Basic Photoshop Layering Demo

What is a layer?
-Different levels at which you can place an object or image file. In the
program you can stack, merge or define layers when creating a digital
image.
-Photoshop layers are like sheets of stacked clear paper. You can see
through transparent areas of a layer to the layers below. You move a
layer to position the content on the layer, like sliding a sheet of clear
paper in a stack.

Steps to layering your Identity word:

1. Open Google Drive and save your images to your computer
2. Open up photoshop
3. In top margin click file and then click on open in the drop down bar. The locate your
images and upload them into photoshop. (They will each show up in different tabs in photoshop)
4. Click file again and in the drop down bar click new.
5. Name your file, then press on the pixels drop down box and change to inches.
(Specifically 19 Length by 6.5 Width in inches)

6. Go back to each individual photo to edit them. You can crop, resize and images to fit into
your new blank canvas.

8. Pick an individual photo and check the size. Click on the image drop down box and then
press image size. Make sure your images will ALL fit into the 19 by 6.5 inch created canvas.
Resize according to your word size. (Please feel free to ask for help with this because everyone's
will be different)
9. Press image in margin and press adjustments then black and white.

10. Use Image Contrast in the image drop down box if you if you want want to emphasize
contrast is the difference in brightness between objects or regions. (For example, a white rabbit
running across a snowy field has poor contrast, while a black dog against the same white
background has good contrast)
11. Use Levels in the adjustments drop down box in the image margin tab if an move
and stretch the brightness levels of an image histogram. It has the power to adjust brightness,
contrast, and tonal range by specifying the location of complete black, complete white, and
midtones in a histogram.
12. Use Curves in the adjustments drop box in the image margin tab to adjust points
throughout an images tonal range. Initially, the images tonality is represented as a straight
diagonal line on a graph. When adjusting an RGB image, the upper-right area of the graph
represents the highlights and the lower-left area represents the shadows (The steeper sections of
the curve represent areas of higher contrast while flatter sections represent areas of lower
contrast)
13. Once you're satisfied with your work youre ready to add it to your new document/
canvas you created. Try not to overwork your image, remember your main objectives for the
project:
a. Explore line and shape to create your letter word images
b. Photos are focused around line
c. Final piece of work consists of 5 or more photos that represent a word
d. You chose a unique and creative word reflecting on your identity for your
final piece
14. Click select in the margin and then select all in the drop down box.
15. Next click edit in the margin and copy in the drop down box.
16. Click on your blank new titles document/ canvas. Then click edit in the margin and
paste in the drop down box.
17. Repeat from step 6 until your word is finished.
Final Project Rubric:

RUBRIC
Objective/Criteria Exemplary (A) Good (B) Satisfactory (C) Needs Improvement

1. The student will The student chooses a unique The student chooses a basic The student chooses a The student shows no creativity or
reflect on and and creative word for their final descriptive word. very simple word. uniqueness in the choosing of their word.
examine their piece.
identity by
researching words Through discussion and notes, The student discussed their The student did not The student did not discuss their word
that describe the student showed careful choice a little, a few notes, discuss their choice, took choice, did not take notes, and showed no
themselves. consideration for the word they and some consideration for minimal notes, and consideration for the word they chose.
chose. the word they chose. showed little
consideration for the
word they chose.

The word is at least 5 letters The word is 4 letters long The word is 3 letters long No word chosen
long.

The student has at least 5 The student has 4 starting The student has 3 starting The student has 0-2 starting words.
starting off words words words

2. The student Each photograph in the final Most of the photographs Less than half of the No photos show line and shape to create a
explores line and work shows clear understanding clearly show line and shape photos show line and letter. All letters are unclear
shape in digital of line and shape - they to create a letter. shape- unclear letters.
photography by clearly depict a letter
creating found
The student takes at least 50 The student has 35 photos to The student has 20 photos The student has 10 or less photos
letter photographs
starting photos start. to start

The student shows creative The student can clearly The student clearly has The student shows 5 or less letters.
problem solving skills by taking represent 18-20 letters in the half of the letters in the
a photo to represent each of the alphabet. alphabet shown.
26 letters in the alphabet.

3. The student The student has a final piece The final piece is printed, but The final piece is not The piece is not finished.
produces a final that is neatly: not glued on foam board. printed in time.
artwork that uses -printed
photography as a tool -glued on foam board
to create a word of
their choice. The final piece has 5 or more The piece has 4 or less The piece has only one There is no photos
edited photos photos photo

4. The students will The student clearly describes The student briefly describes The student shows almost The student refuses to discuss their piece in
discuss the meaning their thought process behind the their thought process and no thought in describing any way during critique.
of identity found in word they chose and how it how it reflects their identity. their own choices and
the artworks during reflects an aspect of their how the word reflects
critique. identity in critique.. their identity.

The student participates in The student makes very few The student does not say The student is not present during critique.
discussion and analysis of other comments during critique anything in critiquing
students works during critique. others photos

Total Points or Grade:

Teacher Comments: