Course Title: Digital and Interactive Media
Session Title: DIM Three Dimensional Effects Lesson
Lesson Duration: 3 Hours
Performance Objective:
After completing this assignment, the student will be able to identify and define “foreground”,
“middle distance”, and “background” as they affect three-dimensional effects, as well as combine two or more separate images to synthesize the desired three-dimensional effect
Specific Objectives:
The student will be able to

locate no less than 2 individual images that they can combine to create a
3-dimensional effect

demonstrate the ability to use “foreground”, “middle distance”, and “background” in creative ways to add impact and gain the attention of his/her target audience
Preparation
TEKS Correlations: 130.278

(4)(D) Identify and use three-dimensional effects such as foreground, middle distance, and background images.
Interdisciplinary Correlations:
Across all disciplines
Instructor/Trainer
References:

Content Developer Knowledge

Dictionary.com (Definitions only)
Instructional Aids:

3D Effects Teacher’s Instructions

3D Effects Assignment Sheet and Rubric

3D Effects Lesson Terms presentation

Student files f older filled with stock images including “3D example .jpg”,
“basketball.jpeg”, “computer.jpeg”, and “Player.jpeg”
IT: Digital and Interactive Media: DIM Emerging Technology Plan
Copyright © Texas Education Agency, 2013. All rights reserved.
1

Materials Needed :
Each student will need

a copy of the 3D Effects Assignment Sheet and Rubric

access to school approved image files
Equipment Needed :
The instructor will need a computer connected to an interactive white board or projector to give students the ability to watch while he/she is working with an image
Each student will need a computer with some photo editing software
Optional equipment :

digital camera

color printer
Introduction
MI Introduction (LSI Quadrant I):
The instructor should do the following:

Ask, “How would you define the ‘foreground’ of a picture or image?”

Ask, “How would you define the ‘middle ground’ of a picture or image?”

Ask, “How would you define the ‘background’ of a picture or image?”

Ask,
“Can you define 3D (three dimensional)?”
As a class, students can brainstorm about ways to simulate 3D effects in an image that is only 2 dimensional without the use of any special equipment (3D cameras).
Outline
MI Outline (LSI Quadrant II):
1.
2.
Definitions
A.
B.
C.
Foreground
Middle distance
Background
How can you simulate 3D effects using 2D images?
A. Brainstorm/Class discussion
1.
2.
Ask for examples
Allow students time to look up examples online
Instructor Notes:
For this lesson, refer to
“Teacher’s Instructions” for direction on how to introduce and complete the lesson with your students. Students will require access to the student files folder filled with stock images including “3D example
.jpg”, “basketball.jpeg”,
“computer.jpeg”, and
“Player.jpeg”. Students should follow along while
IT: Digital and Interactive Media: DIM Emerging Technology Plan
Copyright © Texas Education Agency, 2013. All rights reserved.
2

3.
A.
B.
C.
Why would you do this?
Attention getter
Creative impact
Emphasis on subject using the same files the teacher works on during the lesson.
MI
Application
Guided Practice (LSI Quadrant III):
During the discussion, students will brainstorm about simulating 3D effects with 2D images. Students who have been absent may require additional one-on-one direction and prompting, or they can collaborate with other students in the classroom
MI Independent Practice (LSI Quadrant III):
Following the presentation, provide students with the 3D Effects Assignment
Sheet and Rubric to complete on their own. They will use a combination of existing images and images that they capture on their own to complete the project, and then they will compare and contrast their work against their classmates ’ work
MI
MI
Summary
Review (LSI Quadrants I and IV):
Students will take all of the introduced information from the lesson and use it to complete the project. The instructor may use a quick Q&A with regards to the parameters of the assignment to check for understanding.
Evaluation
Informal Assessment (LSI Quadrant III):
Periodic checks for understanding during the presentation are used as well as progress checks to quantify the amount of research done and information gathered.
MI Formal Assessment (LSI Quadrant III, IV):
Students will complete the project individually to check for understanding, and the instructor will grade it against the provided rubric. Class evaluation and discussion can also be used to allow students to compare and contrast their project against those of their peers.
Extension
IT: Digital and Interactive Media: DIM Emerging Technology Plan
Copyright © Texas Education Agency, 2013. All rights reserved.
3

MI Extension/Enrichment (LSI Quadrant IV):
After completing their project, students will be able to control and create 3D images by manipulating foreground, middle distance, and background. They should ask questions like
 “Is this image important, and if so, where is the point of greatest impact?”
 “How can I add emphasis to my project through the use of 3D?”
As the assignment has a small timeframe for completion, allowing for collaborative interaction should fill any remaining completion time gaps.
IT: Digital and Interactive Media: DIM Emerging Technology Plan
Copyright © Texas Education Agency, 2013. All rights reserved.
4

Verbal/
Linguistic
Logical/
Mathematical
Visual/Spatial
Musical/
Rhythmic
Lecture, discussion, journal writing, cooperative learning, word origins
Problem solving, number games, critical thinking, classifying and organizing,
Socratic questioning
Mind-mapping, reflective time, graphic organizers, color-coding systems, drawings, designs, video,
DVD, charts, maps
Use music, compose songs or raps, use musical language or metaphors
Bodily/
Kinesthetic
Intrapersonal
Use manipulatives, hand signals, pantomime, real life situations, puzzles and board games, activities, roleplaying, action problems
Reflective teaching, interviews, reflective listening,
KWL charts
Cooperative learning, roleplaying, group brainstorming, cross-cultural interactions
Interpersonal
Naturalist
Existentialist
Natural objects as manipulatives and as background for learning
Socratic questions, real life situations, global problems/questions
Reading, highlighting, outlining, teaching others, reciting information
Organizing material logically, explaining things sequentially, finding patterns, developing systems, outlining, charting, graphing, analyzing information
Developing graphic organizers, mindmapping, charting, graphing, organizing with color, mental imagery (drawing in the mind’s eye)
Creating rhythms out of words, creating rhythms with instruments, playing an instrument, putting words to existing songs
Moving while learning, pacing while reciting, acting out scripts of material, designing games, moving fingers under words while reading
Reflecting on personal meaning of information, studying in quiet settings, imagining experiments, visualizing information, journaling
Studying in a group, discussing information, using flash cards with other, teaching others
Connecting with nature, forming study groups with like-minded people
Considering personal relationship to larger context
IT: Digital and Interactive Media: DIM Emerging Technology Plan
Copyright © Texas Education Agency, 2013. All rights reserved.
5

3D Effects Teacher’s Instructions
Discussion:
1. Have students try to define the following terms, then discuss definitions with them
A. Foreground
1. The part of a scene, picture, painting, or view that is nearest to the
2.
3.
4.
5.
B.
C. observer. This term is used most often when talking about a picture or a photograph
Middle distance
1. Also called middle ground or middle plane that is represented by the space between the foreground and background of a picture, painting, scene, or view
Background
1. The part of a scene, view, picture, or painting, making up the area furthest from the observer. The background is situated in the rear (opposed to foreground).
How can you simulate 3D effects using 2D images?
A. Brainstorm/Class discussion
1. Ask for examples
2.
3.
Allow students time to look up examples online
How can you use photo editing software to simulate 3D effects?
Why would you alter an image and make it 3D?
A. Attention getter
1. Make people stop and take notice
B.
C.
Creative impact
Emphasis on subject
1. Trying to find ways to make the subject of your project stand out against other portions of the image(s)
View and discuss Example “3D Example.jpeg”
A. Example discussion questions
1. “What works/doesn’t work?”
2.
3.
“How was it created?”
“What is the goal?”
4. a) “Does it achieve its goal?”
“What could have been done differently with these images in particular?”
Now it’s your turn
A. Discuss 3D Effects Assignment Sheet and Rubric
1. Answer any questions and let students begin their projects
IT: Digital and Interactive Media: DIM Emerging Technology Plan
Copyright © Texas Education Agency, 2013. All rights reserved.
6

Name: _____________________________
Date:_______________________________
Instructions:
For this project, you will use photo editing software to combine 3 or more images in an attempt to simulate a 3D effect that is similar to the example viewed in class. Be sure to take into consideration foreground, middle distance, and background when laying out your design.
Directions:
1. Sketch ideas and present them to your teacher for approval. Design three that you would like to use for this project.
2. After receiving teacher approval, chose one idea and select appropriate images
(use either stock images or take new photos using a digital camera) and begin work
3. Using your photo editing software
 Set up an 8.5x11 (this will be portrait) or 11x8.5 document (this will be landscape), and choose appropriate resolution i. Will you be printing (300) or posting to the web (72)?
 Create a graphical representation for each of your ideas demonstrating your knowledge of the concepts discussed
4. Name your project as 3D_lastname and save. Follow teacher instructions for printing and/or saving.
Quality Questions to Consider:
1. Does my project show mastery of the concepts covered?
2. Does it look like I thought it would when I sketched it?
A. Are the edges blended well?
B. Does it look natural?
C. Does it look professional?
3. Does my project have the desired effect?
A.
B.
C.
Attention getter
1. Make people stop and take notice
Creative impact
Emphasis on subject
1. Trying to find ways to make the subject of your project stand out against other portions of the image(s)
IT: Digital and Interactive Media: DIM Emerging Technology Plan
Copyright © Texas Education Agency, 2013. All rights reserved.
7

Description of Task
Expert Intermediate Novice Beginner
Use of software
10 points
Presentation/Alignment*
10 points
Content/Requirements
20 points
10-8
Subject knowledge is evident throughout
10-8
Font easy to read, fits on printed page, alignment and/or tabs are set
20-15
Appropriate details included no spelling/grammatical errors and no hyphenation
7-5
Subject knowledge is evident in much of the product
7-5
Some font is difficult to read, doesn’t all fit in text boxes, some alignment used
15-10
Some details included
1-2 spelling/grammatical errors. 1-2 hyphenations
4-3
Subject knowledge is somewhat evident
4-3
The majority of the font is difficult to read, doesn’t all fit in text boxes, the majority of work is not aligned
10-5
Some details included,
3-4 spelling/grammatical errors. 3-4 hyphenations
2-0
Subject knowledge is not evident
2-0
All of the font is difficult to read, doesn’t all fit in text boxes, the work is not aligned
5-0
Many details left out, more than 4 spelling/grammatic al errors. More than 4 hyphenations
5-0
No design principles are used
Design*
20 points

Balance

Proximity/Unity

Repetition/Consistency

Contrast
20-15
Application of principles enhances work
15-10
2 or 3 design principles used to enhance work
10-5
1-2 design principles used to enhance work
Use of Enhancements
20 points
Overall Creativity
20 points
20-15
Excellent use of graphics, fonts, font colors to enhance graphic design
20-15
Product shows significant evidence of originality and inventiveness
15-10
Makes good use of graphics, fonts, font colors to enhance graphic design
15-10
Product shows evidence of originality and inventiveness
10-5
Makes use of graphics, fonts, font colors to enhance graphic design
10-5
Little evidence of originality and inventiveness
5-0
No use of graphics, fonts, font colors to enhance graphic design. Solid background used
5-0
Little evidence of originality and inventiveness
Comments:
____________________________________________________
____________________________________________________
____________________________________________________

Visual BALANCE is created by arranging elements on the page so that no one section is heavier than the other
____________________________________________________ a relationship (or lack of).

UNITY can be achieved by using a third element to connect unrelated parts.

How you ALIGN type and graphics on a page can make your layout easier or more difficult to read.

ALIGNMENT brings order to chaos.

REPETITION unifies all parts of the design and creates consistency as well as visual unity. Avoid repeating the element so much that it becomes annoying or over-whelming.
 Strong CONTRAST adds visual interest to a page, attracting the reader’s eye. It can create a focal point.
IT: Digital and Interactive Media: DIM Emerging Technology Plan
Copyright © Texas Education Agency, 2013. All rights reserved.
8