Photograph 1 is an introduction to the basic technical and artistic concerns of digital and black and white photography. Concepts of effective design are presented, enabling students to think about what makes photography an art form and allowing them to discuss photography using appropriate vocabulary. Projects may include: experimenting with aperture and shutter speed settings, portrait photography, and some darkroom work. The majority of the projects are shot and developed digitally using Photoshop. The students create oral presentations based on historical and contemporary photographers of their choice.

ESSENTIAL QUESTIONS

• How are photographic images used to communicate?
• What role does the idea of truth play in photography?
• How does the changing nature of technology affect the uses of photography?
• How does the passage of time (context) affect our understanding of photography?
• How does the development of technical skills affect creative expression?
• What role do effective design and beauty play in photography?
• What are the limitations of perfection?
• What makes a photograph a work of art?
• What role might humor have in photography?
• How and why do we evaluate photographs?
• How does an individual’s experience affect his or her interpretation of a photograph?
• How can we awaken our senses and perceptions to invite awareness of photographic possibilities?
• What is the relationship between images and words?
• What is the relationship between the photographer and the community (the class, the school, the town, the world)?
• What sort of social responsibility does the photographic artist or journalist have?
• What are the purposes of documentation?

FOCUS QUESTIONS

• How are photographic images used to communicate?
• What role do effective design and beauty play in photography?
• What makes a photograph a work of art?
• What are the limitations of perfection?
• What role might humor have in photography?
• How and why do we evaluate photographs?
• How does an individual’s experience affect his or her interpretation of a photograph?

CONTENT OBJECTIVES

DEVELOPING AN UNDERSTANDING The student will . . .

• carefully and analytically consider his/her own work and that of other students as well as professional photographers.
• understand that the process of critique is a positive way of learning and developing understanding.
• experience a variety of photographs made by historical and contemporary photographers.
• learn that design can be used to communicate ideas and emotions.
• learn that there is an enormous variety of traditional and cutting edge resources available to inspire and challenge ideas.

DEVELOPING AN INTERPRETATION The student will . . .

Lesson Option 1 - Design and Content

• engage in a discussion about how artists use effective design to draw viewers to their work and to communicate content.

Objectives

• understand that it is possible to use the elements of art and the principles of design to create dynamic compositions that attract interest and communicate ideas and emotions.
• understand that artists often use their work to raise questions that have no simple answer.

Examining the Content

• engage in the discussion and talk about how the elements and principles are used to communicate content.
• offer thoughtful opinions and back them up with visual evidence.
• show openness to the ideas of others.

Lesson Option 2 - Stages or Phases of Art Criticism

• engage in a discussion using several stages or phases of art criticism. Students and teacher will discuss either student artwork or work by professional photographers.

Objectives

• understand that our understanding of art can be deepened by looking patiently and engaging in a dialogue with others.
• understand that each viewer brings a unique emotional, aesthetic, and intellectual perspective to a work of art and that the full meaning of a work of art develops through its engagement with the viewer.
• understand that if we want to develop our own photography, it is worthwhile to discuss photography with others.

Examining the Content

• choose and Identify a work of art, using artist and title.
• describe the work of art in visual terms.
• analyze the work.
• judge the work of art according to criteria discussed in class.

Lesson Option 3 - Is it a “Snapshot” or is it “Art”?

• bring photographs to class that fall into two categories: snapshots and works of art.
• students will engage in a discussion about what may or may not distinguish the two.

Objectives

• understand that some photographs may be considered works of art, and that this designation is real, and can be described, but does also depend on cultural circumstances.
• understand that young people have valuable knowledge and experience that inform their efforts to understand what may at first seem difficult.

Examining the Content

• engage in the discussion and talk about the differences between ordinary snapshots and works of photographic art.
• bring examples from each category.
• show openness to the ideas of others.

Lesson Option 4 - Photography Resources on the Web

• use a teacher provided list of websites to discover a variety of museum, gallery and virtual places to see photography.
• write a brief reflective piece to document what they have seen.

Objectives

• understand that the work of many traditional as well as emerging photographic artists is available on the Internet if one knows how to effectively conduct a search.

Examining the Content

• look at between five and ten websites from the list.
• engage in a meaningful way with at least one image from each of these sites.

Lesson Option 5 - Museum and Gallery Visits

• take a field trip to a museum or gallery to see photographic work that relates to some aspect of the curriculum. While there, students will engage in discussion and/or writing in order to reflect on what they are seeing and to deepen their understanding.

Objectives

• understand that museums and most galleries are free and open to the public and available to them.
• understand that there is a lot of artwork to excite and inspire them.
• understand that they have the intelligence and experience to appreciate and understand art.

Examining the Content

• engage in a meaningful way with one or more of the photographs on display.
• complete a writing assignment related to the specific show.

Lesson Option 6a - Writing about Art

• write a one-page response to a photograph following the “4 stages of art criticism”.

Objectives

• understand that the phrase “art criticism” can mean to find a work of art that interests us and engage it with our critical thinking skills.

Examining the Content

• clearly identify the work of art with photographer’s name, title, and source.
• write a full and vivid visual description of the photograph.
• write a full and thoughtful analysis of the photograph.
• form and articulated an opinion backed by evidence.

Lesson Option 6b - Writing about Art

• look through photography books and find a photograph that appeals to him or her.
• write a one-page creative story based on the photograph.

Objectives

• understand that art may provide a creative springboard.
• understand that art is not limited to one simple meaning, but that it reaches out and connects to myriad meanings.

Examining the Content

• write a story that includes the following: a vivid description, imagery from the photograph, and citation of photo source.

FOCUS QUESTIONS

• How does reflected light around us enter a camera and become recorded as a photographic image?
• How does the changing nature of technology affect the uses of photography?
• How does the passage of time (context) affect our understanding of photography?
• How does an individual’s experience affect his or her interpretation of a photograph?
• What is the relationship between the photographer and the community (the class, the school, the town, the world)?
• What sort of social responsibility does the photographic artist or journalist have?
• What are the purposes of documentation?

CONTENT OBJECTIVES

DEVELOPING AN UNDERSTANDING The student will . . .

• understand how light enters a small opening in a dark box and projects a reversed image of the world outside the box on the opposite interior side of the box.
• understand the technological developments that have allowed photographs to be permanently recorded.
• understand how photography has played a role in war and politics.
• understand how the audience for photography changes over time.
• understand how the relationship between photography and “the truth” has often been an open question.

DEVELOPING AN INTERPRETATION The student will . . .

Lesson Option 1 - How it Works: The Camera Obscura

• work with the teacher and other students to turn the room into a large camera obscura.
• watch the images that project onto the wall or board.
• create a sketch and notes describing the process.
• look at Abelardo Morell’s work from his book A Camera in a Room.
• look at the work of Vermeer and other artists reputed to have used this technique to aid their painting.

Objectives

• understand how light enters a small opening in a dark box and projects a reversed image of the world outside the box on the opposite interior side of the box.
• consider the creative possibilities of this very simple, but seemingly magical technique.

Examining the Content

• use a sketch and notes that clearly describe the phenomenon and include the following: the box, some object outside the box, the same object reflected upside down and backwards inside the box, the opening that allows the light to enter, and lines indicating rays of light traveling in straight lines.

Lesson Option 2 - How it Works: Physics and Chemistry of Early Photography

• consider the contributions of Josiah Wedgewood, Niepce, Daguerre, Fox Talbot, and others in the development of early photography.
• write about the contributions each figure made.

Objectives

• understand the key technical developments in early photography,

Examining the Content

• show evidence of being able to identify the key players, and their particular contributions.

Lesson Option 3 - Early Photography – The Nineteenth Century

• consider the contributions of Nadar, Julia Margaret Cameron, Roger Fenton, Matthew Brady, Timothy O’Sullivan, and others in the development of early photography.
• look at images of tintypes and cartes-de-visite and consider their purposes.
• consider how painting and photography influenced each other.
• engage in a discussion about the issues raised by the work.

Objectives

• understand some important artistic & documentary developments in early photography.

Examining the Content

• engage in the discussion and talk about the issues raised by the images.
• offer thoughtful opinions and backed them up with visual evidence.
• show openness to the ideas of others.

Lesson Option 4 - The Early Twentieth Century

• consider the contributions of George Eastman, Alfred Steiglitz, Paul Strand, May Ray, Henri Cartier-Bresson, Jacob Riis and Lewis Hine and others in the development of early twentieth century photography.
• consider the impact of Kodak cameras and film on amateur photography.
• consider how photography was influenced by modernism in art.
• engage in a discussion about the issues raised by the work.

Objectives

• understand some important artistic and documentary developments in early twentieth century photography.

Examining the Content

• engage in the discussion and talk about the issues raised by the images.
• offer thoughtful opinions and backed them up with visual evidence.
• show openness to the ideas of others.

Lesson Option 5 - The Depression and World War II

• consider the contributions of Dorothea Lange, Margaret Bourke-White, the Farm Security Administration, Robert Capa, W. Eugene Smith, Ansel Adams, and Life Magazine to the photography of this era.
• engage in a discussion about the issues raised by the work.

Objectives

• gain insight into the myriad intentions of photographic artists, journalists and documentarians.
• consider how photography may be a product of its time.
• consider how photography may influence its time.

Examining the Content

• engage in the discussion and talk about the issues raised by the images.
• offer thoughtful opinions and backed them up with visual evidence.
• show openness to the ideas of others.

Lesson Option 6 - Student Research Project – Early Photography

• research and prepare a presentation on one of the photographers or topics from photographic history through WWII. The presentation should address at least five photographs, as well as the historical and/or artistic context of the time.
• discuss how the work at hand might relate to their own photography.

Objectives

• understand that a deeper investigation of a topic of interest can yield insights that can enrich one’s own artistic pursuits.

Examining the Content

• present at least five photographs in detail, dealing with both design and content.
• choose topics from the relevant time period.
• discuss the historical and/or artistic context of the time.
• presented images are clear and of good enough quality to be seen from across the room.
• make the presentation in clear language.
• speak loudly enough to be heard by all.
• discuss how the work at hand might relate to his or her own photography.
• present evidence of several weeks of work.
• cite all sources.

Lesson Option 7 - Postwar through the 80’s

• consider the contributions of Diane Arbus, Mary Ellen Mark, Cindy Sherman, William Eggleston, Robert Frank, Garry Winogrand, Richard Avedon, Minor White, and others of the period.
• consider Vietnam era photography and television coverage.
• consider the relationship between commerce and photography.
• engage in a discussion about the issues raised by the work.

Objectives

• gain insight into the myriad intentions of photographic artists, journalists and documentarians.
• consider how photography may be a product of its time.
• consider how photography may influence its time.

Examining the Content

• engage in the discussion and talk about the issues raised by the images
• offer thoughtful opinions and backed them up with visual evidence
• show openness to the ideas of others

Lesson Option 8 - Contemporary, Color and Digital

• consider the contributions of contemporary artists and technologies as they arise through the semester.
• engage in a discussion about the issues raised by the work.
• respond with their own photographic work to the issues raised in discussion.

Objectives

• insight into the myriad intentions of photographic artists, journalists and documentarians.
• consider how photography may be a product of its time.
• consider how photography may influence its time.

Examining the Content

• raise and consider the issues in an original and compelling way.
• have a design that is strong and dynamic and relates to the ideas and issues.

Lesson Option 9 - Student Research Project – Contemporary

• research and prepare a presentation on one of the photographers or topics from the past twenty years.
• create a presentation that addresses at least five photographs, as well as the social, artistic, and technical context of the time.
• discuss how the work at hand might relate to their own photography.

Objectives

• understand that a deeper investigation of a topic of interest can yield insights that can enrich one’s own artistic pursuits.
• understand that most artists respond to and deal with various aspects of their moment in time.

Examining the Content

• present at least five photographs in detail, dealing with both design and content.
• choose topics from the relevant time period.
• discuss the historical and/or artistic context of the time.
• presented images are clear and of good enough quality to be seen from across the room.
• make the presentation in clear language.
• speak loudly enough to be heard by all.
• discuss how the work at hand might relate to his or her own photography.
• present evidence of several weeks of work.
• cite all sources.

FOCUS QUESTIONS

• How does reflected light around us enter a camera and become recorded as a photographic image?
• What are the similarities and differences between film and digital technologies?
• What are shutter speed, aperture and focus and how can these “creative controls” be manipulated to alter images?

CONTENT OBJECTIVES

DEVELOPING AN UNDERSTANDING The student will . . .

• understand that light rays are reflected off the subject (where we point the camera) in all directions; and that the ones heading toward the lens are focused by the lens onto the picture plane (either the film or the digital sensor).
• understand that the aperture is an opening in the lens, and that the shutter speed refers to how long the film or sensor is exposed to light, and that these two controls must be adjusted for the particular lighting of the scene being photographed.
• understand that aperture and shutter speed can affect focus and sharpness and that these can be used deliberately for artistic purposes.
• understand the similarities and differences between film and digital photography.

DEVELOPING AN INTERPRETATION The student will . . .

Lesson Option 1 - Using a Film SLR (single lens reflex camera)

• observe the teacher demonstrate the functioning of the slr, and work with his or her own camera to determine how to use his or her own camera.
• make a drawing of his or her own camera and label its parts and describe its functions in writing.

Objectives

• understand that most slr’s have similar parts, frequently in different places, and that a basic understanding of how slr’s function will allow a person to work out the functioning of his or her own camera.
• understand that electronic devices become more complicated as time passes, and the manual is an invaluable tool for learning deeply about the camera, and should therefore not be thrown out.
• understand that light rays are reflected off the subject (where we point the camera) in all directions; and that the ones heading toward the lens are focused by the lens onto the picture plane (either the film or the digital sensor).
• understand that the aperture is an opening in the lens, and that the shutter speed refers to how long the film or sensor is exposed to light, and that these two controls must be adjusted for the particular lighting of the scene being photographed.

Lesson Option 2 - Digital Camera

• observe the teacher demonstrate the functioning of various digital cameras and work with his or her own camera to determine how to use his or her own camera.
• make a drawing of his or her own digital camera and label its parts and describe its functions in writing.

Objectives

• understand that digital cameras have certain advantages and disadvantages when compared to film cameras.
• understand that the technology is changing rapidly and may soon allow for the greater creative controls and ease of use that we currently associate with film slr’s.
• understand that many of the same functions are available on mid-range digital cameras, as can be found on film slr’s, and that some of these functions will be easier to use, and some more awkward.

Lesson Option 3 - Using Creative Controls (Depth of Field and Movement)

• experiment with changing aperture and shutter speed settings.
• record their settings for future reference.

Objectives

• understand that a large depth of field means a large amount of focus behind and in front of the subject, a small depth of field is the opposite, and that these can be manipulated on many cameras, even some of those that don’t seem to offer direct control.
• understand that slow shutter speeds blur movement and fast shutter speeds freeze movement, and that these can be manipulated on almost every camera, even those that don’t offer direct control.

Lesson Option 4 - Find Photos that show Creative Controls

• bring in photographs that they have found in newspapers, magazines, etc., that show creative use of aperture and shutter speed.
• engage in a discussion about how artists use these controls represent their subjects and to communicate content.

Objectives

• understand that aperture and shutter speed can affect focus and sharpness and that these can be used deliberately for artistic purposes.

Lesson Option 5 - You are Smarter than Your Light Meter (Dealing with Difficult Lighting Situations)

• walk around school with their cameras and look for difficult lighting situations (such as backlit subjects).
• experiment with different ways to deal with these situations.

Objectives

• understand that the goal of the light meter is to create photographs that are an even mixture of light and dark, and that often, this is not desirable.
• understand that the light meter can expose for a part of the composition that the photographer may not choose, and that in order to expose the subject correctly it may be necessary to change aperture, shutter, or flash settings.

FOCUS QUESTIONS

• What are the Elements of Art and why are they significant to the composition of a photograph?
• What are the Principles of Design and why are they significant to the composition of a photograph?
• What is the “Rule of Thirds” and why is it important to planning a composition?
• What is the difference between composing a photograph and creating a composition for a painting?

CONTENT OBJECTIVES

DEVELOPING AN UNDERSTANDING The student will . . .

• understand how to identify the Elements of Art and Principles of Design.
• learn how to use black and white or color to create a balanced composition.
• understand that the process of critique is a positive way of learning and developing understanding.
• understand that design is everywhere and everything experienced visually is made up of the Elements of Art and Principles of Design.

DEVELOPING AN INTERPRETATION The student will . . .

Lesson Option 1 - Composition and the Elements & Principles

• create paper compositions that illustrate a Principle of Design.

Objectives

• understand the definitions of the Principles of Design and their role in creating a balanced composition.
• participate in a group critique with the purpose of discussing a piece of personal artwork and improving understanding of terms.

Lesson Option 2 - Framing and Color

• use a viewfinder to frame a composition in the room.
• use colored paper to emulate the objects in the viewfinder through the creation of a composition.

Objectives

• understand the presence of the Elements and Principles in the environment.
• learn how to use a viewfinder in framing.

Lesson Option 3 - Shooting the Elements and Principles

• observe the surrounding environment and photograph evidence of any Elements of Art or Principles of Design that are present.

Objectives

• use the viewfinder of the camera to frame a strong composition.
• capture the Elements of Art or Principles of Design in a photograph.

FOCUS QUESTIONS

• How does light create values on photosensitive paper?
• What is the function of the enlarger as a tool?
• What are the different chemicals used in the darkroom, and how do they create a photographic print?
• What is the proper way to handle chemicals in the darkroom?
• How can one manipulate the exposure of light to create different darkroom techniques?

CONTENT OBJECTIVES

DEVELOPING AN UNDERSTANDING The student will . . .

• explore the techniques of darkroom photography.
• discuss the similarities between parts of a camera and parts of an enlarger.
• understand the use of light in determining values of a print through the darkroom process.

DEVELOPING AN INTERPRETATION The student will . . .

Lesson Option 1 - Photograms

• use the enlarger, photosensitive paper, and various found objects in the darkroom to create composition of neutral values.

Objectives - The student will . . .

• understand and demonstrate proper use of the darkroom tools and equipment.
• create a composition that reflects knowledge of the Elements of Art and Principles of Design, as well as the representation of black, white, and a range of greys.

Lesson Option 2 - Making a Test Strip and Contact Sheet

• experiment with different exposures to discover the correct time needed to develop a specific image.

Objectives

• understand that the exposure to light will cause photosensitive paper to turn black.
• demonstrate an understanding of the enlarger and chemicals in the creation of an image.
• view all frames of the film in order to select a print to enlarge.

Lesson Option 3 - Making a Print

• use the knowledge from the previous lessons to create a print in the darkroom derived from negatives taken with an SLR film camera.

Objectives

• select a clean, unscratched image from the contact sheet that demonstrates good composition and good contrast.
• use the process of darkroom development to create a photographic print.

FOCUS QUESTIONS

• How does the quality of light and shadow affect the look of a photograph?
• What role do effective design and beauty play in photography?

CONTENT OBJECTIVES

DEVELOPING AN UNDERSTANDING The student will . . .

• consider the role of lighting in photography.
• learn that beautiful or unusual lighting can transform a photograph into something special.
• understand that the subject of a photograph may be a person or place, but that it may also be the light itself, and how it plays across a scene.

DEVELOPING AN INTERPRETATION The student will . . .

Lesson Option 1 - Quality of Light

• look at photographs by artists who use lighting in unusual and/or beautiful ways.
• create their own photographs which take special notice of light and shadow.
• engage in a class critique of the work in relation to the focus questions.

Objectives

• understand that good lighting is essential to good photography.
• understand that unusual or beautiful light and shadows can make a possibly dull subject come alive and become striking.

Lesson Option 2 - Reflections and Refractions

• look at photographs by artists such as Abe Morell, Weegee, and others who use these phenomena their photography.
• spend time walking around searching for these phenomena.
• deliberately create situations with reflections and/or refractions.
• create their own photographs which take special notice of reflections and refractions.
• engage in a class critique of the work in relation to the focus questions.

Objectives

• understand that being aware and perceptive is essential to good photography.
• understand that unusual or beautiful optical phenomena can make intriguing photographs.

FOCUS QUESTIONS

• How can a photograph tell us about a person?
• Are there ways to use photography to describe a person other than showing his or her face?
• What can the photographer do to help the subject’s character come through in the final photograph?

CONTENT OBJECTIVES

DEVELOPING AN UNDERSTANDING The student will . . .

• understand that there is an unlimited number of ways to represent a subject.
• understand that a viewer may be able to read a lot about someone’s character in his or her portrait.
• understand that the photographer has to work with the subject to create an atmosphere where a successful portrait can be made.
• understand that a person can be represented in a photo that shows some aspect of the body or environment other than the subject’s face.

DEVELOPING AN INTERPRETATION The student will . . .

Lesson Option 1 - Working with Your Subject

• look at portraits by student and professional photographers showing subjects in a variety or ways and engage in a discussion about how those portraits may have been made, and what they tell us about the subjects.
• create their own portraits of a person showing that person in a variety of ways.
• engage in a class critique of the work in relation to the focus questions.

Objectives

• understand that the classic snapshot of a centered subject looking and smiling at the camera is only one of an infinite number of ways of making a portrait.
• understand that people have many different emotions and that a truly successful portrait may show some expression other than grinning at the camera.
• understand that shooting a “candid” means that the subject does not know he or she is being photographed.

Lesson Option 2 - Environmental Portraits

• look at portraits by student and professional photographers (ie Arnold Newman), showing a variety of “environmental portraits”, and engage in a discussion about how those portraits may have been made, and what they tell us about the subjects.
• create their own portraits of a person showing that person engaged with his or her environment.
• engage in a class critique of the work in relation to the focus questions.

Objectives

• understand that a photograph of a subject in their environment can powerfully describe what is important to that person.

FOCUS QUESTIONS

• What makes a photograph a work of art?
• What role do effective design and beauty play in photography?
• How do photographers create a composition?

CONTENT OBJECTIVES

DEVELOPING AN UNDERSTANDING The student will . . .

• understand that photographers make creative choices about point of view and the framing of compositions that make good photographs works of art just as good drawings and paintings can be works of art.
• understand that everything within the rectangular frame is part of the composition. (not just the central subject)
• understand that artists are often able to see ordinary things in new and unusual ways.

DEVELOPING AN INTERPRETATION The student will . . .

Lesson Option 1 - Fragments and Abstractions

• use a paper viewfinder to create 5 – 10 sketches in class, of different ways of framing a composition.
• create well-composed photographs of ordinary objects seen in unusual ways, so that a viewer may or may not be able to determine what he or she is looking at.

Objectives

• understand that artists are often able to see ordinary things in new and unusual ways.

Lesson Option 2 - Near and Far

• create several photographs of the same subject seen from varying distances so that the subject fills the frame and shows small details in some, and the subject is seen from a distance, with the surrounding environment in others.
• mount 2 – 3 of these photos together.

Objectives

• understand different ways of seeing and framing a subject can be used to tell a more complete story about it.

FOCUS QUESTIONS

• How are digital images made in the camera?
• What is a pixel?
• Why is it important to understand the concept of “resolution” in digital photography?
• How are digital images transferred from the camera, to the computer, and finally printed?
• What are the different ways that digital images can be manipulated?
• What are the capabilities of computer software programs? What are the limitations?
• Who are some leading contemporary digital photographers, and what are they creating?

CONTENT OBJECTIVES

DEVELOPING AN UNDERSTANDING The student will . . .

• understand the functions of a digital camera, as well as accompanying terminology.
• learn how to use the Photoshop software program and operate the computer as a tool.
• learn how to repair and correct damaged photographs.
• learn about various contemporary digital artists and what they are creating.
• understand that digital media are a means of communication.

DEVELOPING AN INTERPRETATION The student will . . .

Lesson Option 1 - Bringing Images into Photoshop

• open an image in Photoshop from the digital camera and use the abilities of the software program to alter the image.

Objectives

• understand the communication between the camera and the computer.
• learn the basic functions of opening a document in Photoshop.
• demonstrate knowledge of saving data to a network or external device.

Lesson Option 2 - Photoshop Workspace and Tools

• work within the parameters of the Photoshop program to create an image altered from the original.

Objectives

• learn the Photoshop Toolbox and its capabilities (moving, selecting, copying, typing, painting, drawing).
• understand how to alter color, saturation, and contrast.

Lesson Option 3 - Working with Layers

• create a digital image using layers.

Objectives

• develop the knowledge of the Photoshop program by selecting several images to open in Photoshop and combine in one composition.
• learn how to organize layers to create visual options and possibilities in one document.

Lesson Option 4 - Image Adjustments

• explore and research contemporary digital photographers, and use one or more of the techniques found in the creation of their own digital image.

Objectives

• explore the world of contemporary photography and use it as inspiration for personal artworks.
• explore the genre of landscape photography, and make a photograph using landscape as the subject.
• use the capabilities of the Photoshop filters to create a photograph that textually appears to have been made from a traditional art medium.

Lesson Option 5 - Repairing a Damaged Print

• repair an image made in the darkroom, or brought in from home, using Photoshop.

Objectives

• use the capabilities of Photoshop to correct and preserve images that were previously damaged.

Lesson Option 6 - Working with Text

• combine a digital image with text to tell a story.

Objectives

• utilize the type tool in Photoshop and create text as an object in a print in order to enhance the overall meaning of the image.