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The College of New Rochelle

Graduate Art Education Lesson Plan Format


Unit Concept Title:
Lesson Plan #/Title:
Name:
Grade:
Date:
Time Frame:

Portraiture
Lesson 1- Face Swap

Sarah Fedorchick
9th-10th Grade
August 8, 2016
6, 45 minute classes

Lesson Plan
Title

Face Swap

Central
Focus/Concept

Students will use basic tools in Photoshop (ie. Quick


Selection Tool, Blend, Free Transform, etc.) to Face
Swap/insert their face into a painting or photograph of
their choosing from art history.

(1 2 sentences)

SubjectRelated
Standards
(NYS; Blueprint)
(list 2)

NYS Art Standards


Standard 1: Creating, Performing, and Participating in the Arts.
Students will actively engage in the processes that constitute
creation and performance in the arts (dance, music, theatre
and visual arts) and participate in various roles in the arts.
Standard 2: Knowing and Using Arts Materials and Resources.
Students will be knowledgeable about and make use of the
materials and resources available for participation in the arts in
various roles.

Learning
Objectives

Students will:

Make an art piece that uses different images. (NYS


(associated
Standard 1)
with CCSS and

NYS Standards) Use the computer, camera, and Photoshop to express


(list 3)

Academic
Language

their visual ideas and demonstrate approaches to


artistic creation. (NYS Standard 2)

Portraiture, realism, expression

(list 3)

Instructional
Materials/Res

ources

(list technology, art


tools and materials)

Slideshow presentation about the assignment with


examples
Smartboard or Projector
Handout with project instructions (rubric attached)
Computer (for each student)
Photoshop application (on computer)
Smartphones
Camera
Color printer
Paper (white, 8.5 x 11)

Initial Phase
Instructional
Strategies/Lea
rning Tasks
(procedures)

Activating Prior Knowledge


Has anyone seen these images before? What are some famous
portraits that you know of? ie Mona Lisa, Girl with a Pearl
Earring, Las Meninas, American Gothic, etc.
Review some of those famous paintings mentioned and talk
about the history of portraiture.
Guided Instruction/Demonstration
On the Smartboard or projector, examples of portraits (both
paintings and photographs) will be shown.
Demonstrate how to create the new image with Photoshop all
the while explaining it step by step.
First, go into Google (making sure that it is a high resolution
image), find a portrait, and save it onto the desktop.
Opening up Photoshop, start a new canvas, and dragging the
image selected from Google. Lock it as the background.
Then upload a photograph of myself (students will take the
time to recreate the facial expression that the
painting/photograph requires later in class) and insert that
image in a new layer.
Use the pencil tool to select the part of my face that is needed.
Drag photo with matched expression and pose. Mask face with
brush and blur edges. Transform to match tilt, size, and
proportions. Filter to match color, contrast, and brightness. Use
gradient mask to blend.
Explain that the process is time consuming and to play around

with the different tools until the desired product is found.


Questions from students will then be answered here.
Middle Phase
Independent Practice
The first step for this project is for the students to find their art
history reference on Google. 10 minutes will be spent finding
an image.
Step 2: Students will then go off and take 15 minutes to
recreate the painting or photographs facial expression. For this,
they can use the class camera or their smartphone. Students
can either do this part independently, or ask a classmate to
take the photo for them.
Step 3: Students will upload their photo via phone cord or
emailing the image to themselves and opening and saving it to
their computer.
Step 4: Open Photoshop and start a new canvas/project.
Step 5: Drag or upload art history reference onto canvas. Lock
as background.
Step 6: Add new layer.
Step 7: Drag or upload selfie/photo into that layer and use the
Quick Selection Tool to select desired portion of the face.
Step 8: Copy selection, go to Layer 1 (or background), and
paste face into that layer. Use the transformation tool to correct
the proportions.
Step 9: Blend edges, use Filter(s) to match color, contrast, and
brightness. Use gradient mask to blend. Continue the process
until desired look is reached.
Step 10: Save progress along the way.
Concluding Phase/Collaborative Learning
Right before class is about to end, students will have this time
to ask questions or comment about the project thus far.
If the students dont get to actually creating the image with the
art history reference photo and their own photo, that is okay.
They will have five more days to work on it.
Clean Up Process & Procedures:
After working on their project, students will save their work on
the computer/Google drive, log off the computer, and make
sure their computer station is cleaned up with chairs pushed in.
Critique

Students will print out their Face Swap Project on 8.5 x 11


paper and pin them to the critique wall.
Students will comment on each others work. Was their project
successful? Was it believable/realistic? What could he/she have
done differently to make it more
Follow-up (includes enrichment/extension activities)
Create additional art history themed face swaps. Use celebrities
in paintings that have more than one portrait (for extra credit).
Differentiated Instruction (corresponds to students
identified in prior Task)
Students will have both verbal and visual instructions for the project
(oral step-by-step instructions, visuals from demonstration and
slideshow, and handout with steps and Photoshop toolbox cheat sheet
to refer to).

Assessment
(corresponds
exactly to each
Standard and
Learning Objective)

Product

NYS Standard #1: Students project will be graded with


rubric.
NYS Standard #2: Student produced a mixed media work of
art that uses the computer image and a camera.

Attachments
Completed product example: (photos below created by
Sarah Fedorchick)

Photoshop Cheat Sheet that is attached to assignment


handout:

Grading Rubric

Criteria/Grad
e

Exemplary

Proficient

Marginal

Failing

Technical Skill

Composite is
executed so
that no signs
of original
source photos
are visible.

Composite is
executed so
that little
evidence of
original
source photos
are visible.

Composite is
executed so
that evidence
of original
source photos
is minimal.

Does not meet


requirements.

Creative or
Imaginative
Response

Work is unique
and
interesting.
Explores
several
different
options and
took creative
risks.

Work is
generally
interesting.
Explores
some
different
options and
takes some
creative risks.

Work
occasionally
detailed and
interesting.
Shows
minimal risks
taken. Similar
to shown
examples.

Work not
unique or
interesting
and shows no
original ideas
or risks taken.

Follows
directions

All directions
are followed to
fullest extent.

Many
directions are
followed.

Some
directions are
followed.

Directions are
not followed.

Time-on-Task

Student
worked for the
entire period
with superior
focus and did
not need to be
reminded to
stay on task.

Student
worked for
the most
period and
needed a few
reminders to
stay on task.

Student
worked for
part of the
period and
needed
several
reminders to
stay on task.

Student did
not work
during the
period even
with several
reminders to
stay on task.

Clean-Up

Student cleans
up at an
appropriate
time before
the period
ends(not
leaving too
early and
wastes time)
and closes the
applications/lo

Student
cleans up
most of the
time at an
appropriate
time before
the period
ends.

Student cleans
up too early,
wastes time,
and does not
close
applications
before the
period ends.

Student does
not clean up
and does not
use their time
wisely before
the period
ends.

gs off
computer.