Sports Edits

Learning Objectives

Students will:

• Analyze sports edit designs to identify common design elements.

• Use digital tools to manipulate images, apply effects, and layer elements.

• Create a dynamic sports-themed graphic that communicates energy and identity.

• Incorporate branding elements like logos, team colors, and fonts.

• Critique their own and others’ work to improve visual storytelling and technical quality.

1. Find an image that you want to use for a background and an image for the foreground. For example, you could use an image of Fenway Park for your background and David Ortiz as your foreground. 

2. Cut out your foreground image. 

3. Apply a filter to the background image. Filter > Filter Gallery

4. Use your rectangle tool to add a rectangle between your foreground and background images. We are trying to create depth. 

5. Lower the opacity on your rectanlge so we can still see some of the background. 

6. Add text over your rectangle. 

7. Use your layer styles to add shadows, highlights and overlays. Layer > Layer Style > Blending Options

8. Add brushes to make your design pop more. 

9. What else can you add?

Massachuestts DLCS Standards

Strand: Computing and Society (CAS)

• CAS 2.3: Explain the impact of values and technology on the development of computing and its effect on people’s lives.

  • Relevant because students analyze and critique sports edits, considering how branding and visuals affect identity and audience perception.

Strand: Digital Tools and Collaboration (DTC)

• DTC 1.2: Create, modify, and reuse digital artifacts to effectively communicate information and ideas.

  • Applies directly to students using digital tools to create sports-themed graphics.

• DTC 1.4: Plan and employ effective research strategies to locate and use information and other resources for their intellectual or creative pursuits.

  • Students analyze existing edits and pull inspiration/resources for their own designs.

• DTC 2.3: Communicate and publish key ideas and details to a variety of audiences using digital tools and media-rich resources.

  • Students create and present visual work with a clear audience in mind (sports fans, team community, etc.).

Massachusetts Visual Arts Standards

Creating

• VA:Cr1.1.HSI: Use multiple approaches to begin creative endeavors.
  Students brainstorm and analyze existing sports edits to spark ideas.

• VA:Cr2.1.HSI: Engage in making a work of art or design without having a preconceived plan.

  • Students explore layering and effects, often adapting as they go.

• VA:Cr2.3.HSI: Demonstrate awareness of ethical responsibility to oneself and others when posting or altering images or content.

  • Applies when students work with photos, logos, and other design elements.

Presenting

• VA:Pr5.1.HSI: Analyze and evaluate the reasons and ways an exhibition is presented.

  • Ties in when students reflect on how their designs communicate brand and energy visually.

Responding

• VA:Re7.2.HSI: Analyze how one’s understanding of the world is affected by experiencing visual imagery.

  • Students consider how sports edits shape perception of players, teams, and brand identity.

• VA:Re9.1.HSI: Establish relevant criteria in order to evaluate a work of art or collection of works.

  • Applies directly to peer critiques and self-assessment activities.

Connecting

• VA:Cn10.1.HSI: Document the process of developing ideas from early stages to fully elaborated ideas.

  • Students reflect on their creative process throughout the project.

• VA:Cn11.1.HSI: Describe how knowledge of culture, history, and design can influence responses to art.

  • Students consider how sports culture and branding impact their design decisions.