Lesson Plan Course Title: Digital and Interactive Media Lesson Duration: 3 Hours Session Title: Layer Masking Project Performance Objective: Upon completion of this assignment, the student will have a basic, functional understanding of the difference between erasing and layer masking, as well as the difference between destructive versus non-destructive image editing. Specific Objectives: Students will mask layers of an image without removing them permanently Students will learn how to use the paintbrush to add or subtract portions of the image Students will understand how to create and copy layer masks from layer to layer and project to project Preparation TEKS Correlations: 130.278 (5)(C) identify and use principles of proportion, balance, variety, emphasis, harmony, symmetry, unity, and repetition in type, color, size, line thickness, shape, and space; (6)(D) identify and choose appropriate software applications for specific digital media types such as photo, graphics, video, audio, and animation editing software; (7)(D) demonstrate photographic enhancement techniques such as feathering, layering, masking, and color enhancement using appropriate digital manipulation software; (8)(B) export and set graphics to be used in both print and digital formats. Instructor/Trainer Instructional Aids: Layer Masking Project Teacher Directions Vocabulary Presentation Files: balloons.jpg, garden.jpg Layer Masking Assignment Sheet/Rubric Layer Masking Example File Materials Needed: Each student will need a copy of the Layer Masking Assignment Sheet and Rubric Access to school-approved image files, including balloons.jpg and garden.jpg 1
Equipment Needed: Computer connected to an interactive whiteboard/projector (for instructor use) Computers with the latest version of a professional graphic editing program Access to a color printer (optional) External data storage (e.g., USB, CD-R, and/or >3MP cameras) for non-networked labs Introduction Introduction (LSI Quadrant I): The instructor should begin by discussing the difference between destructive and non-destructive image editing, then continue with a discussion of layer masking versus erasing. Follow up with a discussion of the creative implications of creating layer masks and how they can be applied to a variety of projects. Outline Outline (LSI Quadrant II): Instructor Notes: I. Layer Masking Project: The students will be introduced to the following concepts: A. Use of the Eraser Tool B. Use of the Layer Masking Tool C. Destructive versus non-destructive image editing II. Import images to layer mask versus erase A. Hiding portions of the image for layering purposes B. Using several different selections tools to create layer masks for a variety of applications III. Students complete project A. Select appropriate image to apply layer masks to B. Apply layer mask to selected area of image C. Save project For this lesson, the teacher should refer to teacher directions for directives on how to complete the lesson with students. The teacher should use the Vocabulary presentation to introduce new terms. Each student will need access to the balloons.jpg and garden.jpg prior to beginning this lesson. Students should follow along while using the same file the teacher works on during the lesson. 2
Application Guided Practice (LSI Quadrant III): During the presentation, students will follow along using a sample image provided by the teacher, layer masking various parts of the image, and combining layers to complete the practice. The teacher should hold a refresher or follow-up tutorial to reinforce information. Absent students may require additional one-on-one tutorials, or they can collaborate with students around them that were present for clarification and help. Independent Practice (LSI Quadrant III): Following the presentation, the teacher will provide students with the Layer Masking Assignment Sheet and Rubric to complete on their own. They will use a combination of existing images and personal images to complete the project. Then they can compare and contrast them against the projects completed by their classmates. Summary Review (LSI Quadrants I and IV): Students will take all of the introduced information from the lesson and use it to complete the project. The teacher may use a quick Q&A regarding the vocabulary and the assignment to check for understanding. Evaluation Informal Assessment (LSI Quadrant III): The teacher should use periodic checks for understanding during the presentation and allow the students to take time to internalize the information and personalize the vocabulary into terms they can better understand. Formal Assessment (LSI Quadrant III, IV): Students will complete the Layer Masking Assignment individually so the teacher can check for understanding and grade each one against the provided rubric. The teacher can also use class evaluation and discussion to allow students to compare and contrast their views against those of their peers. Extension Extension/Enrichment (LSI Quadrant IV): 3
Students will have a basic understanding of the Eraser tool and the Layer Masking tool. They will also have a thorough understanding of destructive versus nondestructive image editing. If students finish early, teachers may allow them to assist others students, or they may formulate ideas in small groups or individually about other projects where they could use these new skills. As the assignment has a small timeframe for completion, allowing for collaborative interaction should fill any remaining completion time gaps. Icon Teaching Strategies Verbal/ Linguistic Logical/ Mathematical Visual/Spatial Musical/ Rhythmic Bodily/ Kinesthetic Intrapersonal Interpersonal Lecture, discussion, journal writing, cooperative learning, word origins Problem solving, number games, critical thinking, classifying and organizing, Socratic questioning Mind-mapping, reflective time, graphic organizers, color-coding systems, drawings, designs, video, DVD, charts, maps Use music, compose songs or raps, use musical language or metaphors Use manipulatives, hand signals, pantomime, real life situations, puzzles and board games, activities, roleplaying, action problems Reflective teaching, interviews, reflective listening, KWL charts Cooperative learning, roleplaying, group brainstorming, cross-cultural interactions Personal Development Strategies Reading, highlighting, outlining, teaching others, reciting information Organizing material logically, explaining things sequentially, finding patterns, developing systems, outlining, charting, graphing, analyzing information Developing graphic organizers, mindmapping, charting, graphing, organizing with color, mental imagery (drawing in the mind s eye) Creating rhythms out of words, creating rhythms with instruments, playing an instrument, putting words to existing songs Moving while learning, pacing while reciting, acting out scripts of material, designing games, moving fingers under words while reading Reflecting on personal meaning of information, studying in quiet settings, imagining experiments, visualizing information, journaling Studying in a group, discussing information, using flash cards with other, teaching others Naturalist Existentialist Natural objects as manipulatives and as background for learning Socratic questions, real life situations, global problems/questions Connecting with nature, forming study groups with like-minded people Considering personal relationship to larger context 4
Digital and Interactive Media Layer Masking: Teacher Directions Masking using the Brush Tool 1. Open your professional graphic editing program. 2. From the File menu, select Open and open the balloons.jpg file. a. The image will open up as the background layer and will be locked. b. Unlock the background layer by double-clicking on the layer and clicking OK in the dialog box that appears. i. The layer will then be renamed as Layer 0 3. Once the layer is unlocked, the Layer masking tool will become available at the bottom of the Layers Panel. 4. With Layer 0 selected, click on the Layer Mask tool and see the mask as it appears in the layer as a white box linked to the image. a. Remind students that Layer Mask works under the system of white, black, and grey as stated in the Vocabulary presentation. i. White = visible ii. Black = hidden or masked iii. Grey = semi-transparent b. Also, remind students about the difference between destructive and nondestructive editing, and why they should avoid the Eraser Tool. 5. Select the Brush Tool by clicking it on the tool bar or pressing the B key. a. By default, the brush color, or foreground color, should be white. If so, change it to black, as you will use black to cover the sky around the balloons, hand, and hat. b. Change brush size to 90px and hardness to 70% (to soften the edge around the mask for a more natural look). 5
Check the options bar to make sure that the Brush Tool settings are set as follows: i. Students can change the size of the brush for more detailed masking. ii. If students make mistakes while masking, they only need to change the foreground color of their brush to white to adjust the mask. iii. As this is a single layered project, any area that is masked will show a checkerboard background. Masking using a Selection Tool Using a selection tool such as the Magnetic Lasso Tool can aid in the masking by limiting the area that the mask is applied to. 1. Using the Magnetic Lasso Tool, have the students outline the man s head and his hand. a. Once the selection is made, click on the Layer Masking tool. b. The image should be masked instantly. 6
NAME DATE Layer Masking Project Directions: Find two school-appropriate, non-copyrighted images or use a digital camera to take photos that you can combine into a two-layer project. The two images should be related enough so that when they are combined and the mask tool is applied, they will blend together as if they were one original image. The theme of the image created should be clear (such as Happy Birthday, Back to School, or Summertime ). Grading Rubric Description of Task Excellent Design Good Take a little more time Image Appropriate image & masking tool used; masking has no gaps and is correct Appropriate image; masking tool has gaps, or is incomplete Inappropriate image; no masking tool used (15 points) Design Design is related to image; theme is easy to distinguish Design may be related to image; theme is slightly difficult to distinguish Design unrelated to image; cannot determine theme (15 points) Overall Creativity One of a kind! Pretty good! Could be a little more creative. (15 points) Neatness Image masking is hard to distinguish from rest of image/layers Image masking is partially distinguishable from rest of image/layers Image masking is easy to distinguish from rest of image/layers (15 point) Maximum Total 100 80 60 Your Total Comments: 7