risd | Department of Teaching + Learning in Art + Design
[Nitashia Johnson, MAT] DESIGN LESSON PLAN
Photoshop & Photography
CONCEPTUAL FRAMEWORK
Unit Title: Design Talks
Unit Goal:
Design can communicate information, reflect a narrative, and even envision future plans and possibilities.
Pay close attention to what design is telling you.
Lesson Title: “Getting Juxtaposed”
Lesson Goal(s):
Through the combination of two juxtaposed images a new
meaning can emerge.
Lesson Objectives/Student Learning Evaluation Criteria/Evidence of
Outcomes
Success
1. As a result of instruction students will be able to
communicate an imaginative thought, feeling, or idea
through the irrational juxtaposition of images.
[VA: Cr.1.1llla, VA: Cr.1.2llla]
Cognitive and psychomotor
2. Analyze how artists used surrealism as way to “resolve
the contradictory conditions of dream and reality.”[VA:
Cr.1.2.1a, VA: Pr6.1.la]
Cognitive and psychomotor
3. Develop a minimum of five visual sketches showing
plans for the juxtaposition of images; following a class
demonstration.
[VA: Cn.11.1Ka] Cognitive and affective
4. Give an oral reflection about their creative process,
selected images, and design challenges. Also engage in
a class critique of work from peers.
[VA: Cn.11.1Ka] Cognitive and affective
1.
Final artwork shows surrealism + juxtaposition of images. Students produce artwork in relationship to the lesson goal. Makes thoughtful decision about appropriate imagery being used. 2.
Student displays attentiveness to the surrealist images and information from the visual references. 3.
Create a minimum of five comps executing ideas about their surrealist image, following the class demonstration. Proceed with the final work using Adobe Photoshop. 4.
The student thoughtfully recalls the assignment and the stages of their work’s development during a verbal critique. Responds respectfully to peers’ work by providing constructive feedback and compliments. Assessment Strategies:
1.
2.
4.
5.
6.
7.
Observation of student class engagement
Help and engage in the student’s creative process and decision-making
Review verbal reflections about the final product
Observation of student compliments and engagement during critique
Document student work and process
Answer student questions with Photoshop
Visual References:
Elliot Earls
Thomas Ingberg
Vocabulary:
Juxtaposed - placed side by side often for comparison; “ juxtaposed pictures”
Surrealism - a 20th-century avant-garde movement in art and literature that sought to release
the creative potential of the unconscious mind, for example by the irrational juxtaposition of
images. Unrelated images or events placed together in a very strange and dreamlike way
risd | Department of Teaching + Learning in Art + Design | Nitashia Johnson | 2
ADVANCED PREPARATION
Modifications: Modifications: Students with learning disabilities
Communication Techniques to Facilitate Listening/ Speech/ Reading
-Directly Face Student (Close Proximity)
-Gain Student attention before speaking
-Speak slow and clearly
-Keep Hands and hair away from face when speaking
-Use signals when topic changes
-Use facial expressions, body language, gestures, etc when appropriate
-Pause after asking questions
-Give clear indications of the topic of conversation and alert the student to change topic
-Go over project with the student alone
Environmental Considerations
• Ensure good lighting is available in the room while controlling glare
• Avoid sitting/standing in front of a light source as this interferes with speech reading
• Reduce background noise
• Close doors to reduce noise from hallways
Classroom Techniques
• Understand the different types of hearing loss and their impact
• Understand the functional hearing needs of each particular student
• Minimize copying (student cannot listen and take notes at the time)
• Provide handouts such as syllabus, lesson plans, and assignments ahead of time
Instructional Support Materials:
Supplies:
PDF presentation on Surrealism and
Juxtaposed images
Work sheet handouts with links to visual references
Links to free resources
Laptop
Visual references
Tool Worksheet
Sketch sheet (provided by instructor)
Airdrop
usb drive
Photoshop
Safety Procedures:
Classroom Arrangement:
Students will be monitored individually during the
construction of their projects. Students and not
allowed to browse the internet useless it relates to
the assignment. May continue to look up additional
information for “Getting Juxtaposed” assignment
Students will power down Mac computers during
class presentation + demonstration.
*Monitor computer usage
Sources:
google.com
designobserver.com
pintrest.com
risd | Department of Teaching + Learning in Art + Design | Nitashia Johnson | 3
LEARNING PLAN
Stage 1 Motivation:
1.) Introduction to “Getting Juxtaposed” (Presentation)
- Defining surrealism + juxtaposition
- Earls Elliott (American graphic designer, digital imaging, organic and
artificial)
- Nitashia Johnson (graphic designer, combination of images)
- Franciszek Starwieyski (pushed imagination to the limit, desire; death)
-
Key Terms
Elongated architecture imagination
Contrast images
Dream-like
Unrealistic character relationship
2.) Photoshop demonstration
Following the demonstration, I will give a tutorial on how to combine to
images together in response to surrealism.
3.) Worksheets with project information and visual references
Worksheets will be provided by the instructor and will advise students about
important information; such as information about the visual references and
project deadline. Worksheet list for brainstorming sketch sheet will be given
to all students; and will be stored in class folder at the end of class.
4.) Sketch it!
Have an idea? Sketch it! Students will plan out their juxtaposed composition
using class time.
5.) Individual Discussions
After planning + sketching, each student will have one on one meetings with
the instructor and share their ideas. After meeting, the student will then move
on to construct the final artwork
Stage 2 Exploration:
6.) Revisions to the list.
Any adjustments made to sketches will be done after feedback is given by
the instructor and prior to the final design.
7.) Creating
Students will use class time to work on their “Getting Juxtaposed” artwork.
Individual check ups will be made throughout each student’s creative
process. Progress check will be done on all work
Stage 3: Reflection
8.) Finalizing the work
The instructor, before the final critique will review all progress work from
students. The instructor, if needed, will give any suggestions or ideas that
may enhance the artwork.
9.) (Explaining the work)
When all artworks are submitted a class critique will be held. Students will
have the chance to reflect on their surrealist design the psychological
meaning it holds. Students will also be required to give one compliment +
suggestion to at least two of their fellow peers. All work will be printed and
displayed around the classroom.
Last Revised | February 2015