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 Office of Instructional Technology Services
1702 N. Alamo, Suite 111: San Antonio, TX 78215

Phone: 210-527-1400; Fax: 210-281-0257
 Home Web: http://itls.saisd.net
Transforming Teaching, Learning
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Adobe Photoshop 7.0 User Manuals for our SAISD Community
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 Books
 Audiobooks
Your Guide to:
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 Podcasts Adobe Photoshop 7.0

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Prepared by Lacey Gosch, Facilitator

Copyright 2003 Office of Instructional Technology Services, San Antonio ISD
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educational use so long as credit is given
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Your Guide to Adobe Photoshop 7.0

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Published by:
 Books
The Office of Instructional Technology
Technology Services
San Antonio ISD
 Audiobooks 1702 North Alamo
San Antonio, Texas
Texas 78215
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Copyright © 2003 San Antonio ISD. May be reproduced for non-profit,

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educational use so long as credit is given.
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For general information on Instructional Technology
Technology products and
services please contact:
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Miguel Guhlin, Director
Instructional Technology
Technology Services
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Phone: (210) 527-1400
Fax: (210) 281-0257
Email: mguhlin@saisd.net
Web site: http://itls.saisd.net
Direct any questions, comments or corrections to lgosch@saisd.net

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ap preciated.
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What is Adobe Photoshop 7.0
What should I consider before beginning?
beginning? ..............
...........................
............................
................. 5
 Books
Beginning Basics
Opening Photosh
Photoshop
op .............
...........................
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.......................6
..........6
 Audiobooks
Photoshop
Photosh op Window Overview...............
Overview.............................
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.......6
Tool Bar Overview .............
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...........7
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Palette Overview.....
Overview...................
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..........8
Creating a new Document .............
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.............9
 Podcasts
Tool Bar Uses
Selection
Selectio n Tools ..............
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................10-16
.10-16
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Paint / Drawin
Drawing g Tools...........
Tools...........................
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....................17-22
......17-22
Color Tools ..............
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Eraser Tools ..............
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.....................26-28
......26-28
Text Tools .............
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...........29
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Photo Retouching
Resizing Images ............
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................30
..30
Adjusting
Adjusting Color ..............
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..31
Replacing
Replacin g Color .............
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................32-35
.32-35
Removing
Removin g Unwanted Images......
Images......................
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.............36
Replacing
Replacin g Part of an Image ..............
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.........................37-38
...........37-38
Adding Text
Text to Images.........................
Images.......................................
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.......38
Adding Effects
Effects to Text on Images......................
Images....................................
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.......39
Applying
Applyin g Filters to Images ................
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Adding Color
Color to B&W
B&W Images .............
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.........40-41
Saving Images for Publicati
Publication on .............
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Printing from Photosh
Photoshop op ...........
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.....43
Starting from Scratch

New Canvas .............
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Drawing
Drawin g an Image.............
Image..........................
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Working with Layers ............
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Adding an
an Image from
from another
another source ...............
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Using History ............
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Completing
Completin g a Collage ............
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.....................45
.......45
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Helpful Hints for Photoshop 7.0

 Books Layers...................................................................................................46
Saving...................................................................................................46
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Test for Knowledge
Application of Skills...............................................................................47
 Magazines
Mini-Quiz...............................................................................................48
 Podcasts Software Integration

TA: TEKS..............................................................................................49-58
 Sheet Music
Evaluation Form
Geometric Reflections and Evaluation..................................................59-60
 Snapshots
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Levels of LOTI Integration ..........................................................................61
Resources, Links and Citations ................................................................62
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What is Adobe Photoshop?
If you have ever wanted to remove an object from an image, adjust the color of a
 Bestsellers
photograph, draw using the computer, or create a collage of images, then Photo-
shop 7.0 is the tool for you. Photoshop allows users to manipulate and change im-
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ages and graphics with simple easy to use steps. Photoshop is the premiere in im-
age editing software. Photoshop also has an easy to use interface for creating web
 Audiobooks graphics for web pages.
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What should you consider before beginning?
 Snapshots
Take Your Time.
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As with any graphic program, the work is tedious. The skills explained within this
manual will help you to master some of the features available within Photoshop.
However, these are only the beginning steps. There are so many topics to cover
within Photoshop it would be impossible to combine them all within one manual.
Patience is the key.
Prior to beginning any project, Plan Ahead. Planning a design within Photoshop or
having an objective prior to beginning a project will save time and prevent user frus-
tration.
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Beginning Basics
 Bestsellers Opening Photoshop
1. Click on Start
 Books
2. Choose All Programs
3. Select Adobe Photoshop 7.0
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4. Or Click on the Photoshop ShortCut created on the desktop
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 Podcasts Options Bar Palette WIndows
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Tool Bar Status Bar
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Lasso Tools
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• There are three lasso tools: Lasso Tool, Polygon Lasso, and Magnetic Lasso.
The lasso tool is a free form tool that will allow you to freely trace an object.

•
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• The polygon lasso works through coordinates. As you drag the lasso across the
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object you will click creating points to select a free form geometric object.
 Audiobooks • The magnetic lasso tool selects through a magnetic process in which the tool at-
tempts to stick itself to the object that is being traced.
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Selections using the lasso tool
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1. Click on the lasso tool
2. Drag the tool across the image you want to select
 Sheet Music 3. The selection must make a complete loop - the selection is not complete until the
starting point meets the ending point.
4. After the selection has been made, click on the pointer tool to move the object
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selected
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Selections using the Polygon Lasso Tool
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• The polygon lasso works through geometric means. To begin creating the selec-
tion, click with the tool on the image and drag the lasso to the next turning point,
click the mouse again to create a new selection strand.
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• This lasso tool also requires that an entire loop is created - the starting and end-
 Books
ing points must meet.
 Audiobooks • This tool creates an easier method for selecting objects with straight edges, pre-
venting freeform mistakes.
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1. Select the Polygon Lasso Tool
2. Click on the starting point of the image
 Podcasts
3. Drag the tool across the first straight line
4. Click the mouse to begin a new line
 Sheet Music 5. Drag the tool across the second straight line and repeat the process until you
have selected the entire object
6. Choose the pointer tool to drag the image to alternative location.
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Magnetic Lasso Tool
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• The magnetic lasso tool stick to color schemes when dragging the lasso across
an image, creating vector points.
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1. Choose the Magnetic Lasso
2. Click on the image to begin selection strand
 Books
3. Click and drag across the image to create the selection
4. Choose the pointer tool to move the object
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• The magnetic lasso tool creates a clean selection of an odd shaped object.
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Color Tools
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• The color tools include the paint bucket, the gradient tool and the color
swatches.
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Paint Bucket
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• The paint bucket is used to dump color onto an area.
 Audiobooks
• The paint bucket can be used to fill in a space that was previously erased, it can
be used to fill a selection area with color, or it can be used to fill a blank canvas.
 Magazines
1. Create an area or selection area that you wish
wish to fill with
with the paint color
2. Choose the paint bucket
 Podcasts
3. Place the mouse over the area to fill and click
4. The area will be filled with the color.
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Gradient Tool
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The gradient tool will add texture or a blended background effect.
1. Choose the gradient tool

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2. Set the option for the tools (type of gradient: linear, radial, angle, diamond, re-
flected)
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 Audiobooks
3. Place the gradient at one end of the image and drag across the image.
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4. The gradient will be applied to the image.
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Color Swatches
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• The color tools are divided into four functions: Foreground color, Background
Color, Switch Colors, and Reset Defaults
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 Books Switch Foreground and

Background Color
Foreground Color
 Audiobooks
 Magazines Background Color

Reset to Default
 Podcasts
 Sheet Music • By double clicking on the foreground or background color swatches, you can se-
lect another color from the color wheel.
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Eraser Tools
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• There are three different eraser tools: eraser, background eraser, and magic
eraser.
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• The eraser tool is used to erase object on the canvas
 Books
• The background eraser is used to erase with tolerance and to erase background
objects on layer without affecting foreground objects.
 Audiobooks
• The magic eraser erases using pixels. The magic eraser erases based on simi-
 Magazines lar colors in the same manner that the magic wand selects objects by color.
Eraser
 Podcasts
1. Choose the eraser tool

 Sheet Music
2. Place the tool over the image
3. Drag the eraser across the image to erase
 Snapshots 4. You can set options for brush size and style to aid in the process of free form
erasing.
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Background Eraser
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1. Choose the background eraser
2. Set the tolerance and brush size in the options
3. Select the appropriate layer for erasure
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4. Drag the mouse across the image to erase
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The background erase selects by erasing the color selected in the middle of the
brush, providing additional control when erasing.
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Magic Eraser
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The magic eraser is best used when you want to erase a large area that is in the
same color scheme.
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1. Choose the magic eraser
2. Click on the color that you wish to select in the image
 Books
3. The colors will disappear
 Audiobooks • If the desired effect is not achieved, adjust the tolerance. The lower the tolerance
number the lower the number of like color pixels chosen. The larger the toler-
ance number the greater the number of color pixels or ranges is chosen.
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Mini Quiz Adobe Photoshop

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1. List three ways in which Photoshop could be used within the aca-
demic classroom.
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_______________________________________________________
_______________________________________________________
 Books
_______________________________________________________
_______________________________________________________
 Audiobooks
2. List three ways in which Photoshop could increase technology inte-

 Magazines
gration in your classroom and school.
_______________________________________________________
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_______________________________________________________
_______________________________________________________
 Sheet Music
_______________________________________________________
_______________________________________________________
 Snapshots
3. List two methods for removing unwanted objects from an image.

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_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
4. What are the different types of selection tools and why are the vari-
ous types of selection tools needed?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
5. What are layers and how can layers aid the designer in the develop-
ment of an image or graphic?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
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 Bestsellers Technology Application: Texas Essential Knowledge and Skills
 Books
§126.11. Technology Applications, Grades 6-8.
 Audiobooks
TEKS (2) Foundations. The student uses data input skills appropriate to
the task. The student is expected to:
 Magazines
(A) demonstrate proficiency in the use of a va-
 Podcasts riety of input devices such as mouse/track
pad, keyboard, microphone, digital cam-
era, printer, scanner, disk/disc, modem,
 Sheet Music
CD-ROM, or joystick;
 Snapshots (B) demonstrate keyboarding proficiency in

technique and posture while building
 Documents speed;
(C) use digital keyboarding standards for data

input such as one space after punctuation,
the use of em/en dashes, and smart quota-
tion marks; and
(D) develop strategies for capturing digital files

while conserving memory and retaining im-
age quality
TEKS (7) Solving Problems. The student uses appropriate computer-based

productivity tools to create and modify solutions
to problems. The student is expected to:\
(D) demonstrate proficiency in the use of multi-

media authoring programs by creating linear
or non-linear projects incorporating text, au-
dio, video, and graphics;
(G) integrate two or more productivity tools into

a document including, but not limited to,
tables, charts and graphs, graphics from
paint or draw programs, and mail merge;
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TEKS (8) Solving Problems. The student uses research skills and electronic
 Saved communication, with appropriate supervision, to
create new knowledge. The student is expected
to:
 Bestsellers
(E) integrate acquired technology applications
skills, strategies, and use of the word
 Books
processor, database, spreadsheet, tele-
communications, draw, paint, and utility
 Audiobooks programs into the foundation and enrich-
ment curricula.
 Magazines
TEKS (10) Communication. The student formats digital information for
appropriate and effective communication. The
 Podcasts
student is expected to:
 Sheet Music (A) use productivity tools to create effective

document files for defined audiences such
as slide shows, posters, multimedia presen-
 Snapshots
tations, newsletters, brochures, or reports;
 Documents
(D) demonstrate appropriate use of fonts,
styles, and sizes, as well as effective use of
graphics and page design to effectively
communicate;
TEKS (11) Communication. The student delivers the product electronically in a

variety of media, with appropriate supervision.
The student is expected to:
(A) publish information in a variety of ways includ-

ing, but not limited to, printed copy, monitor
display, Internet documents, and video;
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TEKS (4) Information acquisition. The student uses a variety of strategies to
 Saved acquire information from electronic resources,
with appropriate supervision. The student is
expected to:
 Bestsellers
(A) use strategies to access research
information from different resources,
 Books
including local area networks (LANs), wide
area networks (WANs), the Internet, and
 Audiobooks intranet; and
(B) apply appropriate electronic search

 Magazines
strategies in the acquisition of information
including keyword and Boolean search
 Podcasts
strategies.
 Sheet Music TEKS (5) Information acquisition. The student acquires electronic information in a
variety of formats, with appropriate supervision.
The student is expected to:
 Snapshots
(A) acquire information in electronic formats

 Documents
including text, audio, video, and graphics,
citing the source; and
(B) identify, create, and use available file

formats including text, image, video (analog
and digital), and audio files.
TEKS (6) Information acquisition. The student evaluates the acquired electronic

information. The student is expected to:
(A) identify and employ a method to evaluate

the design, functionality, and accuracy of
the accessed information; and
(B) use fundamental concepts of graphic

design including visual composition and
lighting when analyzing multimedia.
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TEKS (7) Solving problems. The student uses appropriate computer-based
 Saved productivity tools to create and modify solutions to
problems. The student is expected to:
(A) use foundation and enrichment curricula in

 Bestsellers
the creation of multimedia products;
 Books
(B) elect and integrate computer-based pro-
ductivity tools, including, but not limited to,
 Audiobooks word processor, database, spreadsheet,
telecommunications, draw, paint, and utility
programs to develop and modify solutions
 Magazines
to problems and to create new knowledge
for multimedia products;
 Podcasts
(C) use technology tools to create a knowledge

 Sheet Music base with a broad perspective;
 Snapshots (D) apply color principles to communicate the

mood of the product for the specific audi-
ence;
 Documents
(E) integrate path and cell animation modules

appropriately into multimedia products;
(F) use the appropriate scripting language to

create a multimedia sequence;
(G) edit files using established design princi-

ples including consistency, repetition,
alignment, proximity, ratio of text to white
space, image file size, color use, font size,
type, and style; and
(H) read and use technical documentation.
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TEKS (8) Solving problems. The student uses research skills and electronic
 Saved communication, with appropriate supervision, to
create new knowledge. The student is expected
to:
 Bestsellers
(A) participate with electronic communities as a
learner, initiator, contributor, and teacher/
 Books
mentor and use technology to participate in
self-directed and practical activities in the
 Audiobooks larger community and society;
(B) demonstrate proficiency in, appropriate use

 Magazines
of, and navigation of LANs, WANs, the
Internet, and intranet for research and for
 Podcasts
sharing of resources;
 Sheet Music (C) integrate and use efficiently and effectively

a variety of multimedia programs and tools
including linear/non-linear authoring tools,
 Snapshots
image/video editing tools, compression
programs, draw/paint/text creation tools;
 Documents
(D) extend the learning environment beyond

the school walls through the creation and
linking of multimedia products via
electronic networks;
(E) develop technical documentation related to

multimedia;
(F) participate in different roles and jobs of a

multimedia production crew including
project manager, lead programmer, writer,
art director, sound engineer, researcher,
animator, and presenter;
(G) distinguish among and appropriately

integrate 3-D modeling, animation, and
rendering software into multimedia
products;
(H) import video into the digital format for

integration into multimedia products; and
.
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 Books
 Audiobooks
 Magazines
Please respond to the questions by selecting 1-5, 5 being the highest and 1 being the
 Podcasts
lowest, below:
 Sheet Music
1.Held my interest with relevant examples. 1 2 3 4 5
 Snapshots 2.Facilitated activities effectively that reflected a clear grasp of the topic. 1 2 3 4 5
3.Responded effectively to questions. 1 2 3 4 5

 Documents
4.Delivered content in an appropriate, well-paced manner. 1 2 3 4 5
5.Provided opportunities for active participation. 1 2 3 4 5
6.Provided quality handouts that enhanced my learning experience. 1 2 3 4 5
7.If this activity was TEKS-related, at what LOTI level were most of the activities? 1 2 3 4 5
8.Anything else you would like to share about the workshop today that may not have been addressed
previously?
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 Bestsellers Level Category Description
0 Nonuse A perceived lack of access to technology-based tools or a lack of time to pursue

 Books electronic technology implementation. Existing technology is predominately text-
based (e.g., ditto sheets, chalkboard, overhead projector).
 Audiobooks
1 Awareness The use of computers is generally one step removed from the classroom teacher
(e.g., it occurs in integrated learning system labs (i.e. Jostens, CCC, IDEAL, Plato),
special computer-based pull-out programs, computer literacy classes, and central
 Magazines
word processing labs). Computer based applications have little or no relevance to
the individual teacher's instructional program.
 Podcasts 2 Exploration Technology-based tools serve as a supplement (e.g., tutorials, educational games,
simulations) to the existing instructional program. The electronic technology is em-
ployed either for extension activities or for enrichment exercises to the instructional
 Sheet Music program.
3 Infusion Technology-based tools including databases, spreadsheets, graphing packages,
 Snapshots probes, calculators, multimedia applications, desktop publishing, and telecommuni-
cations augment selected instructional events (e.g., science kit experiments using
spreadsheets or graphs to analyze results, telecommunications activities involving
 Documents data sharing among schools).
4a Integration Technology-based tools are mechanically integrated, providing a rich context for
(mechanical) students' understanding of the pertinent concepts, themes, and processes. Heavy
reliance is placed on prepackaged materials and sequential charts that aid the
teacher in the daily operation of the instructional curriculum. Technology (e.g.,
multimedia, telecommunications, databases, spreadsheets, word processing) is per-
ceived as a tool to identify and solve authentic problems relating to an overall theme
or concept.
4b Integration Teachers can readily create integrated units with little intervention from outside
(routine) resources. Technology-based tools are easily and routinely integrated, providing a
rich context for students' understanding of the pertinent concepts, themes, and proc-
esses. Technology (e.g., multimedia, telecommunications, databases, spreadsheets,
word processing) is perceived as a tool to identify and solve authentic problems
relating to an overall theme/concept.
5 Expansion Technology access is extended beyond the classroom. Classroom teachers actively
elicit technology applications and networking from business enterprises, govern-
mental agencies (e.g., contacting NASA to establish a link to an orbiting space shut-
tle through the Internet), research institutions, and universities to expand student
experiences directed at problem solving, issues resolution, and student activism
surrounding a major theme or concept.
6 Refinement Technology is perceived as a process, product (e.g. invention, patent, new software
designed), and tool for students to use in solving authentic problems related to an
identified real-world problem or issue. In this context, technology provides a seam-
less medium for information queries, problem-solving, and product development.
Students have read access to and a complete understanding of a vast array of tech-
nology-based tools to accomplish any particular task.
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 Bestsellers Web Resource Links
http://www.adobe.com/products/tips/photoshop.html
 Books
http://www.grafx-design.com/phototut.html
 Audiobooks
http://www.mccannas.com/pshop/photosh0.htm
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1702 N. Alamo, Suite 111: San Antonio, TX 78215

Adobe Photoshop 7.0 User Manuals for our SAISD Community

 Podcasts Adobe Photoshop 7.0

Prepared by Lacey Gosch, Facilitator

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Your Guide to Adobe Photoshop 7.0

Copyright © 2003 San Antonio ISD. May be reproduced for non-profit,

Direct any questions, comments or corrections to lgosch@saisd.net

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Starting from Scratch

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Helpful Hints for Photoshop 7.0

 Podcasts Software Integration

Resources, Links and Citations ................................................................62

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 Magazines Photoshop Window Overview

 Podcasts Options Bar Palette WIndows

Tool Bar Status Bar

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1. Choose the gradient tool

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 Books Switch Foreground and

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1. Choose the eraser tool

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Mini Quiz Adobe Photoshop

2. List three ways in which Photoshop could increase technology inte-

3. List two methods for removing unwanted objects from an image.

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 Bestsellers Technology Application: Texas Essential Knowledge and Skills

 Snapshots (B) demonstrate keyboarding proficiency in

(C) use digital keyboarding standards for data

(D) develop strategies for capturing digital files

TEKS (7) Solving Problems. The student uses appropriate computer-based

(D) demonstrate proficiency in the use of multi-

(G) integrate two or more productivity tools into

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