Your Guide To:: Adobe Photoshop 7.0
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Office of Instructional Technology Services 1702 N. Alamo, Suite 111: San Antonio, TX 78215 Phone: 210-527-1400; Fax: 210-281-0257 Web: http://itls.saisd.net
Transforming Teaching, Learning And Leadership through Service Adobe Photoshop 7.0 User Manuals for our SAISD Community
Your Guide to: Adobe Photoshop 7.0
Visit us at: http://itls.saisd.net/tli
Prepared by Lacey Gosch, Facilitator Copyright 2003 Office of Instructional Technology Services, San Antonio ISD
May be reproduced for non-profit, educational use so long as credit is given © SAISD/Office of Instructional Technology Services http://itls.saisd.net/tli
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Your Guide to Adobe Photoshop 7.0 Published by: The Office of Instructional Technology Services San Antonio ISD 1702 North Alamo San Antonio, Texas 78215 Copyright © 2003 San Antonio ISD. May be reproduced for non-profit, educational use so long as credit is given. For general information on Instructional Technology products and services please contact: Miguel Guhlin, Director Instructional Technology Services Phone: (210) 527-1400 Fax: (210) 281-0257 Email: [email protected] Web site: http://itls.saisd.net Direct any questions, comments or corrections to [email protected] Your assistance will be greatly appreciated.
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What is Adobe Photoshop 7.0 What should I consider before beginning? ...........................................5 Beginning Basics Opening Photoshop ..............................................................................6 Photoshop Window Overview...............................................................6 Tool Bar Overview ................................................................................7 Palette Overview...................................................................................8 Creating a new Document ....................................................................9 Tool Bar Uses Selection Tools .....................................................................................10-16 Paint / Drawing Tools............................................................................17-22 Color Tools ...........................................................................................23-25 Eraser Tools .........................................................................................26-28 Text Tools .............................................................................................29 Photo Retouching Resizing Images ...................................................................................30 Adjusting Color .....................................................................................31 Replacing Color ....................................................................................32-35 Removing Unwanted Images................................................................36 Replacing Part of an Image ..................................................................37-38 Adding Text to Images..........................................................................38 Adding Effects to Text on Images.........................................................39 Applying Filters to Images ....................................................................40 Adding Color to B&W Images ...............................................................40-41 Saving Images for Publication ..............................................................42 Printing from Photoshop .......................................................................43 Starting from Scratch New Canvas .........................................................................................44 Drawing an Image.................................................................................44 Working with Layers .............................................................................44 Adding an Image from another source .................................................44 Using History ........................................................................................45 Completing a Collage ...........................................................................45
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Helpful Hints for Photoshop 7.0 Layers ...................................................................................................46 Saving...................................................................................................46 Test for Knowledge Application of Skills...............................................................................47 Mini-Quiz...............................................................................................48 Software Integration TA: TEKS..............................................................................................49-58 Evaluation Form Geometric Reflections and Evaluation..................................................59-60
Levels of LOTI Integration..........................................................................61 Resources, Links and Citations ................................................................62
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What is Adobe Photoshop? If you have ever wanted to remove an object from an image, adjust the color of a photograph, draw using the computer, or create a collage of images, then Photoshop 7.0 is the tool for you. Photoshop allows users to manipulate and change images and graphics with simple easy to use steps. Photoshop is the premiere in image editing software. Photoshop also has an easy to use interface for creating web graphics for web pages.
What should you consider before beginning? Take Your Time. As with any graphic program, the work is tedious. The skills explained within this manual will help you to master some of the features available within Photoshop. However, these are only the beginning steps. There are so many topics to cover within Photoshop it would be impossible to combine them all within one manual. Patience is the key. Prior to beginning any project, Plan Ahead. Planning a design within Photoshop or having an objective prior to beginning a project will save time and prevent user frustration.
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Beginning Basics Opening Photoshop 1. 2. 3. 4.
Click on Start Choose All Programs Select Adobe Photoshop 7.0 Or Click on the Photoshop ShortCut created on the desktop
Photoshop Window Overview Options Bar
Tool Bar
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Palette WIndows
Status Bar
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Tool Bar Overview The Photoshop Tool Bar has many hidden tools. These hidden tool can be seen by holding down the mouse on any tool that has a small arrow located in the lower right hand corner Marquee Tools Vector Selection Tool Pointer Tool Text Tools Lasso Tools Pen Tools Magic Wand Tool Shape Tools Crop Tool Slice Tools
Note Tools
Healing Tools
Eye Dropper Tools
Paint Brush Tools
Hand Tool
Cloning Tools
Zoom Tool
History Brush Tools Eraser Tools
Color Palette
Paint Tools Masking Tool Effects Tools Screen Modes Effects Tools
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Palette Overview Navigator Palette contains a thumbnail image shot of your document. It also contains zooming options for screen preview. The info tab associated with the navigator palette provides color and sizing dimensions of the document.
The color palette allows you to enter specific number to identify color. The swatches tab provides all of the web colors that can be chosen for application to a document. The styles tab is used to apply styling effects to object within the document.
The history palette is used to erase objects or items from a document. The actions tab can be used to apply specific actions to a documents as needed. The tool presets identifies any options set for a particular tool chosen from the tool bar. This tab allows you to reset to default if options were created for a tool.
The layers palette provides a thumbnail image of each layer applied to any document. Effects or filters applied to objects are maintained in the layers palette. The channels tab is used to edit using color channels. The paths tab is used to track an object when using vector shapes.
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Creating a New Document When creating a new document, the settings that are created are extremely important to the outcome of you document. 1. Click on File 2. Choose New Using the New document window, you need to set the following options: 1. 2. 3. 4. 5.
Provide a name or title for the document Choose the dimensions in pixels or inches Choose RGB for the color or mode option Choose a Transparent Background Click OK
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Tool Bar Uses Selection Tools •
The Selection tools are grouped together on the tool bar palette.
•
The selection tools include the marquee tools, lasso tools, magic wand tool, cropping tools, and slicing tools
Marquee Tools •
There are four marquee tools: rectangular marquee, elliptical marquee, single row marquee, and single column marquee.
•
Marquee tools are used to make geometric selections or to create geometric shapes when drawing.
1. Choose one of the marquee tools 2. Drag the tool over the are you wish to select 3. After the selection has been made, click on the pointer tool to move the object selected •
Any selected object can be moved to a new canvas or to another location within the picture by using the pointer tool
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Lasso Tools •
There are three lasso tools: Lasso Tool, Polygon Lasso, and Magnetic Lasso.
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The lasso tool is a free form tool that will allow you to freely trace an object.
•
The polygon lasso works through coordinates. As you drag the lasso across the object you will click creating points to select a free form geometric object.
•
The magnetic lasso tool selects through a magnetic process in which the tool attempts to stick itself to the object that is being traced.
Selections using the lasso tool 1. Click on the lasso tool 2. Drag the tool across the image you want to select 3. The selection must make a complete loop - the selection is not complete until the starting point meets the ending point. 4. After the selection has been made, click on the pointer tool to move the object selected
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Selections using the Polygon Lasso Tool •
The polygon lasso works through geometric means. To begin creating the selection, click with the tool on the image and drag the lasso to the next turning point, click the mouse again to create a new selection strand.
•
This lasso tool also requires that an entire loop is created - the starting and ending points must meet.
•
This tool creates an easier method for selecting objects with straight edges, preventing freeform mistakes.
1. 2. 3. 4. 5.
Select the Polygon Lasso Tool Click on the starting point of the image Drag the tool across the first straight line Click the mouse to begin a new line Drag the tool across the second straight line and repeat the process until you have selected the entire object 6. Choose the pointer tool to drag the image to alternative location.
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Magnetic Lasso Tool •
The magnetic lasso tool stick to color schemes when dragging the lasso across an image, creating vector points.
1. 2. 3. 4.
Choose the Magnetic Lasso Click on the image to begin selection strand Click and drag across the image to create the selection Choose the pointer tool to move the object
•
The magnetic lasso tool creates a clean selection of an odd shaped object.
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Magic Wand Tool •
The magic wand tool selects by color.
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When using the magic wand tool, you can set the tolerance for color selection.
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Tolerance is the amount of color differentiation you want to allow.
•
The larger the tolerance number, the greater color allowance within the selection.
1. 2. 3. 4.
Click on the Magic wand tool Set the tolerance level Click on the color that you want to select Using the pointer tool move the object to another location.
•
In the example below, the yellow difference in the duck were too vast to use the magic want, so the white background was chosen with the magic wand. Using the select options choose select inverse and the opposite image will be selected.
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Cropping Tool •
The cropping tool is used to reduce the size of an object or to remove objects from an image.
1. 2. 3. 4.
Choose the cropping tool Drag the tool across the image to create a selection area Once the selection area has been created, Click Enter The image will be reduce
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Slice Tools •
The slice tools are used to create regions within an image, generally this is used for web publishing or creating images that have several different selection areas.
1. 2. 3. 4.
Choose the slice tool Drag the slice across the object Use the slice selection tool to move the slice around the image for placement Use the pointer tool to move the slice to another document.
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Painting Tools •
The painting tools include the paint brush, the history brush, the repair tools, the cloning tools, the paint bucket tools, and the smudging and burning tools.
Paint Brush Tools •
The paint brush tools include the paint brush and the pencil tool.
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The paint brush will use the color that has been selected in the colors palette and the brush setting can be set using the options bar.
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To use the paint brush or pencil tool, select the tool and draw on the canvas using the mouse.
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Repair Tools •
The repair tools include the healing brush and the patch tool.
•
The healing brush allows the user to select an area of an image and remove blemishes. When removing the blemishes using colors within the image, the tool blends the colors together to make the repair appear invisible.
Healing Brush 1. Select the healing brush 2. Hold down the alt key and click with the mouse to choose the color to replace the blemish. 3. Release the keys, drag the mouse over the area to be repaired. 4. Repeat the process for the entire image
Before
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After
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Patch Tool •
The patch tool can be used to easily remove unwanted objects from an image.
1. 2. 3. 4.
Choose the patch tool Choose the pixels you wish to remove Once the selection is made, click delete The object will be removed.
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Cloning Tools (also referred to as the rubber stamp) •
The cloning tools allow the user to copy images within a graphic or use items within the image to replace other images.
1. Choose the Cloning Tool 2. Holding down the alt key and pressing the mouse, you make a selection area to choose your image from. 3. Release the alt key and the mouse, position the mouse over the area that you wish the cloned image to appear, click and begin to paint. This tool work similar to the healing brush. •
The cloning tool does not blend colors as the healing brush, the cloning tool will make an exact copy of an image.
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Pattern Stamp •
The pattern stamp adds texture to an image.
1. Choose the Pattern Stamp 2. Set the options for the stamp by choosing a brush size and a pattern
3. Place the stamp on the area that you want to apply the pattern and draw.
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Blur, Sharpen, or Smudge •
These tools will do the process as they are described by name.
•
These tools are used to blend object together or to hide imperfections.
•
Each one of these tools works through the use of a paint brush and the options for each tool can be set to allow for small or large areas.
Dodge, Burn and Sponge Tools •
These tools are used to darken or lighten object on a canvas.
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Dodge tool will lighten the image as it is painted on the screen
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The Burn tool will darken the image or give a burned effect to the image
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The sponge tool will give a clean effect or slightly light appearance.
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Color Tools •
The color tools include the paint bucket, the gradient tool and the color swatches.
Paint Bucket •
The paint bucket is used to dump color onto an area.
•
The paint bucket can be used to fill in a space that was previously erased, it can be used to fill a selection area with color, or it can be used to fill a blank canvas.
1. 2. 3. 4.
Create an area or selection area that you wish to fill with the paint color Choose the paint bucket Place the mouse over the area to fill and click The area will be filled with the color.
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Gradient Tool The gradient tool will add texture or a blended background effect. 1. Choose the gradient tool 2. Set the option for the tools (type of gradient: linear, radial, angle, diamond, reflected)
3. Place the gradient at one end of the image and drag across the image. 4. The gradient will be applied to the image.
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Color Swatches •
The color tools are divided into four functions: Foreground color, Background Color, Switch Colors, and Reset Defaults
Foreground Color
Reset to Default
•
Switch Foreground and Background Color
Background Color
By double clicking on the foreground or background color swatches, you can select another color from the color wheel.
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Eraser Tools •
There are three different eraser tools: eraser, background eraser, and magic eraser.
•
The eraser tool is used to erase object on the canvas
•
The background eraser is used to erase with tolerance and to erase background objects on layer without affecting foreground objects.
•
The magic eraser erases using pixels. The magic eraser erases based on similar colors in the same manner that the magic wand selects objects by color.
Eraser 1. 2. 3. 4.
Choose the eraser tool Place the tool over the image Drag the eraser across the image to erase You can set options for brush size and style to aid in the process of free form erasing.
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Background Eraser 1. 2. 3. 4.
Choose the background eraser Set the tolerance and brush size in the options Select the appropriate layer for erasure Drag the mouse across the image to erase
The background erase selects by erasing the color selected in the middle of the brush, providing additional control when erasing.
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Magic Eraser The magic eraser is best used when you want to erase a large area that is in the same color scheme. 1. Choose the magic eraser 2. Click on the color that you wish to select in the image 3. The colors will disappear •
If the desired effect is not achieved, adjust the tolerance. The lower the tolerance number the lower the number of like color pixels chosen. The larger the tolerance number the greater the number of color pixels or ranges is chosen.
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Text Tools •
There are four text tools: horizontal text, vertical text, horizontal mask tool, vertical mask tool.
1. 2. 3. 4.
Choose a text tool Set the font properties in the options box Click with the mouse on the canvas Type the desired words.
•
The mask tool differ from the regular tools in that the mask tool provides an outline that needs to be filled and the mask will also place the text directly on the object that you type onto. The regular text tools always create separate layers for each text entry added to the canvas.
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Photo Retouching Resizing Images •
When resizing images, you want to preserve as much of the original image as possible. Therefore, resizing must be done in stages.
1. 2. 3. 4.
Open the Image that you want to resize Click on the Image Pull down bar Select Image Size Adjust the Pixels by no greater that 50 at a time
•
The larger the number of pixels the larger the image.
•
Larger images are more difficult to resize because to reduce them to very small images is very tedious to prevent loss of image clarity
•
Make sure to change the pixel dimensions and not the document size. Document size can be used as a visual guide for you, but the image must be adjusted using the pixels to preserve the clarity of the image.
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Adjusting Color Levels •
Adjusting color of an image can be done to lighten a poor photograph or to enhance the appearance of the image.
1. 2. 3. 4.
Choose Image Select Adjustment Choose Levels Using the level markers adjust the color until the desire effect is achieved
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Replacing Color •
Using the selective color option you can replace unwanted color or objects, such as red eye in pictures.
•
Another method of replacing color is to adjust the hue and saturation of an object by using the replace color options.
Selective Color In the image below, the original image has blue eyes as a result of the flash used when the picture was taken. By using Selective Color Option, the blue eyes will be removed providing a more realistic look. 1. Choose the marquee tool 2. Select the area to be altered Selection Area
3. Choose Image from the pull down menu 4. Select Adjustments 5. Choose Selective Color 6. Click on the eye color with the eye dropper 7. Change the Colors to Cyan to match the original eye color 8. Adjust the color levels to achieve desired effect (view next page for image explanation of instructions)
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9. Click ok when the image appears correct 10. Deselect the first eye 11. Repeat all steps for the second area
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Replacing Color—hue and saturation The replacing color tool is to replace color through the use of hue and saturation of colors. 1. Select an image that you would like to replace a color 2. Using the marquee tool, draw a selection area around the object
3. Select Image from the pull down menu 4. Choose Adjustments 5. Select Replace Color In the replace color dialogue box, there are three eye dropper options. The eyedropper is used to select the object for coloration once. The eyedropper + is used to select the entire image for coloration. The Eyedropper - is used to remove areas of the selection. 6. The image window will appear black.
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7. Using the eyedropper, select the image that the color will be replaced. 8. Use the Eyedropper+ to select the remainder of the image.
9. Adjust the hue and saturation to change the color, the color will preview on the original image. 10. Click Ok when colorization is acceptable.
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Removing Unwanted Images or Objects The tools that will best remove unwanted objects are the cloning tools and the patch tool. 1. Choose either the patch tool or the cloning tool 2. Choose your replacement section by Alt and Mouse Click 3. Draw over the unwanted object
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Replacing Part of an Image 1. Using a selection tool, create the selection that you want to remove
2. Open the image that will be the replacement 3. Draw a selection area on the new image 4. Choose Edit Copy
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5. Return to the first image and choose Edit 6. Select Paste Into
Adding Text to Images 1. 2. 3. 4. 5.
Choose the image that you want to add text to Choose one of the text tools Click on the canvas Set the Font options on the Options Bar Type the message on the Canvas
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Adding Effects to Text 1. Go to the layers palette 2. Make sure that the text layer is selected 3. At the bottom of the layers palette click on the “f” button.
4. In the effects window, choose any of the effects for drop shadow, embossing, or any of the other effects that are listed. 5. Click ok when desired effect is achieved.
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Applying Filters to Images •
Filters are effects that can be added to an overall image.
1. Choose an image that the filter will be applied to 2. Choose the filter options from the pull down menu labeled Filters The filtering effects have different appearance on the screen. The best method for selecting a filter is to experiment with the filters available.
Adding Color to Black and White Images 1. Using the zoom tool, zoom in on the object that the color will be added to 2. Choose a selection tool that will allow you to select only the object that you want to colorize. This demonstration used the magnetic lasso.
3. After the selection is made, Choose Layer from the pull down menu 4. Select new 5. Choose New Via Cut This creates a separate layer for the hat which will allow you to color that image and nothing else.
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6. Make sure that the new layer is chosen in the layers palette 7. Select Image from the pull down menu 8. Choose Adjustments 9. Select Hue and Saturation 10. In the hue and saturation dialogue box, place a check in the colorize box 11. Drag the hue and saturation values to add the color to the image 12. Click Ok when completed 13. Repeat the step for any other object within the image that you want to add color.
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Saving Images for Publication •
Photoshop files are saved when you choose the File—Save As function. The purpose for preserving the original Photoshop file is to ensure that the layers of the image a kept intact. The layers allow the image to be editable. When an image is saved as a web graphic, the layers are flattened, meaning that the layers are dissolved into one image.
•
Always make sure to save the Photoshop file and later save the image for the web or as a graphic.
•
The saving options within Photoshop include: Save as (photoshop documents) and Save for Web (gif and jpeg).
•
The save for web option will compress the image to save space when publishing on the web or when using the image as a gif or jpeg.
1. 2. 3. 4. 5. 6. 7.
Choose File Select Save as Give the file a name and save as a Photoshop document Click Save Choose File Again Select Save for Web In the save for web dialogue box, choose the options for the type of image, you can also compare images and determine image size in megabytes. In most cases, the image loss on compression is not detectable.
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8. Choose the image that meets your requirements by clicking on the image 9. Click on Save 10. Provide a file name and check file extension 11. Click on save
Printing from Photoshop 1. 2. 3. 4. 5.
Open the image Choose File Select Print Set the print options Click on Print
•
If the image is too large for the paper, a message will pop on the screen asking if you want to continue printing. Generally, the dimensions of the image will appear if you open the Print Preview option prior to printing to check for print size.
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Starting From Scratch Creating a New Canvas 1. 2. 3. 4.
Choose File Select New Complete the dialogue box for creating a new image Make sure to set the image canvas large enough for your project, the canvas can be reduced at a later time without altering the image.
Drawing an Image •
Images within Photoshop are drawn using selection area and free form shapes.
•
The use of filters also allows for additional drawing tool.
•
Drawing in Photoshop as in any computerized program required practice and patience. Experimentation is the best.
Working with Layers •
As images are created in Photoshop, Photoshop builds layer for each object.
•
At times it is necessary for the creator of the drawing to add additional layers.
•
Layers provide freedom for drawing, allowing the user to make changes to some objects without touching other.
Adding an Image from Another Image 1. 2. 3. 4.
Open a blank canvas Open the new image Using the pointer tool drag the new image onto the blank canvas A layer will be created for the new image on the canvas. As images are brought onto a canvas, a layer will be automatically created. 5. The order of the images in the layer palette determines the images position (front or back) on the canvas.
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Using the History Palette •
The history palette is the only method for erasing items once the process has been completed on the canvas.
•
BE CAREFUL: Actions erased on the history palette are recorded according to order in which the actions were taken. If you need to erase a step you complete four steps ago, all steps up to that point will be erased.
Completing an Image Collage 1. Create a new canvas 2. Open all images that you want to include in the collage 3. Using the selection tool, select the portions of the original images that you want to use in the new collage 4. Using the pointer tool, drag the selected images onto the canvas, you will create several layers as you continue to drag images onto the canvas 5. Utilize all the tools discussed in this manual to add effects or text to the canvas. 6. Keep your background layer separate from the images so that effects or filters can be used to create texture and interest.
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Helpful Hints - Adobe Photoshop Layers Layers are the most important aspect of a Photoshop document. When creating documents, create a layer for each object drawn on the screen. If an image is dropped onto a canvas, Photoshop will automatically create a new layer for the object. Always name your layers to distinguish between objects. Some layers may on have miniscule objects that are difficult to see in a thumbnail image. Organize your layers in order of importance on the canvas. The placement of a layer on the canvas can greatly affect the look and outcome of you image.
Saving When saving documents using Photoshop, always keep copies of your work. Always save as a Photoshop File. Photoshop files preserve the layers created in the original of the document. A graphic will be a flattened image, creating a more difficult editing surface. As long as layers exist, it is possible to lock certain layers, so that changes cannot be applied to those layers, while the editing process is being completed.
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Test for Knowledge - Adobe Photoshop 1. Access the old photograph within the Photoshop samples and Restore the image 2. Using a Black and White image colorize a portion of the photograph 3. Create a new document and create a collage that adds text and graphics.
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Mini Quiz Adobe Photoshop 1. List three ways in which Photoshop could be used within the academic classroom. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 2. List three ways in which Photoshop could increase technology integration in your classroom and school. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 3. List two methods for removing unwanted objects from an image. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 4. What are the different types of selection tools and why are the various types of selection tools needed? _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 5. What are layers and how can layers aid the designer in the development of an image or graphic? _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ © SAISD/Office of Instructional Technology Services http://itls.saisd.net/tli
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Technology Application: Texas Essential Knowledge and Skills §126.11. Technology Applications, Grades 6-8. TEKS (2) Foundations.
TEKS (7) Solving Problems.
The student uses data input skills appropriate to the task. The student is expected to: (A)
demonstrate proficiency in the use of a variety of input devices such as mouse/track pad, keyboard, microphone, digital camera, printer, scanner, disk/disc, modem, CD-ROM, or joystick;
(B)
demonstrate keyboarding proficiency in technique and posture while building speed;
(C)
use digital keyboarding standards for data input such as one space after punctuation, the use of em/en dashes, and smart quotation marks; and
(D)
develop strategies for capturing digital files while conserving memory and retaining image quality
The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:\ (D)
demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics;
(G)
integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, graphics from paint or draw programs, and mail merge;
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TEKS (8) Solving Problems.
The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to: (E)
TEKS (10) Communication.
TEKS (11) Communication.
integrate acquired technology applications skills, strategies, and use of the word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs into the foundation and enrichment curricula.
The student formats digital information for appropriate and effective communication. The student is expected to: (A)
use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports;
(D)
demonstrate appropriate use of fonts, styles, and sizes, as well as effective use of graphics and page design to effectively communicate;
The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to: (A) publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video;
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Technology Application: Texas Essential Knowledge and Skills §126.26. Multimedia (One Credit). High School (a)
General requirements. The prerequisite for this course is proficiency in the knowledge and skills described in §126.12(c) of this title (relating to Technology Applications (Computer Literacy), Grades 6-8). This course is recommended for students in Grades 9-12.
(b) Introduction. (1)
The technology applications curriculum has four strands: foundations, information acquisition, work in solving problems, and communication.
(2)
Through the study of technology applications foundations, including technology-related terms, concepts, and data input strategies, students learn to make informed decisions about technologies and their applications. The efficient acquisition of information includes the identification of task requirements; the plan for using search strategies; and the use of technology to access, analyze, and evaluate the acquired information. By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the results. Students communicate information in different formats and to diverse audiences. A variety of technologies will be used. Students will analyze and evaluate the results.
(c) Knowledge and skills.
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TEKS (1) Foundations.
The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to: (A)
demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components;
(B)
analyze demands for accomplishing multimedia tasks to appropriately use input, processing, output, and primary/secondary storage devices;
(C)
make decisions regarding the selection, acquisition, and use of software in a multimedia classroom/lab taking under consideration its quality, appropriateness, effectiveness, and efficiency;
(D)
delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity;
(E)
use necessary vocabulary related to multimedia;
(F)
install and configure appropriate software;
(G)
distinguish between and correctly use process color (RGB and CYMK), spot color, and black/ white;
(H)
identify color mixing theories and apply these theories to the creation of new colors in the digital format;
(I)
identify and distinguish among the basic sound editing principles including the addition of effects and manipulation of the wave form;
(J)
identify and use compression schemes for photo, animation, video, and graphics; and
(K)
distinguish between and determine the appropriate application of bitmapped and vector graphics into a multimedia project.
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TEKS (2) Foundations.
TEKS (3) Foundations.
The student uses data input skills appropriate to the task. The student is expected to: (A)
demonstrate proficiency in the use of a variety of electronic input devices including the mouse, keyboard, scanner, voice/ sound recorder, disk/disc, video, and digital camera by creating files to be used in multimedia products;
(B)
use digital keyboarding standards for data input such as one space after punctuation, the use of em/en dashes, and smart quotation marks;
(C)
use strategies when digitally capturing files that conserve memory and retain the image integrity; and
(D)
differentiate among audio input.
The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to: (A)
discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods;
(B)
demonstrate proper etiquette and knowledge of acceptable use policies when using networks, especially resources on the Internet and intranet;
(C)
model respect of intellectual property when manipulating, morphing, or editing graphics, video, text, and sound; and
(D)
provide examples of the role of multimedia in society.
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TEKS (4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to: (A)
use strategies to access research information from different resources, including local area networks (LANs), wide area networks (WANs), the Internet, and intranet; and
(B)
apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.
TEKS (5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: (A)
acquire information in electronic formats including text, audio, video, and graphics, citing the source; and
(B)
identify, create, and use available file formats including text, image, video (analog and digital), and audio files.
TEKS (6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to: (A)
identify and employ a method to evaluate the design, functionality, and accuracy of the accessed information; and
(B)
use fundamental concepts of graphic design including visual composition and lighting when analyzing multimedia.
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TEKS (7) Solving problems.
The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: (A)
use foundation and enrichment curricula in the creation of multimedia products;
(B)
elect and integrate computer-based productivity tools, including, but not limited to, word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs to develop and modify solutions to problems and to create new knowledge for multimedia products;
(C)
use technology tools to create a knowledge base with a broad perspective;
(D)
apply color principles to communicate the mood of the product for the specific audience;
(E)
integrate path and cell animation modules appropriately into multimedia products;
(F)
use the appropriate scripting language to create a multimedia sequence;
(G)
edit files using established design principles including consistency, repetition, alignment, proximity, ratio of text to white space, image file size, color use, font size, type, and style; and
(H)
read and use technical documentation.
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TEKS (8) Solving problems.
The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to: (A)
participate with electronic communities as a learner, initiator, contributor, and teacher/ mentor and use technology to participate in self-directed and practical activities in the larger community and society;
(B)
demonstrate proficiency in, appropriate use of, and navigation of LANs, WANs, the Internet, and intranet for research and for sharing of resources;
(C)
integrate and use efficiently and effectively a variety of multimedia programs and tools including linear/non-linear authoring tools, image/video editing tools, compression programs, draw/paint/text creation tools;
(D)
extend the learning environment beyond the school walls through the creation and linking of multimedia products via electronic networks;
(E)
develop technical documentation related to multimedia;
(F)
participate in different roles and jobs of a multimedia production crew including project manager, lead programmer, writer, art director, sound engineer, researcher, animator, and presenter;
(G)
distinguish among and appropriately integrate 3-D modeling, animation, and rendering software into multimedia products;
(H)
import video into the digital format for integration into multimedia products; and .
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TEKS (8) Solving problems, continued (I)
TEKS (9) Solving problems.
TEKS (10) Communication.
capture, record, and integrate sampled and Musical Instrument Digital Interface (MIDI) sound in different sound rates, resolutions, and channels.
The student uses technology applications to facilitate evaluation of work, both process and product. The student is expected to: (A)
design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product;
(B)
seek and respond to advice from peers and professionals in delineating technological tasks;
(C)
create technology specifications for tasks and rubrics to evaluate products and product quality against established criteria; and
(D)
resolve information conflicts and validate information by accessing, researching, and comparing data and demonstrate that products and product quality can be evaluated against established criteria.
The student formats digital information for appropriate and effective communication. The student is expected to: (A)
identify quality in multimedia design such as consistency, alignment, repetition, and proximity;
(B)
use content selection and presentation for the defined audience and communication purpose; and
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TEKS (10) Communication, continued (C)
TEKS (11) Communication.
TEKS (12) Communication.
format the multimedia project according to defined output specifications including target audience and viewing environment
The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to: (A)
publish information in a variety of ways including, but not limited to, printed copy or monitor display; and
(B)
publish information in saved files, Internet documents, CD-ROM discs, or video.
The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to: (A)
determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience; and
(B)
seek and respond to input from peers and professionals in evaluating the product.
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Geometric Reflection and Evaluation
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Please respond to the questions by selecting 1-5, 5 being the highest and 1 being the lowest, below: 1.Held my interest with relevant examples.
1
2
3
4
5
2.Facilitated activities effectively that reflected a clear grasp of the topic.
1
2
3
4
5
3.Responded effectively to questions.
1
2
3
4
5
4.Delivered content in an appropriate, well-paced manner.
1
2
3
4
5
5.Provided opportunities for active participation.
1
2
3
4
5
6.Provided quality handouts that enhanced my learning experience.
1
2
3
4
5
7.If this activity was TEKS-related, at what LOTI level were most of the activities?
1
2
3
4
5
8.Anything else you would like to share about the workshop today that may not have been addressed previously?
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Level
Category
Description
0
Nonuse
A perceived lack of access to technology-based tools or a lack of time to pursue electronic technology implementation. Existing technology is predominately textbased (e.g., ditto sheets, chalkboard, overhead projector).
1
Awareness
2
Exploration
3
Infusion
4a
Integration (mechanical)
The use of computers is generally one step removed from the classroom teacher (e.g., it occurs in integrated learning system labs (i.e. Jostens, CCC, IDEAL, Plato), special computer-based pull-out programs, computer literacy classes, and central word processing labs). Computer based applications have little or no relevance to the individual teacher's instructional program. Technology-based tools serve as a supplement (e.g., tutorials, educational games, simulations) to the existing instructional program. The electronic technology is employed either for extension activities or for enrichment exercises to the instructional program. Technology-based tools including databases, spreadsheets, graphing packages, probes, calculators, multimedia applications, desktop publishing, and telecommunications augment selected instructional events (e.g., science kit experiments using spreadsheets or graphs to analyze results, telecommunications activities involving data sharing among schools). Technology-based tools are mechanically integrated, providing a rich context for students' understanding of the pertinent concepts, themes, and processes. Heavy reliance is placed on prepackaged materials and sequential charts that aid the teacher in the daily operation of the instructional curriculum. Technology (e.g., multimedia, telecommunications, databases, spreadsheets, word processing) is perceived as a tool to identify and solve authentic problems relating to an overall theme or concept.
4b
Integration (routine)
Teachers can readily create integrated units with little intervention from outside resources. Technology-based tools are easily and routinely integrated, providing a rich context for students' understanding of the pertinent concepts, themes, and processes. Technology (e.g., multimedia, telecommunications, databases, spreadsheets, word processing) is perceived as a tool to identify and solve authentic problems relating to an overall theme/concept.
5
Expansion
6
Refinement
Technology access is extended beyond the classroom. Classroom teachers actively elicit technology applications and networking from business enterprises, governmental agencies (e.g., contacting NASA to establish a link to an orbiting space shuttle through the Internet), research institutions, and universities to expand student experiences directed at problem solving, issues resolution, and student activism surrounding a major theme or concept. Technology is perceived as a process, product (e.g. invention, patent, new software designed), and tool for students to use in solving authentic problems related to an identified real-world problem or issue. In this context, technology provides a seamless medium for information queries, problem-solving, and product development. Students have read access to and a complete understanding of a vast array of technology-based tools to accomplish any particular task.
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Web Resource Links http://www.adobe.com/products/tips/photoshop.html http://www.grafx-design.com/phototut.html http://www.mccannas.com/pshop/photosh0.htm http://www.absolutecross.com/tutorials/photoshop/ http://hotwired.lycos.com/webmonkey/design/graphics/tutorials/tutorial1.html
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Transforming Teaching, Learning And Leadership through Service Adobe Photoshop 7.0 User Manuals for our SAISD Community
Your Guide to: Adobe Photoshop 7.0
Visit us at: http://itls.saisd.net/tli
Prepared by Lacey Gosch, Facilitator Copyright 2003 Office of Instructional Technology Services, San Antonio ISD
May be reproduced for non-profit, educational use so long as credit is given © SAISD/Office of Instructional Technology Services http://itls.saisd.net/tli
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Your Guide to Adobe Photoshop 7.0 Published by: The Office of Instructional Technology Services San Antonio ISD 1702 North Alamo San Antonio, Texas 78215 Copyright © 2003 San Antonio ISD. May be reproduced for non-profit, educational use so long as credit is given. For general information on Instructional Technology products and services please contact: Miguel Guhlin, Director Instructional Technology Services Phone: (210) 527-1400 Fax: (210) 281-0257 Email: [email protected] Web site: http://itls.saisd.net Direct any questions, comments or corrections to [email protected] Your assistance will be greatly appreciated.
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What is Adobe Photoshop 7.0 What should I consider before beginning? ...........................................5 Beginning Basics Opening Photoshop ..............................................................................6 Photoshop Window Overview...............................................................6 Tool Bar Overview ................................................................................7 Palette Overview...................................................................................8 Creating a new Document ....................................................................9 Tool Bar Uses Selection Tools .....................................................................................10-16 Paint / Drawing Tools............................................................................17-22 Color Tools ...........................................................................................23-25 Eraser Tools .........................................................................................26-28 Text Tools .............................................................................................29 Photo Retouching Resizing Images ...................................................................................30 Adjusting Color .....................................................................................31 Replacing Color ....................................................................................32-35 Removing Unwanted Images................................................................36 Replacing Part of an Image ..................................................................37-38 Adding Text to Images..........................................................................38 Adding Effects to Text on Images.........................................................39 Applying Filters to Images ....................................................................40 Adding Color to B&W Images ...............................................................40-41 Saving Images for Publication ..............................................................42 Printing from Photoshop .......................................................................43 Starting from Scratch New Canvas .........................................................................................44 Drawing an Image.................................................................................44 Working with Layers .............................................................................44 Adding an Image from another source .................................................44 Using History ........................................................................................45 Completing a Collage ...........................................................................45
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Helpful Hints for Photoshop 7.0 Layers ...................................................................................................46 Saving...................................................................................................46 Test for Knowledge Application of Skills...............................................................................47 Mini-Quiz...............................................................................................48 Software Integration TA: TEKS..............................................................................................49-58 Evaluation Form Geometric Reflections and Evaluation..................................................59-60
Levels of LOTI Integration..........................................................................61 Resources, Links and Citations ................................................................62
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What is Adobe Photoshop? If you have ever wanted to remove an object from an image, adjust the color of a photograph, draw using the computer, or create a collage of images, then Photoshop 7.0 is the tool for you. Photoshop allows users to manipulate and change images and graphics with simple easy to use steps. Photoshop is the premiere in image editing software. Photoshop also has an easy to use interface for creating web graphics for web pages.
What should you consider before beginning? Take Your Time. As with any graphic program, the work is tedious. The skills explained within this manual will help you to master some of the features available within Photoshop. However, these are only the beginning steps. There are so many topics to cover within Photoshop it would be impossible to combine them all within one manual. Patience is the key. Prior to beginning any project, Plan Ahead. Planning a design within Photoshop or having an objective prior to beginning a project will save time and prevent user frustration.
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Beginning Basics Opening Photoshop 1. 2. 3. 4.
Click on Start Choose All Programs Select Adobe Photoshop 7.0 Or Click on the Photoshop ShortCut created on the desktop
Photoshop Window Overview Options Bar
Tool Bar
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Palette WIndows
Status Bar
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Tool Bar Overview The Photoshop Tool Bar has many hidden tools. These hidden tool can be seen by holding down the mouse on any tool that has a small arrow located in the lower right hand corner Marquee Tools Vector Selection Tool Pointer Tool Text Tools Lasso Tools Pen Tools Magic Wand Tool Shape Tools Crop Tool Slice Tools
Note Tools
Healing Tools
Eye Dropper Tools
Paint Brush Tools
Hand Tool
Cloning Tools
Zoom Tool
History Brush Tools Eraser Tools
Color Palette
Paint Tools Masking Tool Effects Tools Screen Modes Effects Tools
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Palette Overview Navigator Palette contains a thumbnail image shot of your document. It also contains zooming options for screen preview. The info tab associated with the navigator palette provides color and sizing dimensions of the document.
The color palette allows you to enter specific number to identify color. The swatches tab provides all of the web colors that can be chosen for application to a document. The styles tab is used to apply styling effects to object within the document.
The history palette is used to erase objects or items from a document. The actions tab can be used to apply specific actions to a documents as needed. The tool presets identifies any options set for a particular tool chosen from the tool bar. This tab allows you to reset to default if options were created for a tool.
The layers palette provides a thumbnail image of each layer applied to any document. Effects or filters applied to objects are maintained in the layers palette. The channels tab is used to edit using color channels. The paths tab is used to track an object when using vector shapes.
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Creating a New Document When creating a new document, the settings that are created are extremely important to the outcome of you document. 1. Click on File 2. Choose New Using the New document window, you need to set the following options: 1. 2. 3. 4. 5.
Provide a name or title for the document Choose the dimensions in pixels or inches Choose RGB for the color or mode option Choose a Transparent Background Click OK
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Tool Bar Uses Selection Tools •
The Selection tools are grouped together on the tool bar palette.
•
The selection tools include the marquee tools, lasso tools, magic wand tool, cropping tools, and slicing tools
Marquee Tools •
There are four marquee tools: rectangular marquee, elliptical marquee, single row marquee, and single column marquee.
•
Marquee tools are used to make geometric selections or to create geometric shapes when drawing.
1. Choose one of the marquee tools 2. Drag the tool over the are you wish to select 3. After the selection has been made, click on the pointer tool to move the object selected •
Any selected object can be moved to a new canvas or to another location within the picture by using the pointer tool
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Lasso Tools •
There are three lasso tools: Lasso Tool, Polygon Lasso, and Magnetic Lasso.
•
The lasso tool is a free form tool that will allow you to freely trace an object.
•
The polygon lasso works through coordinates. As you drag the lasso across the object you will click creating points to select a free form geometric object.
•
The magnetic lasso tool selects through a magnetic process in which the tool attempts to stick itself to the object that is being traced.
Selections using the lasso tool 1. Click on the lasso tool 2. Drag the tool across the image you want to select 3. The selection must make a complete loop - the selection is not complete until the starting point meets the ending point. 4. After the selection has been made, click on the pointer tool to move the object selected
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Selections using the Polygon Lasso Tool •
The polygon lasso works through geometric means. To begin creating the selection, click with the tool on the image and drag the lasso to the next turning point, click the mouse again to create a new selection strand.
•
This lasso tool also requires that an entire loop is created - the starting and ending points must meet.
•
This tool creates an easier method for selecting objects with straight edges, preventing freeform mistakes.
1. 2. 3. 4. 5.
Select the Polygon Lasso Tool Click on the starting point of the image Drag the tool across the first straight line Click the mouse to begin a new line Drag the tool across the second straight line and repeat the process until you have selected the entire object 6. Choose the pointer tool to drag the image to alternative location.
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Magnetic Lasso Tool •
The magnetic lasso tool stick to color schemes when dragging the lasso across an image, creating vector points.
1. 2. 3. 4.
Choose the Magnetic Lasso Click on the image to begin selection strand Click and drag across the image to create the selection Choose the pointer tool to move the object
•
The magnetic lasso tool creates a clean selection of an odd shaped object.
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Magic Wand Tool •
The magic wand tool selects by color.
•
When using the magic wand tool, you can set the tolerance for color selection.
•
Tolerance is the amount of color differentiation you want to allow.
•
The larger the tolerance number, the greater color allowance within the selection.
1. 2. 3. 4.
Click on the Magic wand tool Set the tolerance level Click on the color that you want to select Using the pointer tool move the object to another location.
•
In the example below, the yellow difference in the duck were too vast to use the magic want, so the white background was chosen with the magic wand. Using the select options choose select inverse and the opposite image will be selected.
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Cropping Tool •
The cropping tool is used to reduce the size of an object or to remove objects from an image.
1. 2. 3. 4.
Choose the cropping tool Drag the tool across the image to create a selection area Once the selection area has been created, Click Enter The image will be reduce
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Slice Tools •
The slice tools are used to create regions within an image, generally this is used for web publishing or creating images that have several different selection areas.
1. 2. 3. 4.
Choose the slice tool Drag the slice across the object Use the slice selection tool to move the slice around the image for placement Use the pointer tool to move the slice to another document.
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Painting Tools •
The painting tools include the paint brush, the history brush, the repair tools, the cloning tools, the paint bucket tools, and the smudging and burning tools.
Paint Brush Tools •
The paint brush tools include the paint brush and the pencil tool.
•
The paint brush will use the color that has been selected in the colors palette and the brush setting can be set using the options bar.
•
To use the paint brush or pencil tool, select the tool and draw on the canvas using the mouse.
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Repair Tools •
The repair tools include the healing brush and the patch tool.
•
The healing brush allows the user to select an area of an image and remove blemishes. When removing the blemishes using colors within the image, the tool blends the colors together to make the repair appear invisible.
Healing Brush 1. Select the healing brush 2. Hold down the alt key and click with the mouse to choose the color to replace the blemish. 3. Release the keys, drag the mouse over the area to be repaired. 4. Repeat the process for the entire image
Before
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After
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Patch Tool •
The patch tool can be used to easily remove unwanted objects from an image.
1. 2. 3. 4.
Choose the patch tool Choose the pixels you wish to remove Once the selection is made, click delete The object will be removed.
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Cloning Tools (also referred to as the rubber stamp) •
The cloning tools allow the user to copy images within a graphic or use items within the image to replace other images.
1. Choose the Cloning Tool 2. Holding down the alt key and pressing the mouse, you make a selection area to choose your image from. 3. Release the alt key and the mouse, position the mouse over the area that you wish the cloned image to appear, click and begin to paint. This tool work similar to the healing brush. •
The cloning tool does not blend colors as the healing brush, the cloning tool will make an exact copy of an image.
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Pattern Stamp •
The pattern stamp adds texture to an image.
1. Choose the Pattern Stamp 2. Set the options for the stamp by choosing a brush size and a pattern
3. Place the stamp on the area that you want to apply the pattern and draw.
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Blur, Sharpen, or Smudge •
These tools will do the process as they are described by name.
•
These tools are used to blend object together or to hide imperfections.
•
Each one of these tools works through the use of a paint brush and the options for each tool can be set to allow for small or large areas.
Dodge, Burn and Sponge Tools •
These tools are used to darken or lighten object on a canvas.
•
Dodge tool will lighten the image as it is painted on the screen
•
The Burn tool will darken the image or give a burned effect to the image
•
The sponge tool will give a clean effect or slightly light appearance.
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Color Tools •
The color tools include the paint bucket, the gradient tool and the color swatches.
Paint Bucket •
The paint bucket is used to dump color onto an area.
•
The paint bucket can be used to fill in a space that was previously erased, it can be used to fill a selection area with color, or it can be used to fill a blank canvas.
1. 2. 3. 4.
Create an area or selection area that you wish to fill with the paint color Choose the paint bucket Place the mouse over the area to fill and click The area will be filled with the color.
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Gradient Tool The gradient tool will add texture or a blended background effect. 1. Choose the gradient tool 2. Set the option for the tools (type of gradient: linear, radial, angle, diamond, reflected)
3. Place the gradient at one end of the image and drag across the image. 4. The gradient will be applied to the image.
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Color Swatches •
The color tools are divided into four functions: Foreground color, Background Color, Switch Colors, and Reset Defaults
Foreground Color
Reset to Default
•
Switch Foreground and Background Color
Background Color
By double clicking on the foreground or background color swatches, you can select another color from the color wheel.
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Eraser Tools •
There are three different eraser tools: eraser, background eraser, and magic eraser.
•
The eraser tool is used to erase object on the canvas
•
The background eraser is used to erase with tolerance and to erase background objects on layer without affecting foreground objects.
•
The magic eraser erases using pixels. The magic eraser erases based on similar colors in the same manner that the magic wand selects objects by color.
Eraser 1. 2. 3. 4.
Choose the eraser tool Place the tool over the image Drag the eraser across the image to erase You can set options for brush size and style to aid in the process of free form erasing.
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Background Eraser 1. 2. 3. 4.
Choose the background eraser Set the tolerance and brush size in the options Select the appropriate layer for erasure Drag the mouse across the image to erase
The background erase selects by erasing the color selected in the middle of the brush, providing additional control when erasing.
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Magic Eraser The magic eraser is best used when you want to erase a large area that is in the same color scheme. 1. Choose the magic eraser 2. Click on the color that you wish to select in the image 3. The colors will disappear •
If the desired effect is not achieved, adjust the tolerance. The lower the tolerance number the lower the number of like color pixels chosen. The larger the tolerance number the greater the number of color pixels or ranges is chosen.
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Text Tools •
There are four text tools: horizontal text, vertical text, horizontal mask tool, vertical mask tool.
1. 2. 3. 4.
Choose a text tool Set the font properties in the options box Click with the mouse on the canvas Type the desired words.
•
The mask tool differ from the regular tools in that the mask tool provides an outline that needs to be filled and the mask will also place the text directly on the object that you type onto. The regular text tools always create separate layers for each text entry added to the canvas.
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Photo Retouching Resizing Images •
When resizing images, you want to preserve as much of the original image as possible. Therefore, resizing must be done in stages.
1. 2. 3. 4.
Open the Image that you want to resize Click on the Image Pull down bar Select Image Size Adjust the Pixels by no greater that 50 at a time
•
The larger the number of pixels the larger the image.
•
Larger images are more difficult to resize because to reduce them to very small images is very tedious to prevent loss of image clarity
•
Make sure to change the pixel dimensions and not the document size. Document size can be used as a visual guide for you, but the image must be adjusted using the pixels to preserve the clarity of the image.
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Adjusting Color Levels •
Adjusting color of an image can be done to lighten a poor photograph or to enhance the appearance of the image.
1. 2. 3. 4.
Choose Image Select Adjustment Choose Levels Using the level markers adjust the color until the desire effect is achieved
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Replacing Color •
Using the selective color option you can replace unwanted color or objects, such as red eye in pictures.
•
Another method of replacing color is to adjust the hue and saturation of an object by using the replace color options.
Selective Color In the image below, the original image has blue eyes as a result of the flash used when the picture was taken. By using Selective Color Option, the blue eyes will be removed providing a more realistic look. 1. Choose the marquee tool 2. Select the area to be altered Selection Area
3. Choose Image from the pull down menu 4. Select Adjustments 5. Choose Selective Color 6. Click on the eye color with the eye dropper 7. Change the Colors to Cyan to match the original eye color 8. Adjust the color levels to achieve desired effect (view next page for image explanation of instructions)
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9. Click ok when the image appears correct 10. Deselect the first eye 11. Repeat all steps for the second area
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Replacing Color—hue and saturation The replacing color tool is to replace color through the use of hue and saturation of colors. 1. Select an image that you would like to replace a color 2. Using the marquee tool, draw a selection area around the object
3. Select Image from the pull down menu 4. Choose Adjustments 5. Select Replace Color In the replace color dialogue box, there are three eye dropper options. The eyedropper is used to select the object for coloration once. The eyedropper + is used to select the entire image for coloration. The Eyedropper - is used to remove areas of the selection. 6. The image window will appear black.
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7. Using the eyedropper, select the image that the color will be replaced. 8. Use the Eyedropper+ to select the remainder of the image.
9. Adjust the hue and saturation to change the color, the color will preview on the original image. 10. Click Ok when colorization is acceptable.
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Removing Unwanted Images or Objects The tools that will best remove unwanted objects are the cloning tools and the patch tool. 1. Choose either the patch tool or the cloning tool 2. Choose your replacement section by Alt and Mouse Click 3. Draw over the unwanted object
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Replacing Part of an Image 1. Using a selection tool, create the selection that you want to remove
2. Open the image that will be the replacement 3. Draw a selection area on the new image 4. Choose Edit Copy
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5. Return to the first image and choose Edit 6. Select Paste Into
Adding Text to Images 1. 2. 3. 4. 5.
Choose the image that you want to add text to Choose one of the text tools Click on the canvas Set the Font options on the Options Bar Type the message on the Canvas
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Adding Effects to Text 1. Go to the layers palette 2. Make sure that the text layer is selected 3. At the bottom of the layers palette click on the “f” button.
4. In the effects window, choose any of the effects for drop shadow, embossing, or any of the other effects that are listed. 5. Click ok when desired effect is achieved.
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Applying Filters to Images •
Filters are effects that can be added to an overall image.
1. Choose an image that the filter will be applied to 2. Choose the filter options from the pull down menu labeled Filters The filtering effects have different appearance on the screen. The best method for selecting a filter is to experiment with the filters available.
Adding Color to Black and White Images 1. Using the zoom tool, zoom in on the object that the color will be added to 2. Choose a selection tool that will allow you to select only the object that you want to colorize. This demonstration used the magnetic lasso.
3. After the selection is made, Choose Layer from the pull down menu 4. Select new 5. Choose New Via Cut This creates a separate layer for the hat which will allow you to color that image and nothing else.
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6. Make sure that the new layer is chosen in the layers palette 7. Select Image from the pull down menu 8. Choose Adjustments 9. Select Hue and Saturation 10. In the hue and saturation dialogue box, place a check in the colorize box 11. Drag the hue and saturation values to add the color to the image 12. Click Ok when completed 13. Repeat the step for any other object within the image that you want to add color.
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Saving Images for Publication •
Photoshop files are saved when you choose the File—Save As function. The purpose for preserving the original Photoshop file is to ensure that the layers of the image a kept intact. The layers allow the image to be editable. When an image is saved as a web graphic, the layers are flattened, meaning that the layers are dissolved into one image.
•
Always make sure to save the Photoshop file and later save the image for the web or as a graphic.
•
The saving options within Photoshop include: Save as (photoshop documents) and Save for Web (gif and jpeg).
•
The save for web option will compress the image to save space when publishing on the web or when using the image as a gif or jpeg.
1. 2. 3. 4. 5. 6. 7.
Choose File Select Save as Give the file a name and save as a Photoshop document Click Save Choose File Again Select Save for Web In the save for web dialogue box, choose the options for the type of image, you can also compare images and determine image size in megabytes. In most cases, the image loss on compression is not detectable.
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8. Choose the image that meets your requirements by clicking on the image 9. Click on Save 10. Provide a file name and check file extension 11. Click on save
Printing from Photoshop 1. 2. 3. 4. 5.
Open the image Choose File Select Print Set the print options Click on Print
•
If the image is too large for the paper, a message will pop on the screen asking if you want to continue printing. Generally, the dimensions of the image will appear if you open the Print Preview option prior to printing to check for print size.
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Starting From Scratch Creating a New Canvas 1. 2. 3. 4.
Choose File Select New Complete the dialogue box for creating a new image Make sure to set the image canvas large enough for your project, the canvas can be reduced at a later time without altering the image.
Drawing an Image •
Images within Photoshop are drawn using selection area and free form shapes.
•
The use of filters also allows for additional drawing tool.
•
Drawing in Photoshop as in any computerized program required practice and patience. Experimentation is the best.
Working with Layers •
As images are created in Photoshop, Photoshop builds layer for each object.
•
At times it is necessary for the creator of the drawing to add additional layers.
•
Layers provide freedom for drawing, allowing the user to make changes to some objects without touching other.
Adding an Image from Another Image 1. 2. 3. 4.
Open a blank canvas Open the new image Using the pointer tool drag the new image onto the blank canvas A layer will be created for the new image on the canvas. As images are brought onto a canvas, a layer will be automatically created. 5. The order of the images in the layer palette determines the images position (front or back) on the canvas.
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Using the History Palette •
The history palette is the only method for erasing items once the process has been completed on the canvas.
•
BE CAREFUL: Actions erased on the history palette are recorded according to order in which the actions were taken. If you need to erase a step you complete four steps ago, all steps up to that point will be erased.
Completing an Image Collage 1. Create a new canvas 2. Open all images that you want to include in the collage 3. Using the selection tool, select the portions of the original images that you want to use in the new collage 4. Using the pointer tool, drag the selected images onto the canvas, you will create several layers as you continue to drag images onto the canvas 5. Utilize all the tools discussed in this manual to add effects or text to the canvas. 6. Keep your background layer separate from the images so that effects or filters can be used to create texture and interest.
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Helpful Hints - Adobe Photoshop Layers Layers are the most important aspect of a Photoshop document. When creating documents, create a layer for each object drawn on the screen. If an image is dropped onto a canvas, Photoshop will automatically create a new layer for the object. Always name your layers to distinguish between objects. Some layers may on have miniscule objects that are difficult to see in a thumbnail image. Organize your layers in order of importance on the canvas. The placement of a layer on the canvas can greatly affect the look and outcome of you image.
Saving When saving documents using Photoshop, always keep copies of your work. Always save as a Photoshop File. Photoshop files preserve the layers created in the original of the document. A graphic will be a flattened image, creating a more difficult editing surface. As long as layers exist, it is possible to lock certain layers, so that changes cannot be applied to those layers, while the editing process is being completed.
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Test for Knowledge - Adobe Photoshop 1. Access the old photograph within the Photoshop samples and Restore the image 2. Using a Black and White image colorize a portion of the photograph 3. Create a new document and create a collage that adds text and graphics.
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Mini Quiz Adobe Photoshop 1. List three ways in which Photoshop could be used within the academic classroom. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 2. List three ways in which Photoshop could increase technology integration in your classroom and school. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 3. List two methods for removing unwanted objects from an image. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 4. What are the different types of selection tools and why are the various types of selection tools needed? _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 5. What are layers and how can layers aid the designer in the development of an image or graphic? _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ © SAISD/Office of Instructional Technology Services http://itls.saisd.net/tli
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Technology Application: Texas Essential Knowledge and Skills §126.11. Technology Applications, Grades 6-8. TEKS (2) Foundations.
TEKS (7) Solving Problems.
The student uses data input skills appropriate to the task. The student is expected to: (A)
demonstrate proficiency in the use of a variety of input devices such as mouse/track pad, keyboard, microphone, digital camera, printer, scanner, disk/disc, modem, CD-ROM, or joystick;
(B)
demonstrate keyboarding proficiency in technique and posture while building speed;
(C)
use digital keyboarding standards for data input such as one space after punctuation, the use of em/en dashes, and smart quotation marks; and
(D)
develop strategies for capturing digital files while conserving memory and retaining image quality
The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:\ (D)
demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics;
(G)
integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, graphics from paint or draw programs, and mail merge;
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TEKS (8) Solving Problems.
The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to: (E)
TEKS (10) Communication.
TEKS (11) Communication.
integrate acquired technology applications skills, strategies, and use of the word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs into the foundation and enrichment curricula.
The student formats digital information for appropriate and effective communication. The student is expected to: (A)
use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports;
(D)
demonstrate appropriate use of fonts, styles, and sizes, as well as effective use of graphics and page design to effectively communicate;
The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to: (A) publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video;
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Technology Application: Texas Essential Knowledge and Skills §126.26. Multimedia (One Credit). High School (a)
General requirements. The prerequisite for this course is proficiency in the knowledge and skills described in §126.12(c) of this title (relating to Technology Applications (Computer Literacy), Grades 6-8). This course is recommended for students in Grades 9-12.
(b) Introduction. (1)
The technology applications curriculum has four strands: foundations, information acquisition, work in solving problems, and communication.
(2)
Through the study of technology applications foundations, including technology-related terms, concepts, and data input strategies, students learn to make informed decisions about technologies and their applications. The efficient acquisition of information includes the identification of task requirements; the plan for using search strategies; and the use of technology to access, analyze, and evaluate the acquired information. By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the results. Students communicate information in different formats and to diverse audiences. A variety of technologies will be used. Students will analyze and evaluate the results.
(c) Knowledge and skills.
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TEKS (1) Foundations.
The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to: (A)
demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components;
(B)
analyze demands for accomplishing multimedia tasks to appropriately use input, processing, output, and primary/secondary storage devices;
(C)
make decisions regarding the selection, acquisition, and use of software in a multimedia classroom/lab taking under consideration its quality, appropriateness, effectiveness, and efficiency;
(D)
delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity;
(E)
use necessary vocabulary related to multimedia;
(F)
install and configure appropriate software;
(G)
distinguish between and correctly use process color (RGB and CYMK), spot color, and black/ white;
(H)
identify color mixing theories and apply these theories to the creation of new colors in the digital format;
(I)
identify and distinguish among the basic sound editing principles including the addition of effects and manipulation of the wave form;
(J)
identify and use compression schemes for photo, animation, video, and graphics; and
(K)
distinguish between and determine the appropriate application of bitmapped and vector graphics into a multimedia project.
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TEKS (2) Foundations.
TEKS (3) Foundations.
The student uses data input skills appropriate to the task. The student is expected to: (A)
demonstrate proficiency in the use of a variety of electronic input devices including the mouse, keyboard, scanner, voice/ sound recorder, disk/disc, video, and digital camera by creating files to be used in multimedia products;
(B)
use digital keyboarding standards for data input such as one space after punctuation, the use of em/en dashes, and smart quotation marks;
(C)
use strategies when digitally capturing files that conserve memory and retain the image integrity; and
(D)
differentiate among audio input.
The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to: (A)
discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods;
(B)
demonstrate proper etiquette and knowledge of acceptable use policies when using networks, especially resources on the Internet and intranet;
(C)
model respect of intellectual property when manipulating, morphing, or editing graphics, video, text, and sound; and
(D)
provide examples of the role of multimedia in society.
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TEKS (4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to: (A)
use strategies to access research information from different resources, including local area networks (LANs), wide area networks (WANs), the Internet, and intranet; and
(B)
apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.
TEKS (5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: (A)
acquire information in electronic formats including text, audio, video, and graphics, citing the source; and
(B)
identify, create, and use available file formats including text, image, video (analog and digital), and audio files.
TEKS (6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to: (A)
identify and employ a method to evaluate the design, functionality, and accuracy of the accessed information; and
(B)
use fundamental concepts of graphic design including visual composition and lighting when analyzing multimedia.
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TEKS (7) Solving problems.
The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: (A)
use foundation and enrichment curricula in the creation of multimedia products;
(B)
elect and integrate computer-based productivity tools, including, but not limited to, word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs to develop and modify solutions to problems and to create new knowledge for multimedia products;
(C)
use technology tools to create a knowledge base with a broad perspective;
(D)
apply color principles to communicate the mood of the product for the specific audience;
(E)
integrate path and cell animation modules appropriately into multimedia products;
(F)
use the appropriate scripting language to create a multimedia sequence;
(G)
edit files using established design principles including consistency, repetition, alignment, proximity, ratio of text to white space, image file size, color use, font size, type, and style; and
(H)
read and use technical documentation.
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TEKS (8) Solving problems.
The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to: (A)
participate with electronic communities as a learner, initiator, contributor, and teacher/ mentor and use technology to participate in self-directed and practical activities in the larger community and society;
(B)
demonstrate proficiency in, appropriate use of, and navigation of LANs, WANs, the Internet, and intranet for research and for sharing of resources;
(C)
integrate and use efficiently and effectively a variety of multimedia programs and tools including linear/non-linear authoring tools, image/video editing tools, compression programs, draw/paint/text creation tools;
(D)
extend the learning environment beyond the school walls through the creation and linking of multimedia products via electronic networks;
(E)
develop technical documentation related to multimedia;
(F)
participate in different roles and jobs of a multimedia production crew including project manager, lead programmer, writer, art director, sound engineer, researcher, animator, and presenter;
(G)
distinguish among and appropriately integrate 3-D modeling, animation, and rendering software into multimedia products;
(H)
import video into the digital format for integration into multimedia products; and .
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TEKS (8) Solving problems, continued (I)
TEKS (9) Solving problems.
TEKS (10) Communication.
capture, record, and integrate sampled and Musical Instrument Digital Interface (MIDI) sound in different sound rates, resolutions, and channels.
The student uses technology applications to facilitate evaluation of work, both process and product. The student is expected to: (A)
design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product;
(B)
seek and respond to advice from peers and professionals in delineating technological tasks;
(C)
create technology specifications for tasks and rubrics to evaluate products and product quality against established criteria; and
(D)
resolve information conflicts and validate information by accessing, researching, and comparing data and demonstrate that products and product quality can be evaluated against established criteria.
The student formats digital information for appropriate and effective communication. The student is expected to: (A)
identify quality in multimedia design such as consistency, alignment, repetition, and proximity;
(B)
use content selection and presentation for the defined audience and communication purpose; and
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TEKS (10) Communication, continued (C)
TEKS (11) Communication.
TEKS (12) Communication.
format the multimedia project according to defined output specifications including target audience and viewing environment
The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to: (A)
publish information in a variety of ways including, but not limited to, printed copy or monitor display; and
(B)
publish information in saved files, Internet documents, CD-ROM discs, or video.
The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to: (A)
determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience; and
(B)
seek and respond to input from peers and professionals in evaluating the product.
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Geometric Reflection and Evaluation
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Please respond to the questions by selecting 1-5, 5 being the highest and 1 being the lowest, below: 1.Held my interest with relevant examples.
1
2
3
4
5
2.Facilitated activities effectively that reflected a clear grasp of the topic.
1
2
3
4
5
3.Responded effectively to questions.
1
2
3
4
5
4.Delivered content in an appropriate, well-paced manner.
1
2
3
4
5
5.Provided opportunities for active participation.
1
2
3
4
5
6.Provided quality handouts that enhanced my learning experience.
1
2
3
4
5
7.If this activity was TEKS-related, at what LOTI level were most of the activities?
1
2
3
4
5
8.Anything else you would like to share about the workshop today that may not have been addressed previously?
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Level
Category
Description
0
Nonuse
A perceived lack of access to technology-based tools or a lack of time to pursue electronic technology implementation. Existing technology is predominately textbased (e.g., ditto sheets, chalkboard, overhead projector).
1
Awareness
2
Exploration
3
Infusion
4a
Integration (mechanical)
The use of computers is generally one step removed from the classroom teacher (e.g., it occurs in integrated learning system labs (i.e. Jostens, CCC, IDEAL, Plato), special computer-based pull-out programs, computer literacy classes, and central word processing labs). Computer based applications have little or no relevance to the individual teacher's instructional program. Technology-based tools serve as a supplement (e.g., tutorials, educational games, simulations) to the existing instructional program. The electronic technology is employed either for extension activities or for enrichment exercises to the instructional program. Technology-based tools including databases, spreadsheets, graphing packages, probes, calculators, multimedia applications, desktop publishing, and telecommunications augment selected instructional events (e.g., science kit experiments using spreadsheets or graphs to analyze results, telecommunications activities involving data sharing among schools). Technology-based tools are mechanically integrated, providing a rich context for students' understanding of the pertinent concepts, themes, and processes. Heavy reliance is placed on prepackaged materials and sequential charts that aid the teacher in the daily operation of the instructional curriculum. Technology (e.g., multimedia, telecommunications, databases, spreadsheets, word processing) is perceived as a tool to identify and solve authentic problems relating to an overall theme or concept.
4b
Integration (routine)
Teachers can readily create integrated units with little intervention from outside resources. Technology-based tools are easily and routinely integrated, providing a rich context for students' understanding of the pertinent concepts, themes, and processes. Technology (e.g., multimedia, telecommunications, databases, spreadsheets, word processing) is perceived as a tool to identify and solve authentic problems relating to an overall theme/concept.
5
Expansion
6
Refinement
Technology access is extended beyond the classroom. Classroom teachers actively elicit technology applications and networking from business enterprises, governmental agencies (e.g., contacting NASA to establish a link to an orbiting space shuttle through the Internet), research institutions, and universities to expand student experiences directed at problem solving, issues resolution, and student activism surrounding a major theme or concept. Technology is perceived as a process, product (e.g. invention, patent, new software designed), and tool for students to use in solving authentic problems related to an identified real-world problem or issue. In this context, technology provides a seamless medium for information queries, problem-solving, and product development. Students have read access to and a complete understanding of a vast array of technology-based tools to accomplish any particular task.
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Web Resource Links http://www.adobe.com/products/tips/photoshop.html http://www.grafx-design.com/phototut.html http://www.mccannas.com/pshop/photosh0.htm http://www.absolutecross.com/tutorials/photoshop/ http://hotwired.lycos.com/webmonkey/design/graphics/tutorials/tutorial1.html
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