High School of Art & DesignFrances DeSanctis, PrincipalElma Reingold, AP Art & Architecture

Michael Andrew KleinTECHNOLOGYLESSON PLAN

DATE: April, 2014 UNIT: Animated GIF/ Photoshop AIM: How do we use the Advanced Parameters in Photoshop in order to make an animated GIF??

LESSON Book, Chapter 12

VOCABULARY PREREQUISITE KNOWLEDGEClarity Compression TimelineSequence Panel

Freshman Design Foundation. Basic computer and internet competency. Proficient typing ability.

DO NOW: 5 minutes OBJECTIVES: Students will…

1. Personal login to class portal.2. Take out notebooks.3. Go to Doodle Now, respond & submit.

1. Use their Adobe PhotoShop skills & prepare for the certification exam

2. Use typography to communicate within Photoshop.

INSTRUCTIONAL MOTIVATION: 5 minutes HOMEWORKThe ability to work with video has been added to Photoshop CS6 (and Photoshop CS6 Extended).Previously, video editing was only available in Photoshop CS5 Extended. In addition to allowing you to open and manipulate video files such as QuickTime MOV, Photoshop now lets you render a sequence of still images to a variety of video formats, including MOV. In the following steps you will create a short video from a sequence of time lapse stills and then render it to video.

Chapter 12

DEMONSTRATION 5 minutes MATERIALSTeacher demonstrates the procedure on page 12. Students will follow and then do the exercise independently.

CLASS: PCs with internet connection and browser. Adobe Photoshop CS6,HOME: PCs with internet connection and browser.

ACTIVITY: 25 minutes DIFFERENTIATION1. Open and manipulate video files such as QuickTime MOV, Photoshop now lets you render a sequence of still images to a variety of video formats, including MOV. In the following steps you will create a short video from a sequence of time lapse stills and then render it to video output.1. Choose File. Browse In Bridge.2. Navigate to the Time Lapse folder and view the 157 images showing people walking about a train station (see Figure 16-11).3. Press Cmd+Tab on the Mac or Alt+Tab on Windows and switch back to Photoshop. Choose File. Open and select Frame001.jpg in the Time Lapse folder. Select the Image Sequence check box and click Open. As long as the files are named sequentially, they will be converted into a single video layer. Click OK to accept the default frame rate of 30 frames per second.If adding titles, text, or credits to your video, be aware that it must be constrained to a “title-safe” portion of the frame. This avoids any clipping that might result from differences in file formats.4. Click the Play icon in the Timeline panel and watch the time lapse video play (see Figure 16-12). Press the Spacebar to stop

Notes will be displayed both on the Smartboard and at students’ individual workstations. Students will paraphrase teaching guide into their own notebooks. Simultaneous verbal explanation. Student Smartboard demonstration. Individual instruction as needed. Quantity of work will scaffold for underdeveloped, developing and proficient students.-----------------------------------------------------------------------

playback.5. Choose File Export Render Video. Type Train Station.mp4 in the Name box. Leave all the other settings at their defaults and click Render. Ideal image file formats for video include Targa, penEXR, or Cineon. Ideal image file formats for Word or for PowerPoint or Keynote presentations are JPG, GIF, PNG, and BMP.6. Locate the Train Station video on your hard drive and open it in the free QuickTime Player. Figure 16-13 shows the result: a video that anyone can play whether they have Photoshop or not.

ESSENTIAL QUESTIONS: 5 minutes ASSESSMENT1. Can you identify all the necessary tools on the

toolbar?2. Are your pixels at 800?

✔ Summary response ✔ Project rubric

✔ Homework response ✔ Class critique

✔ Written exam ✔ File review

NYS ART STANDARDS CCSS ELA LITERACY CCRA.W

✔ 1. Creating art Indicators A-D ✔ 2. Materials Indicators A-C 3. Analysis Indicators A-C 4. Personal & Cultural Communication

Indicators A-C

NYC BLUEPRINT✔ 1. Art Making

Media Technology2D Applied DesignAwareness of Careers Goals and Plans

✔ 2. Art Literacy✔ 3. Making Connections✔✔4. Community & Cultural 5. Life-Long Learning

CDOS ✔ 1: Career Development ✔ 2: Integrated Learning 3a: Universal Foundation Skills ✔ 3b: Career Majors

CCSS MATH 1. Make sense of problems and persevere in solving

them. 2. Reason abstractly and quantitatively.✔ 3. Construct viable arguments and critique the

reasoning of others.✔ 4. Model with mathematics.✔ 5. Use appropriate tools strategically.✔ 6. Attend to precision.✔ 7. Look for and make use of structure.✔ 8. Look for and express regularity in repeated

reasoning.

Text Types and Purposes 1. Write arguments to support claims in an analysis of

substantive topics or texts using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

✔ 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Production and Distribution of Writing 4. Produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose, and audience.

✔ 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

✔✔ 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge✔ 7. Conduct short as well as more sustained research

projects based on focused questions, demonstrating understanding of the subject under investigation.

✔ 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

✔ 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing✔ 10. Write routinely over extended time frames (time

for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.