Rushed through project and didn’t use the time to learn by experiment
___ More time and effort needed to for trial and error to complete task
___ Used time well and produced an interesting and creative collage

Bibliography:

Using Photoshop Free Transform Command

http://www.freetimefoto.com/photoshop/basic/free-transform.html

Tutorial: Introduction to layers

http://www.elated.com/articles/introduction-to-layers/

Digital Kids Club

http://www.adobe.com/education/digkids/lessons/collage.html

Create a Collage using Photoshop

http://www.entheosweb.com/photoshop/collage.asp

Photo Images
www.google/images.com
Course: Computer Graphics in the Art Room
Lesson Plan Submitted by: Barbara Wiener

Lesson Plan Title: Collage with Initial “S”

Grade Level: 5th
Photoshop Level: advanced beginner
Sessions: 4 – 50 minute sessions

Teacher Reflections:
Managing layers can be confusing. When you are on the working canvas, it is difficult
to distinguish layers. To help alleviate the confusion, renaming the layers and checking
the layers palette is a good habit to establish. I believe this will help students manage
and organize their work more effectively.

I found it frustrating when using Edit>Transform, unless you knew where to look for the
“Cancel” or “Commit” button you were locked in that mode until you figured it out. The
little “noise” you hear when you click your mouse does help. To resolve this, when I will
do the step-by-step demonstration, I will be sure to cover the issue in detail. This may
be something that needs to be revisited from time to time.

It’s bothersome that you continuously need to change tools to maneuver within
Photoshop. Since Photoshop does not read minds, you need to be explicit about what
you want to do. “Cut” means, “Cut”, not “Cut and Move”. Each directive is a separate
instruction. I assume the students will have difficulty with, so when I do the
demonstration, I will really stress this. Over time, the repetition of using the tools and
experimenting within Photoshop will make future projects easier. As advanced
beginners, some reminding is to be expected.

Since my group of students is small, there are many other computers available if a
computer crashes. If a student is displaying some anxiety, I am within reach and
available to help him immediately. If a student finishes early, he may give assistance to
another student.