Lesson Plan
Course Title: Digital and Interactive Media
Session Title: Layer Masking Project
Lesson Duration: 3 Hours
Performance Objective:
Upon completion of this assignment, the student will have a basic, functional understanding of
the difference between erasing and layer masking, as well as the difference between destructive
versus non-destructive image editing.
Specific Objectives:
 Students will mask layers of an image without removing them permanently
 Students will learn how to use the paintbrush to add or subtract portions of the image
 Students will understand how to create and copy layer masks from layer to layer and
project to project
Preparation
TEKS Correlations: 130.278
• (5)(C) identify and use principles of proportion, balance, variety, emphasis, harmony,
symmetry, unity, and repetition in type, color, size, line thickness, shape, and space;
• (6)(D) identify and choose appropriate software applications for specific digital media
types such as photo, graphics, video, audio, and animation editing software;
• (7)(D) demonstrate photographic enhancement techniques such as feathering, layering,
masking, and color enhancement using appropriate digital manipulation software;
• (8)(B) export and set graphics to be used in both print and digital formats.
Instructor/Trainer
Instructional Aids:
• Layer Masking Project Teacher Directions
• Vocabulary Presentation
• Files: “balloons.jpg”, “garden.jpg”
• Layer Masking Assignment Sheet/Rubric
• Layer Masking Example File
Materials Needed:
• Each student will need a copy of the Layer Masking Assignment Sheet and Rubric
• Access to school-approved image files, including “balloons.jpg” and “garden.jpg”
IT: Digital and Interactive Media: Layer Masking Project
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Equipment Needed:
• Computer connected to an interactive whiteboard/projector (for instructor use)
• Computers with the latest version of a professional graphic editing program
• Access to a color printer (optional)
• External data storage (e.g., USB, CD-R, and/or >3MP cameras) for non-networked labs
Introduction
MI
Introduction (LSI Quadrant I):
The instructor should begin by discussing the difference between destructive and
non-destructive image editing, then continue with a discussion of layer masking
versus erasing. Follow up with a discussion of the creative implications of creating
layer masks and how they can be applied to a variety of projects.
Outline
MI
Outline (LSI Quadrant II):
I.
II.
III.
Instructor Notes:
Layer Masking Project: The students will be
introduced to the following concepts:
A. Use of the Eraser Tool
B. Use of the Layer Masking Tool
C. Destructive versus non-destructive
image editing
Import images to layer mask versus erase
A. Hiding portions of the image for
layering purposes
B. Using several different selections tools
to create layer masks for a variety of
applications
Students complete project
A. Select appropriate image to apply
layer masks to
B. Apply layer mask to selected area of
image
C. Save project
For this lesson, the
teacher should refer to
“teacher directions” for
directives on how to
complete the lesson with
students.
The teacher should use
the Vocabulary
presentation to introduce
new terms.
Each student will need
access to the
“balloons.jpg” and
“garden.jpg” prior to
beginning this lesson.
Students should follow
along while using the
same file the teacher
works on during the
lesson.
IT: Digital and Interactive Media: Layer Masking Project
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Application
MI
Guided Practice (LSI Quadrant III):
During the presentation, students will follow along using a sample image provided
by the teacher, layer masking various parts of the image, and combining layers to
complete the practice. The teacher should hold a refresher or follow-up tutorial to
reinforce information. Absent students may require additional one-on-one tutorials,
or they can collaborate with students around them that were present for
clarification and help.
MI
Independent Practice (LSI Quadrant III):
Following the presentation, the teacher will provide students with the Layer
Masking Assignment Sheet and Rubric to complete on their own. They will use a
combination of existing images and personal images to complete the project.
Then they can compare and contrast them against the projects completed by their
classmates.
Summary
MI
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 teacher may use a quick Q&A regarding the vocabulary
and the assignment to check for understanding.
Evaluation
MI
Informal Assessment (LSI Quadrant III):
The teacher should use periodic checks for understanding during the presentation
and allow the students to take time to internalize the information and personalize
the vocabulary into terms they can better understand.
MI
Formal Assessment (LSI Quadrant III, IV):
Students will complete the Layer Masking Assignment individually so the teacher
can check for understanding and grade each one against the provided rubric. The
teacher can also use class evaluation and discussion to allow students to
compare and contrast their views against those of their peers.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
IT: Digital and Interactive Media: Layer Masking Project
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Students will have a basic understanding of the Eraser tool and the Layer Masking
tool. They will also have a thorough understanding of destructive versus nondestructive image editing. If students finish early, teachers may allow them to
assist others students, or they may formulate ideas in small groups or individually
about other projects where they could use these new skills. As the assignment
has a small timeframe for completion, allowing for collaborative interaction should
fill any remaining completion time gaps.
Icon
MI
Verbal/
Linguistic
Logical/
Mathematical
Visual/Spatial
Musical/
Rhythmic
Bodily/
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Teaching Strategies
Personal Development
Strategies
Lecture, discussion, journal
writing, cooperative learning,
word origins
Reading, highlighting, outlining,
teaching others, reciting information
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
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)
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
Natural objects as
manipulatives and as
background for learning
Socratic questions, real life
situations, global
problems/questions
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: Layer Masking Project
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Digital and Interactive Media
Layer Masking: Teacher Directions
Masking using the Brush Tool
1. Open your professional graphic editing program.
2. From the File menu, select Open and open the balloons.jpg file.
a. The image will open up as the background layer and will be locked.
b. Unlock the background layer by double-clicking on the layer and clicking “OK”
in the dialog box that appears.
i. The layer will then be renamed as “Layer 0”
3. Once the layer is unlocked, the Layer masking tool will become available at the
bottom of the Layers Panel.
4. With Layer 0 selected, click on the Layer Mask tool and see the “mask” as it appears
in the layer as a white box linked to the image.
a. Remind students that Layer Mask works under the system of white, black,
and grey as stated in the Vocabulary presentation.
i. White = visible
ii. Black = hidden or “masked”
iii. Grey = semi-transparent
b. Also, remind students about the difference between destructive and nondestructive editing, and why they should avoid the Eraser Tool.
5. Select the Brush Tool by clicking it on the tool bar or pressing the “B” key.
a. By default, the brush color, or foreground color, should be white. If so, change
it to black, as you will use black to “cover” the sky around the balloons, hand,
and hat.
b. Change brush size to 90px and hardness to 70% (to soften the edge around
the mask for a more natural look).
IT: Digital and Interactive Media: Layer Masking Project
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Check the options bar to make sure that the Brush Tool settings are
set as follows:
i. Students can change the size of the brush for more detailed masking.
ii. If students make mistakes while masking, they only need to change
the foreground color of their brush to white to adjust the mask.
iii. As this is a single layered project, any area that is masked will show a
checkerboard background.
Masking using a Selection Tool
Using a selection tool such as the Magnetic Lasso Tool can aid in the masking by
limiting the area that the mask is applied to.
1. Using the Magnetic Lasso Tool, have the students outline the man’s head and
his hand.
a. Once the selection is made, click on the Layer Masking tool.
b. The image should be masked
instantly.
IT: Digital and Interactive Media: Layer Masking Project
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NAME
DATE
Layer Masking Project
Directions: Find two school-appropriate, non-copyrighted images or use a digital camera to take
photos that you can combine into a two-layer project. The two images should be related enough
so that when they are combined and the mask tool is applied, they will blend together as if they
were one original image. The theme of the image created should be clear (such as “Happy
Birthday”, “Back to School”, or “Summertime”).
Grading Rubric
Description
of Task
Excellent
Design
Good
Image
Appropriate image &
masking tool used; masking
has no gaps and is correct
(25 points)
Appropriate image; masking
tool has gaps, or is
incomplete
(20 points)
Inappropriate image; no
masking tool used
(15 points)
Design
Design is related to image;
theme is easy to distinguish
(25 points)
Design may be related to
image; theme is slightly
difficult to distinguish
(20 points)
Design unrelated to image;
cannot determine theme
(15 points)
Overall
Creativity
One of a kind!
(25 points)
Pretty good!
(20 points)
Could be a little more
creative.
(15 points)
Neatness
Image masking is hard to
distinguish from rest of
image/layers
(25 points)
Image masking is partially
distinguishable from rest of
image/layers
(20 points)
Image masking is easy to
distinguish from rest of
image/layers
(15 point)
Maximum
Total
100
80
Take a little
more time
60
Your Total
Comments:
IT: Digital and Interactive Media: Layer Masking Project
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