California Career and Technical Education Standards

• AME.A.A1.2.2.3 Proficient - Develop and refine skill in the manipulation of digital imagery (ei...
• AME.A.A2.3 Use technology to create a variety of audio, visual, written, and electronic pro...

California Academic Content Standards (Reinforced)

• ELA.9-10.R.CAGT.2.6 Demonstrate use of sophisticated learning tools by following technical direction...2

• Activity #1 - Hooks / Set

   

  Set-up: Have the print versions of the model digital stories (same models and links as in the Elements of Plot lesson) displayed in the front of the classroom. On the computer, open and set up the “Chroma Key in Photoshop Tutorial”.

  Also, make sure to have practice images (football player in front of a green screen and a background picture) that can be accessed from a server or downloaded from a specific site (possibly upload these images to a shared folder in a network folder OR use something like Mediafire and provide a link to the files shared there)

  (5 minutes)

  After students have come in and sat down at their computer stations, immediately play the “Chroma Key in Photoshop Tutorial” Video . (2:35 minutes)

  After the Video plays, teacher asks: “What did you see in the presentation you just saw on the screen?” [Allow some students to volunteer some answers.] 

  • Chroma Key in Photoshop [ Watch Video ] [ Download Original Video ]
• Activity #2 - Lecture

   

  (10 minutes)

  Teacher says: “As you can see, the video showed how a green screen image can be merged with a background to create a whole new image. You will be taking some of your green screen images and putting them into your backgrounds so that you can put your story pages together for your digital story.”

  Pick up the print examples of digital stories.

  Teacher says: “To remind you of what the final product will look like, let’s take a look at the examples. [Flip through the book and walk around, showcasing the final product example.] First of all, as you can see, this is a story, thus there is a plot. In a previous lesson, you prepared a story outline, downloaded or took pictures of backgrounds you need for your story, and took pictures of poses you needed. Secondly, when you wrote your outline, you made lists of poses and where they fit in your backgrounds. Today, you will use Photoshop to layer your poses into the appropriate backgrounds.”

  “ Before we start, let’s go over some requirements. Then, we will introduce/review Photoshop tools and  layers so that you can effectively create your pages.”

  Ask students to take out some paper so they can write down these requirements for their digital story pages:

  Digital Story Pages shall…

  1. … be 8.5 X 11 inches at 300 dpi

  2. … use of appropriate backgrounds

  3. … have clean chromakeyed poses, recolored to fit backgrounds

  4. use text layers to tell the part of the story related to the page

   

  After handing it out, review the requirements by modeling each step.

  • Model 1 for Print [ Download ]
  • Model 2 for Print [ Download ]
• Activity #3 - Demo / Modeling

   

  (20 minutes)

  Teacher says: “It says you need to have a Photoshop document of 8.5 X 11 inches at 300 dpi. Some of you may not know what that means. Let’s show you.”

  Set up and show Video: “Photoshop CS3 – New Document” (8:14 minutes)

  When the video concludes, model for the students what the video showed them.

  Teacher says: “Now, let’s look again at the video you saw when you came in and listen carefully to how it explains the chromakey process of taking the green out and putting it onto the background.”

  Set up and show Video: “Chroma Key In Photoshop – Tutorial” (2:35 minutes)

  Again, when the video concludes, model for the students what was just shown to them by adding to the document you created.

  Teacher says: “It also says you have to use text to type in your story for each page.”

  Set up and show Video: “Add Text in Photoshop CS3”

   

  (2:47 minutes)

  When this video concludes, add text to your model to complete the demo.

  • Chroma Key in Photoshop [ Watch Video ] [ Download Original Video ]
  • Add Text in Photoshop [ Watch Video ] [ Download Original Video ]
  • Photoshop CS3 - New Document [ Watch Video ] [ Download Original Video ]
• Activity #4 - Check Understanding

   

  (15 minutes)

  Ask students about printing requirements for their project. [Students will volunteer answers. Make sure to remind them that they have taken these requirements down on paper and to refer to them before answering.]

  Teacher says: “Next, you will show me you understand the concepts that the videos have shown you by taking an image of a football player in front of a green screen and putting that into the picture of the beach/island scene. These photos are located at ____________.” (Have the attached resources downloadable from a specific location.)

  Students will now try to put the football player into the beach scene. They will also attempt to label their picture using the text tool. Walk around and help students as they attempt this on their own.

  Once you are satisfied that everyone has a grasp of the technique, have them take out or open up their own green screen poses and their backgrounds for their digital story.

  • Football Player [ View Image ] [ Download Original ]
  • Beach/Island Scene [ View Image ] [ Download Original ]
• Activity #5 - Independent Practice

   

  (40 minutes)

  Students will now take up their backdrops and green screen poses. Students will be given time to put their chromakeyed poses into their backdrops and add text they have to each composite picture.

  *Remind students to save each and every document and to save them often as they work.
• Activity #6 - Closure

   

  (10 minutes)

  When students feel they are done with all of their pages, have them take their outlines back out. Then, have them compare the outline to their digital story pages. Teacher says: “Do you have all the components of your story in digital format? Do you think you can put the digital pages in order and come up with the same story you have as an outline?”

  Ask the students to rename their files in the following format:

  “ Student last name – Page #”

  They will relabel each digital story page in order of how the plot is ordered in their outline. This way, they can double check to see if they have all the story pages they need and have those story pages be in chronological order.

  Teacher says: “Now, in the next lesson, we will take your pages and put them into a single file so we can print them and bind them together.”