In this project, students use Adobe Creative Cloud to design and create two emojis—a Disney character and an unrelated historical person. Using the emojis as avatars, they write a fictional text message dialogue conversing about a topic of mutual interest. What would Elsa and Al Gore discuss? Or Nemo and Jacques Cousteau? The goal is for students to communicate their understanding of their chosen characters in a fun, creative and visual way. Learning Objectives Use Adobe Creative Cloud to create Disney character and historical person emojisWrite a text message dialogue using the emojis as avatarsPresent the dialogue and reflect on their learning Note: this project was originally provided to use in conjunction with a Disney and Adobe emoji contest (February - March 2017), but is now optimized for use with many different audiences and settings.
- Adobe Premiere Pro
- Adobe Spark
- After Effects
- Adobe XD
- Adobe Advertising Cloud
- Adobe Analytics Cloud
- Adobe AIR
- Animate CC
- Business Catalyst
- Adobe Captivate
- Adobe Captivate Prime
- Adobe Capture CC
- Character Animator
- Adobe Comp CC
- Adobe Connect
- Adobe Creative Cloud
- Digital Editions
- Adobe Document Cloud
- Adobe Experience Cloud
- Flash Player
- Fuse (Beta)
- Illustrator Draw
- Lightroom Classic
- Adobe Marketing Cloud
- Media Encoder
- Adobe Media Server
- PhoneGap Build
- Photoshop Elements
- Photoshop Express
- Photoshop Fix
- Photoshop Mix
- Photoshop Sketch
- Premiere Clip
- Adobe Premiere Elements
- Adobe Scan
- Adobe Sign
- Adobe Stock
Harness the power of mobile learning and take your students’ creativity to the next level with Adobe Spark apps. In this workshop you’ll explore how social media and mobile learning can create personalized learning experiences that foster creativity.
Students animated the melody of a jazz song using imagery inspired by Paul Klee from hand drawn and painted surfaces, making shapes in Photoshop and animating in After Effects. The final animation was given to our school's jazz band, under the direction of Patrick Bowen, without any audio and then interpreted by the students into a new song. The piece was projected during one of their performances and they played their composition live.
Learn how to make the most of the Adobe Education Exchange in this workshop. Explore the many opportunities to learn, teach, discuss, connect, and share and find the best way to engage with this community dedicated to creative teaching.
Learn why creativity is vital in driving student success and how you can promote creativity among students in your classroom. Explore examples of creative classrooms and design your vision of a creative environment using Adobe Photoshop or Lightroom.
Want to use social media in the classroom but it's blocked? Never fear, use these templates to create Instagram profiles or photo uploads from famous people from history, fictional characters or today's celebrities, politicians and sports stars. These Instagram templates will allow you and your students to create a fake Instagram post and/or an Instagram profile. Editable components include the image(s), username, profile picture, post text, first comment, and number of photo uploads, followers and following. You will need to have the Roboto font installed on your computer if you would like the font to best reflect the font used by Instagram. I recommend downloading and loading this set of Instagram actions into Photoshop so you can apply Instagram-like filters to the photographs that you use in assembling a profile or photo. Credit to motheer-212. Check out this 'How to' on loading actions. Students will need to know how to insert images, move image layers, and edit text. What a great way to introduce them to these basic Photoshop concepts. Have fun!
Passionate creative. Teacher - English/ Yearbook/ Technology/ Design. Freelance designer. Potter. Reflector of all things philosophical and pedagogical.
An entertaining and irreverent approach to learning Graphic Design - hosted by "Dojo the Pencil".
In this project, students use Adobe Spark to bring a Great Thanksgiving Listen interview to life with impactful images and other visual storytelling elements. The goal is for students to understand how to use digital media to highlight special moments from the interview and help viewers visualize and understand their interviewee's story. Learning objectives: Understand visual impacts of highlighting an audio interview through digital mediaDefine design considerations and create a storyboard for their storyUse Adobe Spark to create a visual story highlighting a Great Thanksgiving Listen interviewPresent the story and reflect on their learning
This Adobe Spark video introduces students to the basic elements and structure of good storytelling while providing the narrative framework to tell their own unique story about their journeys in creativity.
Students will employ Adobe Acrobat, Audition, and Muse in this module to help create and curate a digital edition based on rare materials pertaining to their university’s history. They will propose a project that investigates journalistic coverage of a campus event or traces similar events or ephemera contributions to better understand campus history. Students will annotate part of these materials based on supplementary research, and they’ll present their findings in written and oral forms. Students will be immersed in history and digital humanities practices, honing their abilities to research, synthesize, and present information. While this unit is based on particular materials found in UNC’s Wilson Library, it can be adapted to suit any campus’s materials or rare book collections.
In this unit, students will create a poetry podcast using Adobe Audition to showcase a poem by reading it aloud and explaining its historical context, formal features, and major themes. Students will offer a context, reading, and interpretation of a poem to make their chosen poem more accessible to a general audience. In doing so, students will practice critical, close reading skills, oral presentation skills, and research skills with the goals of increasing understanding of and fostering appreciation for poetry.
This learning module teaches groups of 4-5 students how to create a board game, honing their reasoning by encouraging them to think critically about design and mechanics. Students must collaborate concerning these issues as well as work as a group to create a functional design and appealing aesthetics with Adobe Illustrator, prompting creativity and encouraging team building, all while keeping the perspectives of prospective consumers in mind. The module is excellent for building a variety of practical work-place skills in fields of business, advertising, and game design.
In this module, groups of 4-5 students will use Adobe Audition to create podcasts detailing the various facets of a cultural institution (farmer’s market, gaming club, museum, etc.) that interests them. During their podcast, students will engage in a combination of non-fiction, journalism, and anthropological ethnography to report on their observations and conclusions about their chosen institution. The podcast should include observations, quoted audio from interview subjects as well as paraphrase, and, if appropriate, music and diegetic sound to help provide narrative shape and transitions. In creating these podcasts, students will strengthen their ability to participate in discourses within various social science and communications fields.
In this module, groups of 4-5 students will create a digital brochure as a supplement for an art exhibit. Students must include the exhibit’s theme and its importance, styles of artwork featured, and examples from the exhibit. Using InDesign, students will balance the organizational and spatial aesthetics of graphic design with visual elements from the exhibit itself in order to craft an informational and visually appealing brochure. In doing so, they will engage deeply and critically in the content of an art exhibit, increasing their understanding of the humanities, while also improving their creativity, organization, and research skills.
This resource provides an overview, syllabus, and sample student work for a college-level media production course. The primary learning outcome for the course is for students to deepen their understanding of "how media work" both rhetorically and materially by (re)presenting the same documentary narrative in five different modes, using at least five different Adobe Creative Cloud applications: (1) Print Magazine using InDesign (2) Audio Podcast using Audition (3) Film using Premiere Pro (4) Website using Muse, Spark, or XD (5) Mobile Application using XD [*6] Photography using Photoshop *Note that in this class, students didn't present photographic collections per se, but they used Photoshop a great deal to develop media for the other genres and applications.
Four years ago I started a discussion on the EdEx titled Employees Only - No Students Wanted. To avoid confusion I added: The idea is more metaphoric than literal. Two years ago I began thinking about the idea literally: Could we actually start a business at school? To make a long story short, after researching the market, networking with the players, discussing it with the students, and finally getting approval from the school and district, we launched Mac Lab Media on January 9, 2017. Less than a week later someone told me about Real World Scholars. Soon thereafter we were accepted into the program (during their first mid-year application window) and I replaced my Rube Goldberg-like edu-solution with Real World Scholar's tested, vetted, 100% legal Ed Corps model. Find more info here. Mac Lab Media is a commercial art foundry. I've replaced the assessment component with the Grit-Based Rubric but this paragraph from Minimum Wage sums up my intent: The ultimate goals, however, have nothing to do with grades. For the Mac Lab, our goal is to become a self-funded learning environment by the 2020/2021 school year. For the students, our goal is to provide the training and experience necessary to launch their own commercial art foundries upon graduation. ----- NOTE: All #RethinkHighSchool resources here on the EdEx rely on the concepts expressed in my (re)Imagine blog post. See #RethinkHighSchool: The Series for more information or click this link to find all resources in this series.
Did you know that a well-designed game leverages Vygotsky’s Zone of Proximal Development, Csikszentmihalyi’s Flow, Dweck’s Growth Mindset, and Duckworth’s Grit? I sure didn’t until encountering those surprising connections in month nine of my master’s program in 2011 while working through the introductory quest line at Gamestar Mechanic. Okay, so maybe my digital mentor didn’t reference those researchers directly but the concepts were certainly front and center. Armed with that knowledge, my experience playing World of Warcraft (I was required to play for 10 days) was transformative. After a few days I knew I had to introduce a gamified curriculum delivery system in my classroom. Unfortunately, in May of 2011 there were no viable options to do so (3D Game Lab was still in beta at that point) so my students and I set out to create our own system. Here's a peek at where we are today with Game On, our free WordPress plugin. Whether you opt for a commercial, analog, or even our own system, I urge you to consider how well-implemented game mechanics might enhance your students' experience in your learning environment. Links: EdEx Game On Group | Game On: A Work in Progress | Game On Download | (re)Imagine NOTE: All #RethinkHighSchool resources here on the EdEx rely on the concepts expressed in my (re)Imagine blog post. See #RethinkHighSchool: The Series for more information. All resources in this series may be found here. (I'll be adding more all year long.)
I wrote (re)Imagine in response to the Super School Challenge. Our staff wasn't too excited about my ideas but a few others—including some of the folks from one of the winning schools ($10M grant) who popped by to observe and discuss—have shown interest. The (re)Imagine blog post isn't a plan for the future; it's just one more part of what we're currently doing in the Mac Lab (my classroom). Since virtually everything else I'll be posting will reference information in (re)Imagine, you might as well give it a go if you're interested in rethinking your own learning environment. And who knows, you might even find an idea or two that'll work for you and your students. :) NOTE: If (re)Imagine is in tl;dr territory—it's around a 30 minute read—I apologize but don't know how to work around the issue. According to WordPress, I've made 330 revisions since the article was first published. I actually have tried to be clear and concise but when challenging common sense one must tread with caution so as not to unnecessarily offend the reader. *sigh* Unfortunately, tact isn't one of my strengths. Nor is writing, but I do try. (Dyslexia is such a misunderstood superpower.) I'll be sharing more #RethinkHighSchool resources so you can easily find them on the EdEx. Click on the magnifying glass at the top of the page and search for for RethinkHighSchool (without the #) and you'll find the rest.
This project was designed as a collaboration between Los Gatos High School English teacher Tiffany Hamm and Los Gatos-Saratoga Union High Schools District Technology Integration Specialist Nicole Dalesio. As part of an interdisciplinary Social Justice course, Tiffany and Nicole challenged students to create these striking images to highlight inspirational and historically-significant quotations. Each student created his or her own poster using Adobe Lightroom and Adobe Spark Post. Then, Tiffany and Nicole printed the posters and displayed them around the school campus. The goal was to both assess student learning about content-area themes, and to raise awareness on campus about the importance of social justice. For more information on this project, visit the Adobe Education Exchange.
Goal: This project will ask students to use critical thinking and visual analysis skills to create a collage silhouette of a character from literature using Adobe Photoshop. Learning Objectives: Practice critical thinking skillsPractice visual analysis skillsLearn basic Adobe Photoshop skills including layers, masks, selection tools and file managementLearn about Creative Commons and copyright laws to be good digital citizensPractice creativity by producing an original collage portrait Time: This project will need 2-5 hours of class time to complete Sequence: The project is best done through this sequence of events: Students are introduced to the projectStudents and teacher discuss visual analysis and how to connect character attributes to a image either directly or through symbolsStudents are given time to think of and list character attributes and corresponding imageryStudents are introduced to copyright law and Creative Commons as well as how to use Google Images to find images they can use without breaking copyright lawStudents are given time either in class or outside of class to look up images on Google Images and save them to a folder on their Google DriveStudents are given a brief tutorial on how to use Adobe Photoshop in classStudents are given time to work on the project in classStudents can be given more time to work on the project in class or assigned as homework outside of class (the media lab is available before and after school or during flex periods)Once completed, students then write a short paper on the individual choices of their images, and how they connect to the character attributes, displaying that they know their character wellFinally, students present their collage images to the class, giving a brief presentation of the images and why they chose those images.
This project was designed as a collaboration between me and my school drama teacher. Inspired by artist JR’s global art project, our students created these large-scale photos to speak back to community stereotypes. Students worked in groups to discuss issues of identity and representation, then developed mission statements for the project to frame the photo installation. Each student posed for a photo expressing one of the mission statements. Students used Adobe Photoshop to edit and resize their images, type their mission statements, then assemble the layout of their photos for the installation. After printing the posters, students wheat-pasted the photos onto walls throughout the school. The goal was for students to discover and celebrate who they are as a school community while speaking out against misconceptions to turn stereotypes inside out.
This learning module teaches students how scientific writing and research work by immersing them in the research, writing, and publication of a scientific article for publication for a popular, lay audience. The students work together to compile a collection of popular magazine-style scientific articles for a magazine like Popular Science or Scientific American. Each student contributes an article to the compilation. The primary goal and outcome of the project is for the students to deepen their understanding of how science and scientific communication works. As such, Adobe InDesign is a means to the end of disciplinary learning and not the end itself. However, students are likely to develop their skills with InDesign quite effectively along the way, because they are immersed in an experiential learning project, potentially with a real, public audience for their work. The module includes five pieces: (1) a brief, narrated video overview from the instructor about the project;(2) the assignment prompt, rubric, and supporting documents;(3) sample student work;(4) lesson plans for organizing and developing the student project;(5) link to tutorial videos that can be used to teach InDesign skills that students need for the project.
In this project, students use Adobe Creative Cloud to design and create an emoji of a Disney character. Working in groups, students use the “yes, and...” improvisational technique to write a story that includes each student’s emoji. The goal is for students to understand how to use digital media to communicate their ideas and help viewers visualize and understand their story. Learning Objectives Use Adobe Creative Cloud to create Disney character emojisCollaboratively write a story including the emojisPresent the story and reflect on their learning Note: this project was originally provided to use in conjunction with a Disney and Adobe emoji contest (February - March 2017), but is now optimized for use with many different audiences and settings.
This resource has been developed to help prepare students for the Visual Design Using Adobe Photoshop CC ACA exam. This complete lesson plan pairs with Photoshop CC 2015 Module 1 Tutorial from ACATestPrep.com! Scenario: Your grandmother’s 80th birthday is coming up, and your family wants to create a photo collage to give her as a present. Your parents have dragged down a box of old pictures from the attic, but after scanning them, the images are dusty and discolored. They have asked you to use Photoshop to fix them up and make Grandma’s collage!