educator’s guide to ipad art self portraits...practice learning to use the apps – consider...

1 -Created by John Schauer - November 30, 2011

Educator’s Guide to iPad Art Self Portraits

Overview: Using the iPad 2 cameras and the image editing apps Snapseed and Sketchbook Pro (or Sketchbook Express), students can create original digital portraits and import backgrounds.

Grades and Subject Areas: Middle school and high school art. This lesson plan could be adapted to upper elementary or for use in other content areas.

Objectives: Students will:

! Capture digital portrait photos with an iPad. ! Apply elements and principles of art or concepts of an artistic style in composing a portrait. ! Edit a digital image on an iPad to create an artistic portrait that incorporates elements and principles of art,

or models an artistic style or convention. ! Edit a digital image on an iPad to create a self portrait in a given artistic style. ! Use iPads appropriately as a creative medium.

I Can Statements: ! I can capture digital photos with an iPad. ! I can apply elements and principles of art in composing a portrait. ! I can edit a digital image on an iPad to create an artistic portrait that incorporates elements and principles

of art. or that models an artistic style. ! I can import an edited image from the iPad Camera Roll into Sketchbook. ! I can combine multiple images using layers, opacity, and brushes in Sketchbook. ! I can apply artistic concepts to my portrait in Sketchbook. ! I can combine work from two or more different applications to make one cohesive piece of art.


Curriculum Connections: Alaska Content Standards: Art Content Standards A. A student should be able to create and perform in the arts.

3) appropriately use new and traditional materials, tools, techniques, and processes in the arts 4) demonstrate the creativity and imagination necessary for innovative thinking and problem solving 6) integrate two or more art forms to create a work of art

D. A student should be able to recognize beauty and meaning through the arts in the student’s life. 1) make statements about the significance of the arts and beauty in the student’s life

2) discuss what makes an object or performance a work of art

Technology Content Standards

D. A student should be able to use technology to express ideas and exchange information. 1) convey ideas to a variety of audiences using publishing, multi-media, and communications tools 2) use communications technology to exchange ideas and information 3) use technology to explore new and innovative methods for interaction with others.

ISTE Student Standards: 1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

A. apply existing knowledge to generate new ideas, products, or processes. B. create original works as a means of personal or group expression.

ISTE Teacher Standards: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

A. promote, support, and model creative and innovative thinking and inventiveness.

2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

A. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.


Technology Integration: Hardware and Software Needs

! iPad cart with one device per student ! Multimedia projector ! VGA adapter for iPad ! SnapSeed app ! Sketchbook Pro or Sketchbook Express app

Tips and tricks Collect some sample images and create an example product. Use Creative Commons Search to find some appropriate backgrounds.

Resources:

Handouts or Downloads

! Sample Pre-Assessment Google Form printout for Lesson 1 ! Sample Pre-Assessment Google Form printout for Lesson 2 ! Sample Self Assessment – Students ! Surrealist Self Portrait Rubric ! (Optional) - Create a list of the concepts that you would like to model in their portraits

Sample – Surrealism Concepts

Web resources

! Creative Commons Search - http://search.creativecommons.org ! Sketchbook Mobile Flickr Galllery - http://www.flickr.com/groups/sketchbookmobile/ ! Image Stamper - http://s1.imagestamper.com/


Lesson Plan

Prep Time: ! Two to three hours to become familiar with the iPad camera, and the Snapseed and Sketchbook Apps. ! Additional time to prepare sample projects or create slides of art - Time varies depending on project.

Prior to Lesson: Teacher Prep:

! Schedule the iPad cart, and arrange with the Pool Manager to acquire and load the Snapseed and Sketchbook apps.

! Practice learning to use the apps – consider collaborating with your Instructional Technology Teacher. ! Create example projects and save the sample images to the iPhoto Gallery. ! Optional - Collect images of artwork that demonstrate the style of art to be modeled - Make a slideshow in

iPhoto, Keynote on the iPad, or PowerPoint to present to students. ! Create pre- and post- assessments and a final assessment rubric.

Student Prep:

! Students should be familiar with the Concepts and Principles of Art. ! Consider ideas for poses and backgrounds before they take their portraits. ! Optional - Become familiar with artists and concepts that represent the style of art to be modeled

Time Needed for Lesson: Three or four 50-55 minute periods, or two to three 75-80 minute periods. More time may be needed for suggested extensions.

Directions: Day 1

1. Pre-Assessment (Optional)- Students rate their proficiency on Learning Targets on 1 (Beginning) to 4 (Advanced). This can be on paper before the lesson, or completed on a Google Form immediately after checking out iPads.

2. Introduce to iPads - appropriate use and protocols for checking out, settings, and clearing their photos. 3. Present the sample outcome and basic overview of steps

a. Optional - Explain the artistic style to be modeled; e.g. - pop art, surrealism, expressionism, impressionism, cubism. Provide a list of concepts for that style and show slides that exemplify the style.

b. Show example of portrait just manipulated in SnapSeed. c. Show examples of portraits manipulated with both SnapSeed and Sketchbook Pro.

4. Use the projector to demonstrate using the cameras to capture portrait images. 5. Discussion of applying principles and elements of art to their photo composition

a. Elements: space, line shape, form, color texture value b. Principles: contrast, balance, emphasis, unity, pattern

6. Sign out iPads and take photos. 7. Demonstrate using Snapseed to import image and manipulate it. 8. Work on editing portraits in SnapSeed. Save best original image, and edited. 9. Delete extra images from iPad- turn in iPad. Teacher should check each iPad. Have a student assist with

properly placing iPads in Cart and connecting cords.


10. After class (Teacher) - copy student images to iPhoto. a. With the cart plugged in, connect the USB cable to a teacher computer. b. Quit iTunes - DO NOT SYNC! c. Open iPhoto - Devices will appear in the left side. d. Import the images from each iPad into a new event. Do not delete the images on the iPads. Leave

images on the iPads for day 2. e. Drag all of the iPhoto events into one and merge them for each class. f. Optional - Consider copying the images from iPhoto to a folder on the Shared drive on the school

fileserver for students to access. Day 2 1. Review iPad protocols - Optionally, review examples of the style of art to be modeled. 2. Explore the Sketchbook App

a. Open the Sketchbook application. b. Go through the Help tutorial ( If it isn’t automatically opened. Three-finger tap to get the menu

bar, click the Information “i” icon, and choose “Help”). c. In Sketchbook, open your portrait image that was created and edited with SnapSeed. Save the

image to the Sketchbook Gallery. 3. Find images to add

a. Click the Home button, open Safari and go to search.creativecommons.org b. Under the search query box, uncheck “Use for commercial purposes”. Check “modify, adapt, or

build upon”. Select Flickr as the source to search. Wikimedia and Photopedia are other possible sources, but can be hard to identify creators.

c. Select an image topic to search (e.g. “Clock” or “Shark”). d. Find a suitable image for your project. Drill down to the image and save a medium or large version

of it. e. Write down the credits for each image that you save! You may wish to create an account on

ImageStamper.com to keep a record of the Creative Commons licensed images that you use. 4. Edit multiple layers in Sketchbook

a. Return to Sketchbook and open your portrait from the gallery. b. Three-finger tap, and then click on the Layer Editor icon. Create a new layer with the “+” symbol.

Then click the Import from Photo Gallery icon ( flower with +) c. Drag the imported layer under your portrait. Be sure that the portrait layer is selected as active. d. Go to the Brushes menu. Select an eraser. e. Click the tiny circle to open the Resize Puck. Dragging this left or right adjusts the brush size.

Dragging it up and down makes the brush more opaque or transparent. f. Erase areas of your portrait to allow the background to show through. g. Use the undo button to get rid of changes you don’t like. h. Experiment with adding additional layers above and below your portrait. You can change opacity

of a layer to let other layers show through. You can also “draw” or “paint” with brushes on a layer. 5. Wrap up

a. Important! Click on the Gallery button and save your image. b. Delete extra images in the photogallery that you do not need. Do not delete other students

portraits. c. Complete the the post-assessment. ( Optional - Create a google form for the self-assessment, and

provide a link to the online assessment. Use bit.ly or tinyurl.com to create a short, easy to enter link to the assessment.)

d. Wipe down your iPad and return it to the cart. 6. Additional Time? Students may need one or two additional class periods to continue working with their

images and create their final project. 7. After last class period, or as students finish, the teacher should copy student images to iPhoto.

a. With the cart plugged in, connect the USB cable to a teacher computer. b. Quit iTunes - DO NOT SYNC!


c. Open iPhoto - Devices will appear in the left side. d. Import the images from each iPad into a new event. After importing final projects, remove all

photos from the iPads. e. Drag all of the iPhoto events into one and merge them for each class. f. Print out student images on a color printer with good quality paper. g. Optional - Consider copying the images from iPhoto to a folder on the Shared drive on the school

fileserver for students to access.

Extension / Challenge: 1. Model an artistic style - Pop-art, Surrealism, Impressionism, Cubism. 2. Print students’ images and have students create a mixed media frames that enhance their images. 3. Write artists’ statements reflecting on the creation process, how the piece demonstrates elements or

principles of art, or how it models the artistic style.

12/16/11 10:59 AMSelf-Assessment - Surreal Portraits with iPads

Page 1 of 2https://spreadsheets.google.com/a/k12northstar.org/spreadsheet/viewform?formkey=dEFlY3AwMU5YeHREYzJ1YmNoNllXaEE6MQ

Self-Assessment - Surreal PortraitsSelf-Assessment - Surreal Portraitswith iPadswith iPadsPlease assess yourself on how effectively you feel you can accomplish the objectives of this unit on a scale of 4

(highest) to 0 (lowest)

Use these descriptionsas guidelines for rating yourself:

4- Advanced - I can go beyond what is taught in class and teach others this concept or skill

3- Proficient - I can explain the concept or perform the skill

2- Basic - I understand part of the concept, or I can perform the skill with some assistance

1- Not Proficient - I really don't feel that I understand the concept or I cannot perform the skill

* Required

First Name First Name **

Please enter your first name

Last Name Last Name **

Please enter your last name

Period Period **

Please select your class period

2

5

Self-Assessment Self-Assessment **

Please rate yourself on the following skills or concepts

4- Advanced 3- Proficient 2 - Basic 1 - Beginning

I can give examples of

Surrealist concepts

I can capture a self-portrait

with an iPad camera or

PhotoBooth app

I can edit a digital portrait on

an iPad using SnapSeed

I can follow approriate

guidelines for working with a

12/16/11 10:59 AMSelf-Assessment - Surreal Portraits with iPads

Page 2 of 2https://spreadsheets.google.com/a/k12northstar.org/spreadsheet/viewform?formkey=dEFlY3AwMU5YeHREYzJ1YmNoNllXaEE6MQ

shared school iPad

Pre or Post? Pre or Post? **

Did you take this assessment before the lesson (Pre) or after the lesson (Post) ?

Pre

Post

Submit

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12/16/11 10:58 AMSelf-Assessment - Surreal Portraits with iPads - Lesson 2

Page 1 of 2https://docs.google.com/spreadsheet/viewform?formkey=dF91aXQ5S2gxVVVnQV9uUWMwaFZfS0E6MA

Self-Assessment - Surreal PortraitsSelf-Assessment - Surreal Portraitswith iPads - Lesson 2with iPads - Lesson 2Please assess yourself on how effectively you feel you can accomplish the objectives of this unit on a scale of 4

(highest) to 0 (lowest)

Use these descriptionsas guidelines for rating yourself:

4- Advanced - I can go beyond what is taught in class and teach others this concept or skill

3- Proficient - I can explain the concept or perform the skill

2- Basic - I understand part of the concept, or I can perform the skill with some assistance

1- Not Proficient - I really don't feel that I understand the concept or I cannot perform the skill

* Required

First Name First Name **

Please enter your first name

Last Name Last Name **

Please enter your last name

Period Period **

Please select your class period

2

5

Self-Assessment Self-Assessment **

Please rate yourself on the following skills or concepts

4- Advanced 3- Proficient 2 - Basic 1 - Beginning

I can import an edited image

from the iPad camera roll into

Sketchbook.

I can combine multiple images

using layers, opacity, and

brushes in Sketchbook.

I can apply surrealist concepts

to a self-portait using

Sketchbook.

12/16/11 10:58 AMSelf-Assessment - Surreal Portraits with iPads - Lesson 2

Page 2 of 2https://docs.google.com/spreadsheet/viewform?formkey=dF91aXQ5S2gxVVVnQV9uUWMwaFZfS0E6MA

I can combine products from

two or more applications to

make one cohesive work of art.

Pre or Post? Pre or Post? **

Did you take this assessment before the lesson (Pre) or after the lesson (Post) ?

Pre

Post

Submit

Powered by Google Docs

Report Abuse - Terms of Service - Additional Terms

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Sample iPad Self Portraits

educator’s guide to ipad art self portraits...practice learning to use the apps – consider...

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