Classroom in a Book® INSTRUCTOR NOTES

Adobe® PHOToSHOP® CS3
 Adobe Photoshop CS3 Classroom in a Book

• Lessons 3 and 7 cover related aspects of

photo retouching.

Introduction • Lessons 4 and 6 both are about making selections.

Also, Lessons 6 and 11 cover effects that are based on-
masking and selections.
The Adobe® Photoshop® CS3 3 Classroom in a Book™
course presents students with tips, techniques, and • Lessons 5 and 10 deal specifically with layers, although
solutions for using the Adobe Photoshop CS3 software. layering is a crucial element in almost every lesson following
The Instructor Notes are intended to complement the Lesson 5.
information in the Adobe Photoshop CS3 Classroom in
a Book®. • Lessons 9 and 10 both cover vector graphics. If your
students are already competent in the use of drawing
The information is organized to follow the sequence of programs such as Adobe Illustrator, they may be able
instruction in each lesson. to skip straight to the project with the Saucer.psd file
inLesson 9.
About the workbooks
It is recommended that each student in the class have • Lesson 14 addresses printing issues and topics related
an individual copy of the Adobe Photoshop CS3 Class- to color management; after basic photo correction,
room in a Book. Students will use this book as you lead Lesson 2 touched on four-color printing.
them through projects. Additionally, the book can be
used as a self-paced tutorial. The following lessons cover enhanced or new
features in Photoshop CS3:
You can buy more copies • Lesson 1 covers the new interface, streamlined across
of the Adobe Photoshop CS3 Classroom in a Book for the Adobe Creative Suite 3 products, and illustrates the
your students, or you can refer them to a local book- updated toolbox.
seller to purchase the book.
• Lesson 7 details enhancements to the Adobe Camera
For additional information, call Pearson Education at Raw 4 file format and Vanishing Point filter. It in-
800-922-0579. troduces students to Adobe Lightroom™, a new CS3
component that incorporates raw conversion into a
Course strategy single workflow, and allows scrolling through dozens of
If you’re teaching a 15-session class, you can teach images quickly, and branding and show casing them. It
approximately one chapter of this book per class. The also includes valuable tips on setting up a proper work-
book contains 14 lessons, some of which may take a flow. covers the Quick Selection tool and the enhanced
while to complete. If you are teaching a 10-session Refine Edges feature.
class, you may want to combine some of the lessons in
a single class. For example: • Lesson 10 covers the new Auto Align Layer feature for
aligning two similar, but offset layers.
• Lessons 1 and 13 are both focused on learning about
the Photoshop user interface (including Adobe Bridge). • Lesson 11 introduces Smart Filters, for applying non-
However, because Lesson 13 also covers features in destructive filter effects to images.
Photoshop CS3 Extended, it may be better suited for
advanced users.
• Lesson 12 features the Zoomify command for tiling that are outside the scope of the Classroom in a Book.
and panning large files in a web browser, as well as the Printed copies of Adobe Photoshop CS3
Clone Source palette feature for cloning selections from documentation area vailable for purchase from
a second image. www.adobe.com/go/buy_books. Application DVD The
Adobe Photoshop CS3 application DVD contains the
• Lesson 13 covers enhancements to Adobe Bridge and Adobe Technical Info folder, PDF versions of the User
features in Photoshop CS3 Extended—a version of Guide and Quick Reference Card, tryout versions of
Photoshop with additional functionality for the products by Adobe and other manufacturers, and the
professional, scientific, and technical communities. Adobe Photoshop CS3 Software Development Kit for
experienced programmers.
We recommend that, at an absolute minimum, you
teach Lessons 1 through 5. The majority of the most Adobe CS3 Video Workshop DVD
basic Adobe Photoshop features and the Photoshop Included in the product box, this DVD provides 250 in-
work environment are covered in these lessons. How- structional movies on Photoshop CS3 and other prod-
ever, completing all the lessons through Lesson 10 ucts across the Adobe Creative Suite 3 lineup. Adobe
would make a far superior introduction.Before begin- Web site The U.S. Adobe Web site at www.adobe.com
ning a lesson, encourage students to browse through it, contains a variety of Photoshop training and support
read any sidebars, and watch any movies suggested in resources, including the Adobe Studio Expert Center
the text. for Photoshop.

Quick Time movies are indicated by the filmstrip Many step-by-step tutorials, galleries, and other
icon, and are located in the Movies folder on the resources are available at the Adobe Web site, and the
Adobe Photoshop CS3 Classroom in a Book CD. User-to-User Forums are a great place for students
to learn from more experienced users. Adobe Design
Managing student projects Center provides hundreds of tutorials from experts and
One way to simplify file storage and retrieval in class- authors in the community, as well as thoughtful articles
room situations is to ask students to create a folder on about design and technology.
their hard disks, name it [Student’s, for the student’s
name] Lessons, and then copy each project folder into Go to:
the main Lessons folder. Having students keep all their www.adobe.com/designcenter/.Adobe Certified Expert
working files in their own Lessons folder makes it easy (ACE) program
for you to clean up files when a class is over.
This program is designed to validate an expert skill
Additional resources level of Adobe PhotoshopCS3. Careful testing of can-
Instructors and users of Adobe Photoshop rely on a didates ensures thateach ACE has demonstrated expert
variety of resources to supplement their knowledge of product knowledgeof the current release of Adobe
the program. You may find the following resources use- Photoshop, resulting in increased marketability and
ful to explore. Photoshop Help The Help installed with an added credential. Training for the ACE program is
Photoshop contains a complete descriptions of all fea- available through Adobe Authorized Learning Provid-
tures, including topics not covered in the User Guide. ers (AALP) and self-study.
It also contains links to movies that showcase new CS3
features, and techniques for using the software. For more information about this program, send an
e-mail to [email protected] or visit theAdobe
Adobe Photoshop CS3 User Guide Web site at: http://www.adobe.com.
This guide, a subset of Help, contains feature descrip-
tions. It’s useful for learning about areas of the program Note that several resources mentioned here are available
directly from the Help menu in Photoshop, such as online
 LESSON 1 
Adobe Photoshop CS3 Classroom in a Book

Lesson 1: Getting to Know the Work Area

The first lesson presents an introduction to the the names of the elements on the screen. For example,
Adobe Photoshop CS3 software. Using the basic com- you may point out the title bar and remind the stu-
mands, tools, and palettes, your students will learn dents that it indicates which publication is currently
general techniques for understanding where they are, active. Then point out the menu bar, the rulers, the
how to get information about the image in front of page icons, the palettes, and the toolbox.
them, and how to select the tools or enter the values
needed to change the image. Students may already be used to keyboard shortcuts as
a simple alternative to using the mouse. Photoshop and
Goals for this lesson other Adobe products are designed to allow keys to be
How much time you should schedule for this lesson used simultaneously with the mouse.
depends on whether all your students already
have any knowledge of Photoshop, and on their com- A common working technique used by many
puter skills in general. The overall objective for Lesson Photoshop professionals is to keep one hand on the
1 is to make them sufficiently familiar with the user mouse, and the other hand over the keyboard to switch
interface that they can locate the controls they need to tools and modes. You may want to demonstrate how
do the procedures in the rest of the lessons. In general, this method allows the mouse pointer to remain direct-
they should be able to identify: ly over the part of the image that’s being edited, since
you’re not always having to move the pointer back and
• They should be able to find and name the key areas of forth between the image and the toolbox or menus.
the interface, including the toolbar, palettes (in general), You don’t have to encourage students to work this way
image windows, and the tool options bar. in the beginning. They probably won’t be ready to use
• They should also be able to open not only the main the shortcuts until they have a good understanding of
menus and submenus across the top of the work area when they’ll want to use each tool.
(File, Edit, and so forth) but also context menus and
palette menus. Subordinate to this goal is gaining a Selecting and using a tool from the toolbox
familiarity with the different means of getting informa- It may be useful to point out that the View > Actual
tion about Photoshop. Pixels command (same as double-clicking the Zoom
tool) displays one image pixel for each monitor pixel,
By learning how to help themselves, they gain confi- which also means that this magnification will display
dence and independence. The lesson describes three an image at exactly the same size as it will appear in a
ways to do this: Web browser. But because monitors can be set to differ-
ent resolutions, the real size of an image when viewing
• A second method is to take advantage of the tooltips in Actual Pixels (or a Web browser) will vary depending
to identify tools, buttons, and other controls. on the monitor in use.
• A third method is to use Photoshop CS3 Help. It is
important to emphasize that Help not only contains all Many users are unaware that the monitor resolution
the information in the printed User Guide, but it also can be changed. You may want to demonstrate this,
includes many other topics that are useful even to showing how increasing the resolution makes more
novice users. room for palettes and images on screen, but with the
tradeoff of making everything smaller.
Finding tools in the work area
You may want to introduce students to the Photoshop Finally, you may want to demonstrate how to see a
environment by providing a general tour of the screen. single image at two magnifications simultaneously, by
This helps orient the students and provides a review of choosing View > New View and setting a different
 LESSON 1 
Adobe Photoshop CS3 Classroom in a Book

magnificationfor each window. This is handy for mak- options bar cannot be customized because it always
ing detailed changes while zoomed in, while also represents options for the current tool. Take care to
viewing the full image in another window to see the refer to the tool options bar by its complete name and
changes in context. not as a “toolbar” or “button bar” yourself.

• Scrolling an image using the Zoom tool. You can also Using palettes and palette menus
scroll using the keyboard. In addition to scrolling up You may want to point out the two reasons why the Tab
and down using the Page Up and Page Down keys, keyboard shortcut is so useful. Hiding and showing all
respectively, the Home and End keys scroll to the palettes instantly allows quick evaluation of images
top left and bottom right corners, respectively, and without the distraction of palettes, and when working
Shift+Page Up and Shift+Page Down scroll left and on a small screen it more easily allows use of the entire
right, respectively. screen for image editing.

Photoshop is one of those rare programs that lets you Also show students how easy it is to collapse palettes
scroll and zoom while you are in most dialog boxes. to icons, and then expand the palettes again with a
This feature is very helpful when applying filters or click. In this lesson, students will look at customizing a
other adjustments from a dialog box. You can demon- workspace. And in Lesson 12, they will define a custom
strate this now, or just keep this in mind when teach- workspace in Photoshop that shows and hides specific
ing lessons about dialog-box based filters, effects, and palettes, based on the type of task they are performing.
corrections. You do not need to go into this feature in-depth now,
to avoid the risk of information overload in the first
• Using the Info bar. Some of the status bar options are lesson.
useful in certain situations.
Using a context menu
You might demonstrate how clicking the black Demonstrate how context menus change depending on
arrow opens the pop-up menu, and then discuss the the content under the pointer. Right-click (Windows) or
following three options on that menu: Control-click (Mac OS) over the following examples:
• Different layers
• The Current Tool option is useful to display when the • A selection
toolbox is hidden. • Text with an insertion point
• The Efficiency option can help gauge whether or not • In any list palette
you have enough RAM to run Photoshop efficiently, If your students use graphics tablets, encourage them
when working with images that are typical for you. toprogram their stylus button to display context menus.
Anything less than 100% indicates that you may need
more RAM (or on Mac OS Classic, you may simply
Using Photoshop Help
need to assign more RAM to Photoshop).
Students may not be aware that the online Help for
• The Document Profile option is useful when you’re
Photoshop and other Adobe products include information
working in a color-managed workflow, because you’ll
not available in the printed User Guide, such as detailed
know exactly what color profile each image uses.
descriptions of filters and important guidelines for using
them. It’s fast to search for a term in the online Help,
Using the tool options bar and other palettes and many topics include links to movies that
Students should understand that the tool options bar is demonstrate the feature.
not the same as the toolbar (or button bar) found in
products such as Microsoft Office. In Photoshop, the
Using Adobe online services
controls that appear on the tool options bar change
Students may inquire about privacy concerns related to
depending on the selected tool, whereas controls on a
the Adobe Online service. You can reassure them that
(Microsoft Office) toolbar do not. Similarly, the tool
 LESSON 1 
Adobe Photoshop CS3 Classroom in a Book

no personal or configuration-related information is sent

from their computer, except that which is explicitly
typed in by the user as part of the voluntary online regis-
tration process.

Review questions
The following questions are not in the student’s
Classroom in a Book.

1 What do you do if you can’t find a tool that you know

exists?
2 How can you find out the keyboard shortcut for a
tool without opening the User Guide or Photoshop Help?
3 How can you instantly hide or show all palettes?
4 What’s the quickest way to type in a specific zoom
percentage?
5 What magnification is the best representation of an
image’s size on a Web page?
6 What do you do if you can’t find a palette that you
know exists?
7 What is the difference between a palette and an image
window?

Review answers
1 The tool you want may be hidden in a pop-up list.
Look in the toolbox for a related tool with a small black
triangle. That triangle symbol indicates that holding
down the mouse button on that tool opens a list of
hidden tools at that location.
2 Hold the pointer over the tool until the tooltip
appears containing the keyboard shortcut for that tool.
3 Press the Tab key (when you’re not editing text).
4 Type it into the Navigator palette.
5 Actual Pixels.
6 Choose the Window menu and look for the palette
name. If the palette is already open and in front of the
other palettes in its palette group, a checkmark appears
in front of the palette name on the Window menu. If
you don’t see a checkmark, click the palette name. The
palette will open in the front of its palette group.
7 A palette contains a set of related controls that you
select and use to work on your file. You can have many
palettes open, group them, hide them, and separate
them, among other things. The image window displays
the image file. You can have multiple image windows
open simultaneously, displaying different image files.
If you close an image window, you close that file.
 LESSON 2 
Adobe Photoshop CS3 Classroom in a Book

Lesson 2: Basic Photo Corrections

Lesson 2 might be have been titled “Photoshop 101” settings applied at many of these stages will differ
because it gives the students experience with the most depending on the final output. For example, the best
basic and commonly used features—the sine qua non resolution and sharpening values for print and web are
of digital photo editing. Even rank beginners are eager much different. In addition, settings that are best for
to learn such practicalities as how to straighten images one medium are often detrimental in another. If a
that have been scanned in at a crooked angle, crop student knows that an image will be used in more than
them, and fix the colors to compensate for a problem one medium, the student should maintain a full-
with the exposure. Lesson 2 also introduces two impor- resolution master image, and from it, derive versions
tant concepts: resolution issues and adjustment layers. of the image that are optimized for print, web, or other
In addition to the lessons in this book, encourage uses.
students to do additional study about scanning, tonal
correction, and color correction. This chapter merely Resolution and image size
scratches the surface of image correction—a skill set The topic introduces the issue of resolution, which is a
that is very deep, extremely valuable, and involves con- concept that students will grapple with many times in
cepts well beyond the scope of both this book and the the future. At this point, dealing with this issue may
Photoshop documentation. Many books on correction seem less rewarding to your students than changing the
and retouching are available from Peachpit Press. tulips from muddy maroon to clear red, for example, or
other tasks that have more sizzle and pop to them. You
Scheduling this lesson may need to emphasize resolution in your class discus-
Lesson 2 and Lesson 7 contain closely related subject sions so that students start thinking about it.
matter. In Lesson 2, students use the Dodge and Sponge
tools to make color changes to a limited area of the Supplementing the resolution topics
image. Lesson 7 is entirely devoted to making similar One way to get students to think about resolution is to
kinds of changes, but using different tools. demonstrate opening two images at two different reso-
lutions, cutting and pasting a selection from one to the
If your class sessions are long enough, you could group other, and pointing out the mismatch. Another way
these two lessons into a single session. If you do so, the to focus students’ attention on resolution is to discuss
students will have to cope with a few very simple but its implications. For example, you might ask students
less familiar techniques, such as making a selection to describe the issues and tradeoffs involved in some
(covered in depth in Lesson 4) and working in an image scenarios, such as the following:
with two layers (covered in Lesson 5). However, the use
of these techniques in Lesson 7 is so elementary that it • What’s wrong with adjusting the image resolution
should not present a serious problem. after you correct and retouch it?
• What’s the problem with just leaving an image at
Organizing an efficient sequence of tasks maximum resolution?
The steps listed here are the most efficient sequence of • Somebody sends you a family photograph in email
retouching steps, so they should usually be done in the that takes a long time to download. When you open the
order presented. For example, tone correction should image in your browser, you can see only one small area
be done before color correction because correcting of the picture so that you have to scroll to get an idea of
tones can have the side effect of correcting a color cast, the whole shot. What should the sender have done to
reducing the amount of color adjustment needed. avoid these annoyances?
• What’s so terrible about making the file as efficient as
Adjusting your process for intended uses possible and then scaling it up to the size you want?
Students should be clear on the concept that the specific • How do you increase resolution? Or can you?
 LESSON 2 
Adobe Photoshop CS3 Classroom in a Book

Straightening and cropping an image When using the Dodge, Burn, or Sponge tools, the key
Students may want to know how to crop without lock- to believable results is subtlety. Suggest to your students
ing proportions. To do that, simply delete the dimen- that they use these tools at low Pressure/Exposure set-
sions in the tool options bar. tings and build up their effects gradually.

Manually adjusting the tonal range Adjusting saturation with the Sponge tool
Beginners will often adjust tones by going straight to Caution students about saturating a color past the
the Image > Adjustments > Brightness/Contrast com- point that the output medium can handle. This can
mands, probably because the command names sound easily happen on print jobs, since most colors will
like familiar TV controls. However, it’s best to discour- exceed the CMYK gamut long before they appear over-
age use of Brightness/Contrast for most situations. saturated on a monitor. You can show students how to
watch out for over-saturation by using the Proof Colors
The Levels and Curves commands can make an image and Gamut Warning commands on the View menu.
lighter or darker while preserving the lightest highlights
and darkest shadows. Because of the way Brightness/ Applying the Unsharp Mask filter
Contrast works, it’s far more likely to delete useful ton- You might suggest that the Threshold value should be
al information, especially in highlights and shadows. increased for surfaces that would become too grainy if
Students may ask what the Brightness/Contrast com- sharpened at a Threshold value of 0. For example, it’s
mand is for. Because it performs linear changes on an common to set the Threshold to a value of 8 or higher
image’s tones, it can be very useful when working with for skin areas.
nonimage channels such as masks. But it isn’t very
useful when handling photographic images. In other Saving the image for four-color printing
words, beginners are not likely to need to use the You might make the following points about converting
Brightness/Contrast command. to CMYK:

Removing a color cast • The way Photoshop converts to CMYK depends on

A 24-bit monitor is needed to see a color cast. For best theCMYK Working Space set in Edit > Color Settings.
results, that monitor should also be calibrated; oth- For example, if the Settings chosen at the top of the
erwise it may not be clear whether the cast is in the Color Settings dialog box are U.S. Prepress Defaults, the
monitor or in the image. CMYK Working Space is U.S. Web Coated (SWOP).
When working on a job for press, students should al-
For students with earlier versions of Photoshop, you ways confirm with their printer which CMYK working
can discuss with them how the Auto Color feature space is the best match with the printer’s equipment.
makes it unnecessary to create an adjustment layer and • The appearance of an image after converting to
tinker with the Color Balance by hand. It is still pos- CMYK is often disappointing. Overall saturation is
sible to use those techniques in Photoshop CS3, but it’s usually lower and some colors may shift. Reassure
not necessary unless the situation is special or you are students that Photoshop is simply being honest about
trying to create unusual effects. what colors can actually be achieved in the CMYK
gamut (assuming that all Color Settings are set cor-
Replacing colors in an image rectly).
Be sure students understand that they should complete • The Byte Order setting in the TIFF Options dialog
general tone and color corrections before they perform box isn’t usually critical because most professional
specific color corrections such as the Replace Color graphics programs (such as Adobe products) read both
command or using the Color Replacement tool. Mac and IBM PC byte orders.

Adjusting lightness with the Dodge tool

 LESSON 2 
Adobe Photoshop CS3 Classroom in a Book

Supplementing the lesson Review answers

You may want to demonstrate the difference between 1 Click the eyedropper on the color you want to
using the Levels command and using a Levels ad- change.
justment layer (a concept not introduced until later 2 Use the Dodge tool.
lessons, so you’ll want to assess the readiness of your 3 A color cast is an imbalance in the color of an
class to absorb this added information). If you decide image, which might be caused by anything from
that your students can handle this already, start your problems with the camera exposure settings to the
demonstration with two copies of the same image. On deterioration of the original photograph scanned in
the first image, use the Levels command to apply three to create the image file. The simplest way to remove
dramatic changes, clicking OK after each change. Do the color cast is to choose Image > Adjustments >
the same thing with the second image, but using the Auto Color. The Auto Color command automatically
Levels adjustment layer. Then compare the histograms reads and corrects the color balance in the image.
of the two images. The histogram of the image edited 4 An image must be converted to CMYK to be able to
with the adjustment layer should show that far more print properly on a CMYK printing press.
tonal levels were preserved. Before converting the final,
corrected RGB image to CMYK, tell your students to
choose File > Save As, and save a copy of their work
using a different filename.
Later, you can have them use this saved file as the basis
of a supplementary exercise for Lesson 7; see “On your
own: Painting with the art history brush” of these
Instructor Notes.

Review questions
The following questions are not in the student’s
Classroom in a Book.

1 In the Replace Color dialog box, how do you select

the color to be replaced?
2 How can you lighten a small area of an image?
3 What is a color cast, and what’s the fastest, surest way
to remove it from an image?
4 Why do some images need to be converted to CMYK?
 LESSON 3 10
Adobe Photoshop CS3 Classroom in a Book

Lesson 3: Retouching and Repairing

This lesson is a logical follow-on to Lesson 2, in that it Taking a snapshot
teaches students how to continue their correction of Point out that when you use the History palette in this
images—this time, by addressing image flaws. Retouch- way, it is no longer being used as a simple list of undo
ing is so basic an image editing task that Photoshop steps. Instead, the past is being used as a resource for
incorporates a sequence of menu commands for it in painting. It can enable you combine two versions of an
the Help menu (How To Fix And Enhance Photos). image into a single image that represents the best of
both worlds. Make sure students understand that his-
Where correction follows a logical order, retouching is tory states aren’t saved with the document. You can
more subjective. But like many art projects, it can be suggest that if students want to keep different versions
overdone. Help students learn how to look closely at across sessions,they should set up an image’s states as
before images, to see what needs correcting, and at the separate layers or documents instead.
results, to make sure that the image has been improved
enough—but not so much that it no longer looks To supplement the information in this section of the
realistic. book, you can tell students about the New Document
command in the History palette menu. This is even
Like correction, repairing images is a vast subject faster than using the Save As command or other multi-
touched on only briefly here, that involves concepts step methods of creating new documents. Point out
well beyond the scope of both this book and the Photo- that they can use this feature by selecting any available
shopdocumentation. Many books on correction and history state or snapshot and then choosing the New
retouching are available from Peachpit Press. Document command. Then, they can go forward to the
latest History palette step of the original document and
This lesson also introduces students to the History continue working, secure in the knowledge that they
palette, a valuable tool in undoing and stepping back- can always go back to the new file they created if they
wards in their work. You may want to have students want to start over at that point.
practice zooming in closely on an image, to spot transi-
tional areas of color, as well as similar-colored selec- Note: The New Document command is also available
tions, which can be made up of many colors. in the context menu when you right-click (Windows)
or Control-click (Mac OS) a history state.
Goals for this lesson
At the end of this session, your students should be able Retouching on a separate layer
to describe the strengths and limitations of the various You may want to have students practice retouching
retouching strategies, and know which tools to use for portraits to match skin tones as accurately as possible.
specific repairs. Refer to the techniques and tips in Lesson 1 for zoom-
ing in and out of an image.
Repairing areas with the Clone Stamp tool
Encourage students to work in short strokes with the Using the Healing Brush on a duplicate layer
smallest brush size that makes sense. If the brush size is In these projects, students will always leave the Sam-
too large or the strokes are too long, areas of the image pled option selected as the Source (in the tool op-
will start to visibly repeat, and the image will no longer tions bar). However, you might ask them to speculate
look natural. You may want to suggest that students about the Pattern option. Then you can invite them to
bring in their own images to work on and use as they experiment with that option, selecting a pattern in the
experiment with these new tools. Pattern popup, and applying the pattern to an image
with the Healing Brush tool or Patch tool. This applies
 LESSON 3 11
Adobe Photoshop CS3 Classroom in a Book

the pattern according to the properties of the selected • Work on a copy of the image file, not the original.
retouching tool. Be sure to tell your students to discard • Remove any flaws such as dust spots, blemishes, and
their experimental changes before continuing with the scratches from the image before making color and
lesson. tonal adjustments.
• Use adjustment layers to adjust the tonal range and
Supplemental information: Comparing the color balance of an image rather than applying an ad-
retouching tools justment directly to the image layer itself. Adjustment
Usually, students have little trouble understanding how layers allow going back and making successive tonal
the Clone Stamp tool and Pattern Stamp tool work adjustments without discarding data from the image
after they get some hands-on experience with these layer. Keep in mind that using adjustment layers adds
tools. However, even after students become competent to the file size of the image and demands more RAM
in using the Healing Brush tool or Patch tool, they may from your computer.
have difficult explaining how the tool does what it does. • Consider using tools like the Info or Histogram pal-
If this lack of understanding makes some of your ette in Expanded view, to provide invaluable feedback
students uneasy, you might explain to them that the on adjustments.
Healing Brush and Patch tools have to do with reading • Make a selection or use a mask (Lesson 6) to confine
the texture and color information separately. Thus, color and tonal adjustments to part of an image. Or
Photoshop collects texture information about the area set up a document with image components on differ-
selected to be the resource for the retouching (such as ent layers (Lesson 10). Color and tonal adjustments are
theunblemished areas around the rock climber or the applied to only one layer at a time and affect only the
unwrinkled areas of the chef ’s face) and combines it image components on the targeted layer.
with information about color it collects from the area
designated to be retouched to create unique results. Review questions
If the students don’t care why the tools work, there’s The following questions are not in the student’s
no need to require them to understand or explain it. As Classroom in a Book.
long as they can use the tools comfortably, that’s fine.
1. How do you sample a selection with the repair tools?
Supplemental information: Best practices The Clone Stamp or Healing Brush tool allow sampling
You may want to encourage students to think about sources in the current document or any open docu-
these issues before they begin making adjustments. ment in Photoshop. To set the sampling point, select
They should: the Clone Stamp tool and Alt-click (Windows) or
Option-click (Mac OS) in any open document win-
• Work with a monitor that’s calibrated and profiled. dow. You can set up to five different sampling sources
For critical image editing, this is absolutely essential. at a time in the Clone Source palette. To set another
Otherwise, the image on the monitor will look different sampling point, click a different Clone Source button
when printed. in the Clone Source palette.
• Be judicious in correcting images. Any color or tonal (In Photoshop Extended, you can clone video or
adjustment to an image discards some image informa- animation and set sampling points in the current frame
tion. you’re painting or sample sources in a different frame,
• For critical work and maximum preservation of im- even if the frame is in a different video layer or in a
age data, it’s best to work with images with 16 bits per different open document. To clone video or animation
channel (16_bit image) rather than 8 bits per channel frames, use the Animation palette, select the timeline
(8_bit image). Data is discarded in making tonal and animation option and move the current-time indicator
color adjustments. The loss of image information is to the frame with the source you want to sample.)
more critical in an 8_bit image than a 16_bit image. 2 What’s the difference between the Healing Brush tool
Generally, 16_bit images have a larger file size than and the Spot Healing Brush tool?
8_bit images. 3 Does it matter whether repairs are done in RGB or
CMYK mode?
 LESSON 3 12
Adobe Photoshop CS3 Classroom in a Book

Review answers
1 Click the eyedropper on the color you want to
change.
2 The Spot Healing Brush works similarly to the Heal-
ing Brush: it paints with sampled pixels from an image
or pattern and matches the texture, lighting, transpar-
ency, and shading of the sampled pixels to the pixels
being healed. Unlike the Healing Brush, the Spot Heal-
ing Brush doesn’t require you to specify a sample spot.
The Spot Healing Brush automatically samples from
around the retouched area..
3 RGB mode has a larger color gamut than CMYK, so
editing in RGB color mode allows preserving more
colors. However, you should edit an image in its final
color mode. That is, if the image will be printed, work
in CMYK mode. If the image will be used online, edit
in RGB mode. If the image will be repurposed—for
example, posted online and then printed—work in the
larger gamut RGB mode.
 LESSON 4 13
Adobe Photoshop CS3 Classroom in a Book

Lesson 4: Working with Selections

Selecting is a critical skill necessary for precise control pixels, because it’s easy for beginners to confuse the two.
over corrections and effects. This lesson introduces Several transformation commands appear in the
students to a more in-depth understanding of selection menus, but they all require you to think ahead. Suggest
tools, options, and techniques. Emphasize to your to the students that in most cases they might want to
students the importance of mastering selection skills. try the Free Transform command first, for several rea-
Students can avoid a great deal of editing rework and sons. It can perform any transformation (so you don’t
produce higher-quality results just by knowing the best have to think about which command to choose), and it
way to select an area and how to adjust and fine-tune a can transform interactively, which means it’s the most
selection. fun and intuitive way to transform.

Goals for this lesson The other transformation commands are most use-
At the end of this session, your students should be able ful when a precise transformation is required, such as
to describe the strengths and limitations of the various an exact horizontal flip. Be alert for potential confu-
selection tools, to demonstrate how to transform a se- sion about the transformation command in the Select
lection, and to accurately distinguish between the pixels menu: Transform Selection, should your students
within a selection and the selection itself. discover it.

The techniques for selecting are fairly easy in them- The difference between this command and the trans-
selves.However, the concepts of selecting, selection bor- formation commands on the Edit menu is that the
ders, and selected areas leads to more complicated ideas Edit commands transform the pixels in the selection.
and processes, such as masking, alpha channels, and so In contrast, Transform Selection (in the Select menu)
forth. It is imperative that your students be completely is the command to choose when you want to trans-
comfortable with their mastery of selection procedures form the selection border without altering the pixels.
before they move on to more advanced lessons. The You may want to demonstrate this difference. They
next level of advancement for this topic comes in both come in handy, but using the wrong one can be
Lesson 6, when students work with masks. frustrating.

About selecting and seletion tools You might emphasize the importance of deselecting. In
The Single Row Marquee and Single Column Marquee Photoshop, you can’t deselect an area just by clicking a
tools are useful for correcting special cases, such as spot outside the selection or by selecting a different
wiping out film scratches and scanner artifacts. tool, as you can do in many other applications, from
wordprocessors to Web browsers.
Selecting with the Magic Wand tool This may seem to your students like a disadvantage at
For a complete understanding of the magic wand, have
first—because it seems to add an extra step. You might
the students observe how the selection changes when
explain its benefits are central to the advanced uses of
they:
Photoshop. The advantage of making a selection is that
you can then apply a change to the selected area, often
• Change the Tolerance value in the options bar.
by using another tool. How ridiculously counter-
• Leave the Tolerance value unchanged, but click pixels
productive would it be if selecting a new tool caused
of different values
the area to be deselected?

Moving a selected area You might remind your class that the “extra step” is also
You may want to ensure that your students understand a safeguard. Intricate selections can time-consuming.
the difference between moving a selection and moving
 LESSON 4 14
Adobe Photoshop CS3 Classroom in a Book

Because you must actively deselect, you cannot Review questions

accidentally deselect something that you have The following questions are not in the student’s
painstakingly selected. Classroom in a Book.

Using the Magic Wand with selection tools 1 Which selection tools can draw straight lines?
This is a good section in which to point out the flex- 2 What’s the fastest way to make a semi-circular
ibility of Photoshop when making selections. Some selection?
students may find selecting to be a tedious and stressful 3 How do you move a selection with the keyboard?
operation if they feel they have to get it absolutely right 4 If you make a selection and you missed an area,
the first time. If you observe this, reassure the students what’s the fastest way to correct it?
by telling them that it isn’t necessary to achieve a per- 5 How do you switch from the Magic Wand tool to the
fect selection right away. Point out that as Photoshop Magic Wand Plus tool or the Magic Wand Minus tool?
users become experienced, they’ll perform a selection
in multiple passes. On the first pass, an approximate Review answers
selection is good enough. On subsequent passes it’s 1 The Polygon Lasso tool, or the Lasso tool when you
simply a matter of using any combination of selection hold down Alt/Option.
tools and techniques (such as the ones in this topic) to 2 With the Elliptical Marquee tool, hold down Shift
fine-tune a selection until it’s perfect. and draw a circle. Then with the Rectangular Marquee
tool, hold down Alt/Option and draw a rectangle over
Moving and duplicating simultaneously half of the circle to subtract it from the original circular
You might brainstorm with your students about other selection.
uses of this technique in combination with using the 3 Nudge a selection by pressing the arrow keys.
Shift key to constrain movement, such as when creating 4 Just press Shift and use any selection tool to add the
web buttons or other repeating patterns. missing area.
5 You must use keyboard shortcuts to select these tools
Cropping an image and erasing within a because there is no pop-out list on the toolbox for the
selection Magic Wand tool. To add to a selection with the Magic
You may want to point out how the Crop tool can be Wand Plus tool, hold down Shift and click the Magic
customized in the tool options bar for precise crops. Wand tool on the area you want to add. To subtract,
hold sdown Alt (Windows) or Option (Mac OS) and
click.
Quick Selection
New in CS3, the Quick Selection tool makes quick, ac-
curate selection of an irregularly shaped object without
having to manually trace the object’s edges. You may
want to suggest students try using the tool to paint oth-
er selections, and then apply the Photoshop automatic
edge enhancement for greater selection accuracy.

Refine Edges
Encourage students to try out other Refine Edges
option with a selection, to see the usefulness of differ-
ent matte colors and backgrounds.

Isolating and saving selections

Point out to students that it’s a good work habit to re-
name selections meaningfully. It helps them easily find
their work, and keep their work organized.
 LESSON 5 15
Adobe Photoshop CS3 Classroom in a Book

Lesson 5: Layer Basics

Layering is one of the key features of Photoshop. Using Renaming a layer and copying a layer
layers, students can take full advantage of the digital Here is one of the key benefits of layers. By keeping the
nature of Photoshop to create complex images with photo, shell, letter, and paper texture images each on its
sophisticated visual richness. own layer, they can be reused in other documents very
easily and never have to be tediously extracted from a
Beginners often see Photoshop as a simple digital ver- busy background.
sion of a painting canvas or photograph, but this view
does not do justice to the potential of the Photoshop
Selecting and removing some pixels from a layer
application or the opportunities it provides the user.
One common stumbling block for the novice Photoshop
user is forgetting that a layer must be active
Goals and objectives for this lesson (selected) in order to be changed.
Your goal in this lesson is to move your students from
treating the screen as a single sheet (either blank or Sometimes students who are used to working in ap-
containing an image) to thinking of it in terms of a plications such as Adobe Illustrator or Adobe InDesign
structureddocument with parts (layers) that can be ed- think that they can just click an item they know is on a
ited independently. Successful students will understand separate layer to make that layer active. For example a
that thinking in terms of layers gives them the flexibil- student might assume the clicking the shell or the paper
ity to change their mind at any time, adapt work at the texture backgroundof the lesson image file might switch
last minute to incorporate client-requested changes, the active layer to the one containing that subject matter.
leverage files to create alternate versions of an image
within the same file, and to do other things that would The good news is that because a selection border is inde-
be a great deal more trouble on a real paint canvas or in pendent of the pixels shown inside it, users can apply a
a darkroom. selection to another layer just by clicking the layer name
in the Layers palette.
As subordinate objectives for this lesson, aim to make
students able to correctly explain the following con- Related exercises or demonstrations
cepts and to describe their importance or relationships If appropriate, you can demonstrate the importance
to other aspects of the lesson: of knowing which layer is active or have the students
experiment with this. For example, try making changes
• Basic types of layers: background, image, text on a layer of a multilayer image and then using the layer
• Transparency (transparent pixels) visibility icons to view the changes.
• Opacity (semi-transparency of pixels)
• Stacking orders of layers One easy and dramatic way to do this is to make a dupli-
• Layer sets cate layer of a single-layer image file by dragging the
• Visible layers and hidden layers original layer onto the New Layer icon at the bottom of
• Active (selected) layers and inactive layers the Layers palette. Then, in the Layers palette, select the
lower layer so that it is the active layer. Select any color
Getting Started from the Swatches palette and then use the Paintbrush
Now that the students have completed a few les- tool and drag it around the image. Because the active
sons, many of them probably feel confident enough (lower) layer is hidden behind the duplicate layer, the
to start up Photoshop without even reading the display in the image window appears unchanged. How-
“Getting Started” topic. This might be a good time ever, when you click the eye icon for the upper layer to
to reinforce the idea of restoring default prefer- hide it, the paint strokes you made early are now
ences at the beginning of each lesson. revealed on the lower layer.
 LESSON 5 16
Adobe Photoshop CS3 Classroom in a Book

You can set up another demonstration by selecting half New Layer button to duplicate a layer that you
an image and choosing Layer > New > Layer via Cut so drag onto it.
that you have half the original image on one layer and
half on another. Then create a selection border that It’s a good idea to make sure that students understand
overlaps the boundary between the two halves. When the difference between Foreground to Transparent and
you make changes (such as to move, transform paint, Foreground to White.
burn, or dodge) to or within the selection, ask your
students to explain why you get the results you do. Applying a layer style
You may want to do a quick demonstration to point
Changing the opacity and the mode of a layer out the advantages of layer styles over traditional filters.
If the concept of blending mode isn’t clear to the stu-
dents, you might want to explain that blending mode Make a copy of an image. On the first image, apply a
determines how layers combine, while opacity deter- layer style (such as Drop Shadow), and on the second
mines how much layers combine. image, apply the same effect with a traditional filter.
Show how the layer style is easily editable while the
It’s a good idea to break out the different levels of traditional filter is not.
opacity and blending modes here. You might want to
ensure that students understand that both opacity and Point out that many of the long, complicated recipes
blending mode are options not just for layers, but for for special effects covered in older Photoshop books are
layer effects and painting tools, too. Because of all the no longer necessary because you can now apply an in-
combinations, it can be confusing to determine exactly stant and editable layer style to achieve the same effect.
how to apply or edit an image. Suggest that students Students should develop an attitude of looking for the
apply blending modes and opacity in the following most efficient way to do things.
sequence:
Caution students that the single-key shortcuts in Pho-
• Blending mode by layer toshop (such as V for Move tool, C for Crop tool) don’t
• Opacity by layer work when you’re entering text because they enter
• Blending mode by effect characters in that mode. Make sure they learn how to
• Opacity by effect exit textediting mode so that they can safely switch to
• Blending mode by tool othertools. For example, Ctrl+Enter (Windows) or
• Opacity by tool Command+Return (Mac OS) will apply changes and
The reasons for this suggested order are: exit text mode, while Esc will cancel changes and exit
• Blending mode has more of a fundamental effect on text mode.
appearance, so it should be adjusted earlier.
• Opacity is a good tool for lowering the intensity of an Flattening and saving files
existing effect, so it’s good to adjust later. When preparing files for use in a page layout program,
• Layer blending mode/opacity and styles can be it’s best to use flattened copies of files because they take
changed at any time, so they should be adjusted first so up less space and are more widely compatible with
that you can change your mind. other applications.

Adding a gradient layer Students must understand that once a file is flattened,
This lesson introduces students to the use of the but- there is no way to unflatten a file. That is as impossible
tons or icons at the bottom of a palette. You might as unbaking a cake into its original ingredients. This is
remind students that these are convenient shortcuts for why all users should archive an unflattened (layered)
commands available elsewhere in the user interface: on original of their work, in case something needs to be
menus (such as File or Edit), context menus, and pal- changed. You may want to point out that there is an
ette menus. However, many of the palette buttons Always Maximize Compatibility For Photoshop (PSD)
include extra functionality, such as the ability of the
 LESSON 5 17
Adobe Photoshop CS3 Classroom in a Book

Files preference under Edit > Preferences > Review answers

File Handling. If this is selected, Photoshop always 1 Apply a layer style, which can include any number of
saves a flattened version with the file. However, it’s effects, and is reversible at any time.
usually recommended that this be turned off, because it 2 Apply a blending mode.
makes a file take up more disk space. 3 Change the opacity of a layer.
4 Use the Magic Eraser tool.
Using layer comps 5 Easy—you just find the name of the layer you really
The example given in the lesson is fairly simple, but want in the Layers palette and click it to make it active.
you can challenge students to think of other ways that The selection border now applies to the pixels on that
this would be a time-saving or practical advantage. layer, so you can continue with your work.
There’s more use of layer comps in Lesson 10, for the 6 Answers will vary, but one example might be for cut-
creation of a package prototype. Again, the example ting identical “holes” in multiple upper layers to reveal
is just a simple one, but it makes the concept easy to that shape in a lower layer. Another example will be
grasp, and the students should have little trouble imag- evident later, when they do Lesson 12: to repeat a shape
ining other scenarios in which this would prove useful. by applying filters or other properties in another part
of the image without reproducing the original selection
Supplementing the lesson contents. Students may suggest many ways to use the
If your students are eager to learn more about layers, independent selection border, some of which we may
you might invite them to explore the options at the top not have thought of ourselves. You might make note of
of the Layers palette (the blending mode pop-up menu, their suggestions,and then revisit this question at the
Opacity, Fill, and Lock options). end of Lesson 6 and ask them if they can do all these
same things using alpha channels.
See also “Related exercises or demonstrations” and
“Applying a layer style” in these Lesson 5 Instructor
Notes.

Review questions
The following questions are not in the student’s
Classroom in a Book.

1 What’s the easiest way to change the appearance of a

layer?
2 How can you change the way in which layers combine
visually?
3 How can you make a layer partially transparent?
4 How can you remove pixels of a specific color range?
5 Suppose you have a selection border perfectly drawn
around an area of the image you want to work on, but
discover that the wrong layer is active. What do you do
now?
6 Give an example of how you might exploit the fact
that selection borders in Photoshop are independent of
the pixels within them?
 LESSON 6 18
Adobe Photoshop CS3 Classroom in a Book

Lesson 6: Masks and Channels

Masks are a powerful way to control both where and Extracting the paper texture
how much an effect changes an image. This lesson Caution students that they should always use the
guides students through the various levels of the exten- Extract feature on a copy of an image, because areas af-
sive Photoshop masking features. Students start with fected by the Extract feature are not simply hidden, but
the easy-to-use Quick Mask. Then they learn about the completely removed from the file. This lesson features
relationship between selections, masks, and channels. a simple extraction. Encourage students to try out the
feature on a more complicated organic selection, such
This lesson builds on Lesson 4, “Working with Selec- as images containing hair, grass, or leaves.
tions,” so make sure that your students are competent
in that area before launching into Lesson 6. The next Students may find the Highlighter tool easier to use if
levels of advancement for this skill area will follow in they understand that what they are doing is helping
Lessons 8, 9, and 10, which build on both Lessons 4 Photoshop recognize the edges of the object that they
and 6. want to isolate.

Working with masks and channels Applying effects using a gradient mask
To a beginner, the differences among selections, Quick It’s important for students to understand that this is
Mask mode, channels, and layer masks can be very con- not just an exercise about using a gradient to fade an
fusing. You might explain it in terms of the following effect. The real point of this is that you can use shades
key differences: of gray in a channel or mask to control the intensity of
an effectanywhere in an image. Darker parts of a chan-
• Quick Mask mode is fundamentally a selection nel willapply an effect more intensely. You may want to
marquee that’s shown in a different form. Both are demonstrate another common example of this—using
temporary because they disappear as soon as the cur- a feathered circular mask to create a vignetting effect.
rent selection is changed.
• An alpha channel (a channel used for selection) is
Colorizing with an adjustment layer
like a Quick Mask that can be saved with the docu-
In this procedure, students make a clipping group of
ment, but it doesn’t apply to any layer until you load it
the Hue/Saturation adjustment and paper texture.
as a selection.
In the next procedure, “Grouping and clipping lay-
• Make a distinction between alpha channels and the
ers,” they copy this clipping. Grouped layers cannot be
channels that make up the printable image (for ex-
clipped; only individual layers can be.
ample, the Red, Green, and Blue channels in an RGB
image). You apply alpha channels to image channels.
• A layer mask is an alpha channel that’s tied to a spe- Supplementing this lesson
cific layer. Layer masks aren’t covered in this lesson, but One of the concepts that might benefit from additional
you’ll want to keep this distinction in mind when layer emphasis is the idea of loading a selection. Although
masks appear later in the book. students rarely have difficulty following the directions
for doing this, some of them forget how it was done
with equal ease.
Creating a quick mask
Quick Mask mode is great for students because
it’s much more forgiving than drawing a selection
marquee. In Quick Mask mode, there is never any
danger of accidentally “dropping” a carefully drawn
selection.
 LESSON 6 19
Adobe Photoshop CS3 Classroom in a Book

Review questions
The following questions are not in the student’s
Classroom in a Book.

1 How does painting with black, white, and gray in a

channel affect an image?
2 How does the Extract feature recognize an edge?
3 How do you apply a saved mask to an image or layer?

Review answers
1 Black areas completely protect an image from
changes. White areas are completely subject to change.
In gray areas, lighter areas are more subject to change
than darker areas.
2 Extract recognizes an edge by finding where the con-
trast is highest within the area you highlighted.
3 Choose Select > Load Selection, and then select the
mask (alpha channel) you want to use.
 LESSON 7 20
Adobe Photoshop CS3 Classroom in a Book

Lesson 7: Photo Retouching

The use of digital photography is growing phenome- images while still being able to preserve the original raw
nally among creative professionals as well as hobbyists, files. Note that the Camera Raw dialog can be accessed
and Photoshop has many, many features that stream- from within Bridge or Photoshop. The same features and
line the handling and routine processing of digital pho- functionality are in both.
tographs. From correcting red-eye to adjusting Camera
Raw settings, this lesson covers a span of beginner to The filmstrip that appears on the left side of the dialog
advanced digital image-editing techniques. Be prepared box when students open the three mission images will
for this lesson to generate a lot of interest among your not be there when only one image is open in the dialog.
students. Reassure students about the yellow caution triangle that
appears in the upper right corner of the images in
Goals and objectives for this lesson Bridge. The warning disappears after a few seconds; it’s
Your goal in this lesson is to give your students a well- nothing to be alarmed about. It simply appears while the
rounded understanding of how they can perform many settings are being applied to the camera raw image files.
routine corrections to digital photographs. This lesson
isaimed at the advanced hobbyist and/or professional Reducing noise
photographer who wants to use Photoshop to clean up The noise in the portrait of the mother and son might be
images captured by digital cameras. difficult for some students to see. Be sure to have them
zoom into the sky, where it is more noticeable.
Most of the topics and techniques have to do with basic
image clean up--eliminating red-eye and adjusting the Defining a grid
white point and other settings of Camera Raw images, Defining a grid in the Vanishing Point dialog box using
but it also includes some more advanced techniques, the Create Plane tool is like stretching a rubber band. As the
such as the Lens Correction and Vanishing Point filters. students start to click, they wrap the band around the side
For more practice with the Vanishing Point filter, see of the house in the image. A blue outline indicates a valid
Lessons 10 and 13. plane. Red indicates an invalid plane—Vanishing Point
cannot tear off a perpendicular plane from an invalid plane.
Getting started Students may simply press Backspace (Windows) or Delete
This lesson builds on the techniques that were covered (Mac OS) to delete the last node if the outline appears red.
in Lessons 2 and 3, and as such, you may want to con- Or, after drawing, drag an corner node to adjust the plane.
sider teaching it on the heels of those lessons, and then It will turn blue as soon as it becomes valid. To help with
proceeding to Lessons 4 through 6. node placement, tell students to press and hold the X key to
zoom into the preview image as they place the nodes.
Processing camera raw files
Camera raw is a digital image file format that is fast Supplementing this lesson
growing in popularity because it gives photographers Using other lesson Start files as a starting point (or your
control over image data that previously was determined own examples), discuss with students how they would go
by the camera. Many digital cameras support the Cam- about retouching and reproducing flaws, color imbalances,
era Raw format, which allows photographers to adjust artifacts, and other anomalies in their images. You may
white point, tonal range, contrast, and many other set- want them to name the various tools they could use, and
tings directly in Photoshop. Emphasize to your students how, as well as other Photoshop features they would use to
that Camera Raw is a flexible, powerful file format and accomplish their goals. Try to develop as many scenarios,
that once they understand how to use the Camera Raw and get students to suggest likely correction strategies, as
dialog box, they’ll have greater artistic control over their possible.
 LESSON 7 21
Adobe Photoshop CS3 Classroom in a Book

Review questions
The following questions are not in the student’s
Classroom in a Book.

1 Why encourage students to edit photos in camera raw

format, rather than in JPEG?
2 What is white balance and when/how should you edit
it?
3 What is the Vanishing Point filter and when would
you use it?
4 Suppose you are assigned to create a wallpaper-like
pattern using your company logo. If you had to use one
of the tools you learned about in this lesson, which one
would you use?

Review answers
1 Students are encouraged to begin editing photos in
camera raw format because that format stores unpro-
cessed picture data from a digital camera’s image sensor
and doesn’t do any image processing. Thus, the file is
like a photo negative: you can use Photoshop to set the
white balance, tonal range, contrast, color saturation,
and sharpening. You can also return to the file—as
you would a negative—and change settings for other
output. In contrast, the JPEG file format loses image
quality each time the file is edited and saved.
2 White balance sets the color balance of the image to
reflect the lighting conditions under which the photo
was taken. It comprises temperature, which determines
the “coolness” or “warmness” of the image, and tint,
which compensates for magenta or green color casts in
the image. It is the first setting you should adjust in the
Camera Raw dialog, which initially displays the white
balance at the time of exposure. You can choose from
predefined settings, or specify custom Temperature and
Tint values.
3 The Vanishing Point filter lets you define a perspec-
tive plane in an image so that you can then paint, clone,
and transform images according to that perspective.
You can even create multiple planes that are related to
one another, and paint, clone, and transform across
these planes through an image.
4 The Clone Stamp tool would be a good bet. However,
there are more efficient ways to do this, using other
tools.
 LESSON 8 22
Adobe Photoshop CS3 Classroom in a Book

Lesson 8: Typographic Design

Many designers don’t realize that the typographic tools remember to click the Commit Any Current Edits
in Photoshop are extremely robust and sophisticated. button (step 2). If they don’t, they remain in text-edit
Among the type features are support for OpenType, mode. This means that the type layer name on their
extensive character and paragraph formatting capa- screen won’t match the name in the book, which can be
bilities, and support for a wide variety of effects and confusing to students. Also, they might have difficulty
transformations (such as positioning text on a path and continuingwith the exercise and performing other
warping text). This lesson covers an extensive array of operations, such as applying layer effects.
type features in Photoshop.
A common mistake among new Photoshop users is to
Goals and objectives for this lesson not commit changes, and then try to enter more type
Students who have used Photoshop over the years may on a new layer, but find the new type is on the same
be used to working on images in Photoshop, but layer. Show them that in addition to clicking the Com-
switching to Illustrator to work on the type for their mit Any Current Edits button to exit text edit mode,
composition. students can press the Enter key on their numeric key-
pad; press Ctrl-Enter (Windows) or Command-Return
This lesson is designed to show them that they don’t (Mac OS); select any other tool in the toolbox (besides
need to switch applications to create great-looking type the Type tool); or click in the Layers, Channels, Paths,
in image compositions. The project involves creating Actions, History, or Styles palette.
type for a mock-up of a label for a new product (a new
brand of olive oil). If students ask why this work isn’t Making a clipping mask and
done in Illustrator, explain that the work could be done applying a drop shadow
in that application, but the idea is for designers who Students may also complain (in this exercise or others)
primarily use Photoshop to learn that they can do the that pressing Shift and dragging doesn’t affect the drag
same work in the application with which they’re most operation—that is, it doesn’t constrain movement. The
familiar and comfortable, without switching. effect can be subtle. They might see it better by drag-
ging more slowly, or by dragging and then pressing
Scheduling this lesson Shift after they start, to see the difference. In any case,
This lesson stands on its own quite well. It doesn’t have all positioning of type in this label is approximate. Text
to be taught in lesson order, but students would do well elements don’t have to be perfectly centered or posi-
to first complete Lesson 5, “Layer Basics,” and Lesson 6, tioned. Studentscan eyeball it.
“Masks and Channels,” before tackling this topic. Those
lessons provide a solid foundation for the material Creating a design element from type
covered in this lesson. This lesson doesn’t explain much about the Anti-alias-
ing menu, but it’s a topic that you may want to explore
Adding point type further with your students. Anti-aliasing lets you
Students must press Enter (Windows) or Return produce smooth-edged type by partially filling the edge
(Mac OS) after entering the point size in the type pixels. This causes the edges of the type to blend more
options bar to make the setting stick (step 1). Pressing smoothly into the background. The choices are:
Tab or simply clicking on another option, such as the Font
Family pop-up menu, will cause the size to revert to the • None, which applies no anti-aliasing,
previous value. Students may be frustrated if they don’t • Sharp, which makes type appear the most sharp,
press Enter or Return and can’t get the size value to stick. • Crisp, which makes type appear somewhat smoother,
Also, make sure your students understand and
 LESSON 8 23
Adobe Photoshop CS3 Classroom in a Book

• Strong, which makes type appear heavier, and and Glyphs palette. Photoshop now features robust
• Smooth, which makes type appear smoother. typographical capabilities that make it easy for students
to create impressive type. If you can, bring in examples
Sharp is a common choice for print design, and does a of well-set type, compared with orginary type. Discuss
good job of reducing unwanted “jaggy” edges. If you’d with students typographical features that make type
like, have your students zoom in to the type and toggle appear finished—for example, adjustments to tracking,
through the various anti-aliasing settings to see the dif- leading, kerning, and baseline shift.
ference. Be sure to have them zoom back out to see the
effect at normal size (double click the Zoom tool to see Review questions
at 100%). The following questions are not in the student’s
Classroom in a Book.
Adding paragraph type from a sticky note
Depending on the typeface that students choose and 1 What is the function of the Commit Any Current
the exact dimensions of their text box, they may not Edits button?
need to compensate for gaps in the second-to-last line 2 How do you create vertical type in Photoshop?
of the paragraph. Conversely, they may need to finesse 3 What is OpenType and how is OpenType supported
spacing elsewhere in the paragraph. This is a good op- in Photoshop?
portunity for students to play and explore the para- 4 What is a true fraction and how do you create it?
graph type controls as they desire. 5 What is a glyph?

OpenType in Photoshop Review answers

This sidebar requires jumping into Adobe Illustrator to 1 Clicking the Commit Any Current Edits button takes
preview OpenType glyphs. Make sure that your stu- you out of text-edit mode so that you can perform such
dents’ computers are all equipped with Illustrator CS3 operations as applying layer effects and styles.
(or CS2 or CS) before performing the tasks described. 2 Select the Vertical Type tool, hidden under the
Alternatively, if you don’t have the software, simply Horizontal type tool, and click and type in an image
play the QuickTime movie for students. The movie window.
comes on the Classroom in a Book CD, in the Movies 3 OpenType is a cross-platform font file format de-
folder. veloped jointly by Adobe and Microsoft. It supports
widely expanded character sets and layout features,
Warping with Smart Objects such as swashes, ligatures, and fractions. You can access
Dragging the warp grid may be tricky for some stu- Open-Type features and characters by choosing Open-
dents. The exercise instructs students to drag guides Type from the Character palette’s pop-up menu, and
onto the image window to assist them, but if they click thenchoosing from the available options.
the wrong handle or an off-center part of a line, the 4 A true fraction displays the numerator as a super-
desired contour warp will easily be distorted or difficult script, the denominator as subscript and replaces the
to achieve. Tell students not to worry. They can use slash with a fraction bar. PostScript and TrueType fonts
Control/Command-Z to undo a drag, and their warp have true fractions in their character set: ¼, ½and ¾.
doesn’t have to be completely accurate or perfect. You can also make custom fractions using a OpenType
font. Simply type fractions as usual—for example, 1-
Supplementing the lesson slash-2—and then select the characters, and from the
If you have a copy of Adobe Illustrator CS3 (or CS2 or Character palette menu, choose OpenType > Fractions.
CS) available, which is necessary to complete the Extra Photoshop applies the true fraction.
Credit at the end of this lesson, consider demonstrat- 5 A glyph is a specific form of a character, such as an
ing for students how Illustrator creates type compared upper- or lowercase letter.
with how Photoshop does. Point out some of the type
controls in Illustrator, such as the OpenType submenu
 LESSON 9 24
Adobe Photoshop CS3 Classroom in a Book

Lesson 9: Vector Drawing Techniques

This lesson introduces students to vector paths Using paths with artwork
as a way to create smooth lines and as an alternative Encourage students to learn the keyboard shortcuts for
method of selection. Students will learn how to use the Pen tool and path drawing. As pointed out in
vector paths to create complete drawings and to control Lesson 1, keeping one hand over the keyboard for tool
transparency. switching and the other hand on the mouse can
facilitate efficient, uninterrupted drawing. The most
Students will also be introduced to easy ways to create important shortcut to learn is the Ctrl (Windows) or
vector shapes, such as with shape tools and custom Command (Mac OS) key for temporarily switching to
shapes. At first glance, the Pen tool and paths may seem the Path Selection or Direct Selection tool.
peripheral to Photoshop, since they are vector tools
in an image-editing program. This lesson shows the Point out that because you can freely switch a segment
value of the Pen tool as a way to make selections that between being curved and straight, there’s no need to
are more precise and easier to adjust than with other draw a path perfectly the first time. In fact, some
selection tools. people like to rough out a path by clicking a series of
corner points, and then refine the path by adjusting the
Students will find that the Pen tool is the best tool to points and dragging out curves as necessary.
use for drawing the following types of selections:
Converting paths to selections
• Simple shapes (except regular polygons, which are After students finish this procedure, you might review
best drawn with the shape tools). all the ways they have learned in this and earlier lessons
• Synthetic shapes with smooth, regular outlines, such to create and store selections:
as a coffee mug
• A complex series of straight lines, like a city skyline • As selections drawn with selection tools
While all of these shapes could be drawn using other • As alpha channel masks created with painting tools
selection tools, they will be much easier to edit and • As paths drawn with the Pen tool
refine if drawn as paths by the Pen tool. You could have a discussion about when students
would want to use each technique and when it might
This lesson will probably be quite easy for students who be a good idea to convert a selection from one form to
have experience with Adobe Illustrator. For them, all another.
the introductory projects, which involve tracing shapes
on the template drawings, will be primarily review.
Creating vector objects for the background
Point out that the shapes created with the shape tools
can be fully customized. You can even demonstrate
Goals for this lesson how a shape can be used as a starting point for a more
At the end of their session, the successful student is able complex path, such as by drawing a rectangle and add-
to use the Pen tool to draw both straight and curved ing a point to it.
paths, know how to select an deselect a path, and how
to edit it with the path selection tools. The student also Make sure students understand the difference between
understands the difference between vector and raster the Rectangle tool and the Rectangular Marquee tool,
artwork. so that they don’t select the wrong tool by accident.
 LESSON 9 25
Adobe Photoshop CS3 Classroom in a Book

Supplementary demonstration: shape options the tool options bar.

The book itself doesn’t explain much about the three 7 Draw the shape in the image window, making it a
buttons (Shape Layers, Paths, and Fill Pixels) that ap- different size that the earlier shapes. (Optional) You can
pear on the tool options bar for the Pen tool and the reinforce the difference between the vector items and
shape tools. You could open up this topic in discus- the bitmap shape by attempting to add an anchor point
sions, which would definitely be of value to your to each of the three shapes you drew.
beginning students and improve their understanding 8 For each of the two vector items in turn, do the
of Photoshop. following:

The crux of the difference between the Shape Layers • Select the layer or work path in the appropriate pal-
and Paths options is the difference between drawing a ette (Layers or Paths).
shape and drawing a work path. • Use the Direct Selection tool to select the shape.
• Using the Pen tool, click anywhere along the vector
The key difference between the Shape Layers option path bounding the shape to add a point, and then drag
and the Fill Pixels option revolves around the distinc- the point to change the shape.
tion between vector images and rasterized images,
so this makes an excellent opportunity to review and 9 Try to do step 8 with the third shape, the one drawn
deepen your students’ knowledge of these distinctions. with Fill Pixels selected, and ask your students to
You can demonstrate this very simply. Before you be- explain to you why you can’t apply this change to that
gin, make sure that the Foreground color is either black shape. Now, your entire class should be able to see and
or some color other than white. accurately discuss the difference between the work
path and the layer vector mask, as well as the difference
1 Create a new file (File > New) and use one of the between a shape and a path.
shape tools to draw a couple of shapes in the image:
drawing the first one with the Fill Pixels option selected Subtracting shapes from a shape layer
and the second with the Shape Layers option selected. Point out how each path in the Paths palette can actu-
2 Zoom in but make sure that you can see at least a ally contain multiple subpaths, and how any number of
small area of each of the two shapes. Then select the subpaths are selectable for stroking or filling.
Eraser tool.
3 Select the layer with the first shape on it and try to Supplementary discussion
erase it. Then select the layer with the second shape and At this point in their learning, students sometimes start
try to erase it. Discuss the results with your class. to experience some confusion, so that similar functions
In the first case, the eraser will remove the colored start to overlap, merge, and intermingle in their minds.
pixels. If you’ve zoomed in sufficiently, the bitmap You might work with them to make sure they retain
nature of the shape will be obvious. In the second case, clear understandings of the distinctions, interac-
an error message appears, saying that the contents of tions, and relationships that may exist between
the layer are not directly editable—that is, they can’t items in the following list:
be erased because painting and erasing are features of
rasterized images, not of vector drawings. • Selections
To illustrate the difference between the Shape Layers • Alpha channels
and Paths options, continue the demonstration, using • Layer masks
the same simple drawing. • Work paths
4 Drag the Paths palette out of the Layers palette group • Vector paths
so that students can see both palettes simultaneously.
5 In the Layer palette, select the first layer (the one with
the rasterized shape you drew).
6 Make sure that the same shape tool that you use ear-
lier is still selected, and then select the Paths option in
 LESSON 9 26
Adobe Photoshop CS3 Classroom in a Book

Review questions Review answers

The following questions are not in the student’s 1 Click in an empty area in the Paths palette.
Classroom in a Book. 2 In the Paths palette, double-click the path to name it.
3 The Convert Point tool.
1 How do you deselect a path? 4 You could select the space ship using the Quick Mask
2 How do you make sure that a path is saved with method. But by using the Pen tool to create the mask,
a document? you create a vector mask that retains its crisp, sharp
3 Which tool can change corner points to curve points edges at any zoom level. In the image of the astronaut,
and vice versa? the contrast between the space ship and the black sky is
4 What are the advantages of using the Pen tool to cre- an abrupt change, and the ship itself has many long,
ate a mask? Why not just use the Quick Mask feature, regular lines, so it makes a good candidate for the Pen
as done earlier in Lesson 6? tool selection process.
5 How do you customize the Polygon tool? 5 Use the options in the tool options bar when a shape
6 (Use only if you have done and discussed “Supple- tool is selected.
mentary demonstration: shape options,” in 6 The Fill Pixels option pertains to rasterized (bitmap)
this lesson’s Instructor Notes, with your class.) Why images and layers. The Pen tool is a vector tool, and
would the Fill Pixels option dimmed (unavailable) cannot draw or edit rasterized images.
when the Pen tool is selected in the toolbox? 7 You can save a work path by double-clicking it in the
7 How do you save a work path? Paths palette and renaming it. Or, if you apply a work
8 When do you lose a work path forever? Is there any path to a layer (Layer > Add Vector Mask > Current
recourse? Path), the path is saved as a layer mask and automati-
cally named.
8 You lose a work path whenever you start drawing a
new work path—that is, start drawing a new path on
another layer—without saving the original work path.
If you want to get recover a lost work path, you can try
using either the Undo command or the History palette
to go back to an earlier step.
 LESSON 10 27
Adobe Photoshop CS3 Classroom in a Book

Lesson 10: Advanced Layering

In Lesson 10, students learn and review advanced AICB (No Transparency Support) preferences are dese-
methods for adjusting a layer’s appearance, combining lected, the artwork is automatically rasterized.
layers, and controlling the visible areas of layers. They
also work with layer comps, introduced in Lesson 5. Filtering Smart Objects
Other lessons have already presented many of the con- You may want to suggest to students that they try out
cepts and techniques in this lesson. For that reason, this other filters and apply them to the artwork. Filters
chapter makes a good review of the students’ class work applied to a Smart Object are nondestructive and can
so far. be readjusted at any time. Lesson 11 introduces Smart
Filters and compares their nondestructive effects to
Goals for this lesson other filters.
By the time students complete this lesson, they should
be comfortable working with the Layers command and Adding an adjustment layer
performing many of the more advanced functions with If you didn’t demonstrate the advantages of adjustment
it, including creating clipping layers and merging lay- layers earlier in your teaching, in Lesson 5 or Lesson 6,
ers. They should know how to hide and show layers, you can do it here.
create layer comps, and determine whether to flatten
their image or merge layers when they’re ready to save Working with layer comps
their file. Consider discussing with students possible uses of layer
comps. This lesson treats them as product prototypes.
Clipping a layer to a shape But they’re also useful for showing different versions
Remind students of the fundamental rule that the of a design, works in progess, and editions such as in
image to be clipped (masked) must reside above the different languages. You can also compare this use of a
object that clips it. snapshot of a state in the Layers palette to a snapshot of
a state in the History palette.
Setting up a Vanishing Point grid
This lesson gives students additional practice in using Managing layers
the Vanishing Point filter to add three dimensions to Remind students of good work habits: organize their
their image. It’s helpful to point out to students as they work into layers, groups, and layer sets so that related
work through these steps that precise alignment of the artwork stays together and it easier to update; and
artwork is important to replicate the results in the final name their layers and groups so they can view the
artwork. contents easily.

Placing imported artwork Flattening a layered image

You may wonder why the Place PDF dialog box ap- In addition to reducing the file size, a flattened version
pears when placing Illustrator artwork into Photoshop. is more compatible with other programs or with older
Artwork exported from Illustrator is saved in the vector versions of Photoshop. It’s useful to remind students
PDF format if the Illustrator preferences for File Han- of their options when they’ve completed work on an
dling And Clipboard are set to PDF and the AICB (No image:
Transparency Support). When these preferences are set,
placing images from Adobe Illustrator into Photoshop Flattening an image merges all layers into a single back-
displays the Place PDF dialog box. These preferences ground, greatly reducing the size of the file. Merging
import or paste art as a Smart Object, rasterized image, layers lets you choose which layers to flatten;
path, or shape layer. When the Illustrator PDF and this technique combines all selected or visible layers in
 LESSON 10 28
Adobe Photoshop CS3 Classroom in a Book

one layer. Stamping combine the benefits of flattening

an image while keeping some layers intact; it flattens
two or more layers and places the flattened image into
a new layer, while leaving other layers intact.

Review questions
The following questions are not in the student’s
Classroom in a Book.

1 Why would you use a layer mask instead of an alpha

channel?
2 Why would you create a layer set?
3 So far, how many techniques do you know for dis-
torting images?

Review answers
1 You would use a layer mask, rather than an alpha
channel if you wanted a sharply defined mask, or one
that’s easy to edit.
2 Layer sets help organize documents with many layers,
make it easy to turn a specific range of layers on or off,
and easily allow a layer to affect multiple layers.
3 The distortion methods used in this and earlier
lessons include transforming and warping text and
objects. Each of these has its own limitations and
advantages and can be used only with specific types of
elements.
 LESSON 11 29
Adobe Photoshop CS3 Classroom in a Book

Lesson 11: Advanced Compositing

In this lesson, students practice colorizing parts of an image; one applied, they cannot be removed. Unlike
layers or entire layers, and work with filter effects. adjustment layers, however, Smart Filters can be ap-
Students have already had some experience in earlier plied only to a Smart Object layer, so the layer itself can
lessons with items on the upper section of the Filter no longer be edited—just its Smart Filter effects. You
menu: Extract and Vanishing Point. may want to suggest to students that they duplicate and
hide layers that they want to keep and continue to edit,
This lesson also presents techniques for recording before applying a Smart Filter to the layer.
and playing automated actions. This, of course, is not
in itself restricted to filters or any other options or Saving selections
features. Remind students to save selections whenever
there is a chance that a difficult or time-consuming
Goals for this lesson selection might need to be reused.
This lesson is more about being creative with Pho-
toshop than about strict techniques. Students have a Creating a layer and choosing a blending mode
chance to explore some of the more artistic applica- You can suggest a keyboard shortcut that students can
tions of Photoshop as they composite four images. use when they create a new layer: Press Alt (Windows)
orOption (Mac OS) while clicking the New Layer but-
About gaining mastery of filters ton to open a New Layer dialog box. Then draw your
The range of possibilities for using filters goes beyond students’ attention to the options available in this dia-
the scope of this book and even beyond the imagina- log box, including not only a Name option, but options
tion of any one user because the possibilities are virtu- for grouping the layer, designating a color code (not a
ally unlimited. Students who are serious about using fill color, as some students assume), assigning a blend-
Photoshop to create special effects will quickly discover ing mode, and setting opacity.
two things:
Applying painting effects
• That any time they invest in reading about Photoshop Students can compare the colorized version to the
filters in Help is time well-spent. original desaturated version by turning the Paint layer
• That there is no substitute for just spending time off and on.
playing around with the filters, experimenting with
various combinations and settings to see what they’ll Changing the color balance
do in different images and on various layers. Again, students can get a before and after view by turn-
ing the adjustment layer off and on.
Be sure that your students understand that Photoshop
online Help has a great deal of valuable information
Extra Credit
about filters, almost none of which is included in the
Borders are best kept on a layer separate from the main
printed Adobe Photoshop CS3 User Guide.
image, as in this procedure, so that they can be turned
off if necessary.
Applying Smart Filters
When introducing students to Smart Filters, you can
Supplementing this lesson
compare them both to Smart Objects and adjustment
Encourage your students to experiment with the differ-
layers. As with both, Smart Filters are nondestructive:
ent filters on their own. You could say that the real fun
they can be adjusted, turned off and on, and deleted, at
of complex images builds on a foundation of multiple
anytime. In contrast, regular filters permanently change
layers that include multiple filter effects, multiple
 LESSON 11 30
Adobe Photoshop CS3 Classroom in a Book

opacity settings, and multiple blending modes.

At the same time, make sure that your students are
aware of the following issues about the filters (also
listed in online Help, under “Using filters”):

• The last filter chosen appears at the top of the Filter

menu.
• Filters are applied to the active, visible layer or to a
selected area on that layer.
• The image mode (the command selected on the
Image > Mode menu) can be an important issue for
two reasons: Filters cannot apply to Bitmap-mode or
indexed-color images, and some filters work only on
images in RGB mode.
• Some filters are processed entirely in RAM.

Again, remind students that while the printed

Adobe Photoshop CS3 User Guide devotes very little ink
to the subject of filters, Photoshop Help contains a
wealth of information.

Review questions
The following questions are not in the student’s
Classroom in a Book.

1 Which blending mode changes the hue of a layer

without affecting the tone?
2 How can you quickly colorize an entire layer without
making any selections?
3 Where would you start looking for more information
about filters?
4 What are some of the differences between filters and
blending modes.

Review answers
1 The Color mode.
2 Just add a Hue/Saturation adjustment layer and click
its Colorize option.
3 Photoshop Help includes many pages of information
about filters that are not found in the printed User
Guide.
4 Typically, blending modes apply either at the layer
level or to painting tool properties. You can apply filters
to layers or to selected areas of an image layer.
 LESSON 12 31
Adobe Photoshop CS3 Classroom in a Book

Lesson 12: Preparing Files for the Web

Up to this point, most of the lessons in this book have Setting up a Web Design workspace
been geared toward print output. This lesson is the first Encourage students to explore the other workspaces
oriented specifically toward web work. supplied with Photoshop CS3.

Lesson 12 introduces slices, rollovers, and GIF anima- Creating slices

tion, as well as optimizing files for the web. With slices, Students should be aware that slicing an image does
students learn how to define and linkisolated areas of not make it download faster. In reality, a sliced image
a graphic rather than having the entire image as a hot- takes more time to download because each additional
spot for just one URL. Students also learn how to add piece of a web page requires additional overhead for
rollovers to slices, and add interactive visuals as well as transmission over the network. Images should be sliced
links to other web pages. It’s a good idea to finalize a only when necessary for interactivity.
design before creating rollovers for it.
Make sure that students understand what slices are not:
Animating an image can be as simple as moving a layer selections, shapes, or masks. You might discuss the dif-
across the screen or changing layer attributes, and the ferences between slices and these other items.
process of optimizing an animation for the web isn’t
much different than optimizing a still image. In other
Creating slices based on layers
words, it’s not difficult to transform an image from a
If the design of a web page is not final, layer-based
static graphic to an eyecatching animation.
slices may be the best to use, because they will auto-
matically resize to match the layer on which they are
Photoshop CS3 has limited web design functions, with
based. If editing a layer changes its size, you won’t have
the elimination of ImageReady in this product release.
to re-do its slice to match.
With the merger of Adobe and Macromedia—as well
as the integration of their product lines and print and
web software—users are encouraged to design in Creating navigation buttons
Photoshop and then use Adobe Dreamweaver CS3 to This is a good place to have students check out the Slice
add HTML coding, interactivity, and web functionality Options dialog box. Have them select another slice, and
to their designs. in the Slice Options dialog box, leave its Type as Image.
Point out the Name, URL, and Target options, and ex-
plain how filling in these options here means that they
Scheduling this lesson don’t have to do it when coding the HTML, especially
Three independent subprojects comprise the lesson.
if the graphics are edited and exported to HTML again.
You can schedule all three for one session or break
them up into different sessions. The chief focus
of the lesson is on setting up slices using Smart Guides, Creating an animated GIF
adding animation and interactivity, and optimizing the From this procedure, students should understand how
file. None of the concepts or techniques is difficult. valuable it is to plan and execute a Photoshop design
using layers if animation is an intended use for the
graphic.When a graphic represents the end of the
Getting started animation, it’s much easier to start at the end of the
Students may miss seeing the logo animate in the up-
animation with the final graphic and work backwards
per left corner when they open their web browser (it
to the beginning, than it is to start at the beginning and
animates only once). If they miss the action, instruct
try to precisely animate all the elements into their final
them to use their browser controls to refresh or reload
positions.
the page.
 LESSON 12 32
Adobe Photoshop CS3 Classroom in a Book

Tweening the position and opacity of layers Adding interactivity

Tweening is another important animation strategy that Zoomify, new in Photoshop CS3, is useful for publish-
students should internalize. They should plan their ani- ing high-resolution, large format images to the web.
mations in terms of the points at which major changes For additional practice with this feature, you may want
happen, animate to those points, and tween between to suggest that students use images from the Lesson13/
those points to fill in the rest. Using tweening in this Maps folder.
way will be much easier than trying to animate every
single frame by hand. Review questions
The following questions are not in the student’s
The lesson tells the user to choose the Tween command Classroom in a Book.
on the Animation palette menu. Students will probably
appreciate your pointing out to them that the Tween 1 How do you select a slice?
button on the Animation palette is the easier way to 2 Describe five types of slices.
open that dialog box. 3 Why would you want to use a No Image slice?
4 What role do layers play in animating an image?
At the end of the lesson, you might ask the students to 5 How do you control the delay between frames?
guess why we included four different animations in the 6 How can you make an animation appear smoother?
lesson. With any luck, they’ll pick up on the essential 7 How do you decide whether to use GIF or JPEG for
differences between the four projects: animating only a Web graphic?
on layer visibility, animating based on layer postion
and layer styles, and animating with two types of Review answers
masks: layer masks and vector masks. 1 Use the Slice Select tool to select the slices. The
Optomize Palette affect selected slices only.
Exporting HTML and images 2 Five types of slices exist:
Some students may complain that they don’t see much • User slices are created manually with the Slice tool.
difference between the “before” and “after” versions of • Layer-based slices are created using the Layer > New
the various thumbnail images they see in the Save For Layer Based Slice Command.
Web And Devices dialog box.If so, treat that as a good • Auto slices are automatically generated to fill in the
thing. The key information—the file size, and therefore gaps between the slices you create.
the download time—is not apparent by looking at the • Subslices are a type of auto-slice generated when
images. For that, they have to compare the metadata other slices overlap.
for each of the images. • No Image slices do not generate an image, but can
contain a background color or text.
Before completing work in the Save For Web And De- 3 A No Image slice is useful for an empty area of a web
vices dialog box, you may want to point out the button page. Because it doesn’t generate an image, it can
in the top right of the preview area. Clicking this but- reduce a page’s download time.
ton reveals a palette menu that changes the display of 4 Layers serve as reference points for frames and for
the selected preview area to simulate different display important transitional events in an animation, such as
conditions. tweening.
5 In the Animation palette, click the Frame Delay menu
This menu is also available by right-clicking (Windows) under a frame.
or Control-clicking (Mac OS) any of the preview panes. 6 Use tweening to create additional frames.
Also notice the Device Central button at the bottom right 7 Use GIF for flat-color graphics or graphics that only
of the dialog box. This button allows emulating artwork use a few colors, such as a company logo. Use JPEG for
(that doesn’t contain slices) for display by various models continuous-tone images that have subtle transitions or
of mobile devices, such as cell phones and PDAs. use many colors, such as full-color photographs.
 LESSON 13 33
Adobe Photoshop CS3 Classroom in a Book

Lesson 13: Working with Scientific Images

Lesson 13 covers enhanced functions in Adobe Bridge want to open in Photoshop. They should also be famil-
as well as features of Photoshop CS3 Extended. It’s pos- iar with the other Bridge functions: renaming files,
sible that not all classrooms will include this version of ranking files, rotating images, and previewing images
Photoshop CS3. However, students can partially com- and data associated with those files. They should
plete the lesson, up to “Measuring objects and data,” understand how to use the Measurement feature to
and then read through the rest. measure objects and record data, and compare and
analyze the information.
This lesson also includes some nice design techniques
that can translate to many applications—including Viewing and editing files in Adobe Bridge
highlighting an inset selection within an image and You should make sure your students understand that
creating dashed lines and custom borders. they do not have to use Bridge to open a file.
If your students are not beginning computer users, they
Whether students have this Photoshop CS3 Extended will already be familiar with the standard methods of
version or not, it’s a good idea to briefly introduce selecting multiple items. Make sure they understand
them to its capabilities—all the features in the standard the meaning of the word contiguous.
edition of Photoshop, plus functions for specialized
markets, including technical image analysis, film and Using Bridge to organize and search your elements
video work, and three-dimensional design. This lesson This procedure introduces the process of doing some-
shows how to use Photoshop Extended measurement thing in batches—that is, applying a change in an auto-
and data analysis tools. mated way to multiple items. You might emphasize that
this is more than merely making the same change to
Before beginning the lesson, have students watch the multiple items. If they haven’t already completed Les-
QuickTime movies on Adobe Bridge and Measurement, son 11, mention that they can learn how to create their
located in the Adobe Photoshop CS3 Classroom in a Book own automated actions in that lesson.
CD Movies folder. To play the movies, double-click the
movie file to open it; then click the Play button. Creating a map border and work area
Point out to students that this technique for highlight-
The students won’t change the appearance of the origi- ing an inset (or an inverse selection) is useful
nal sample files, other than to label them. But they will for other designs.
rename them and add some metadata and keywords to
the remaining files.
Making a custom border
Students can apply this technique of creating a dashed
Adobe Bridge is especially useful to students who work
line—as well as creating a custom border—to other
with digital cameras. Bridge takes the sting out of sorting
design work.
through large numbers of unnamed photographs that
do not have descriptive file names, looking for the image
you want. For background on good work practices, Measuring objects and data
refer students to the sidebar in Lesson 7, “Pro Photo Discuss with students the difference between the Ruler
Workflow.” tool and the Measurement tool.

In Photoshop CS3 Extended, the souped up counter-

Goals of this lesson
part of the Ruler tool is the Measurement tool. This
At the conclusion of this lesson, your students should
tool lets you compute various measurements and
know how to use Adobe Bridge to find an image they
record them in the Measurement Log palette.
 LESSON 13 34
Adobe Photoshop CS3 Classroom in a Book

The Ruler tool in Photoshop calculates the distance Review questions

between any two points in the workspace. The The following questions are not in the student’s
Measurement feature in Photoshop Extended mea- Classroom in a Book.
sures any area defined with the Ruler tool or with a
selection tool, including irregular areas selected with 1 How do you add notes to a document or delete them?
the lasso, quick select, or magic wand tools. 2 How does rotating an image file in Adobe Bridge
affect the image itself?
The Measurement feature can also compute the height,
width, area, and perimeter; or track measurements of
Review answers
one image or multiple images. Measurement data is
1 To add notes or audio annotations anywhere on a
recorded in the Measurement Log palette, where it can
Photoshop image canvas, select the Notes or Audio An-
be sorted or exported to a spreadsheet file (Windows
notations tool in the toolbox, and then click. When you
only).
create a note, a resizable window appears for typing
text. When you record an audio annotation, you must
Emphasize to students the importance of beginning
have a microphone plugged into the audio_in port
with a control measurement, against which they can
of your computer. You can also import both kinds of
verify the accuracy of other measurements.
annotations from Photoshop documents saved in PDF
or from Acrobat documents saved in PDF or Form
Measuring irregular shapes Data Format (FDF). To delete the annotations in your
It may be useful to ask with how they would approach document, select either the Notes or the Audio Anno-
measurement of different shaped areas and objects. tation tool and click Clear All in the tool options bar.
Discuss with students strategies for measuring irregular All notes and audio annotations are deleted from your
shapes that can’t be measured neatly between Point A document.
and B. 2 Two things happen when you rotate an image file in
the Adobe Bridge. First, the thumbnail and preview
Exporting measurements image of the file appear rotated in the Bridge. This
This Windows only feature allows exporting selected represents how the file will appear when you open it in
measurements as a CSV (comma separated value) file Photoshop.If you open it in another program or place
that can be opened in a spreadsheet application, such it in a layout without either applying the rotation with
as Microsoft® Excel. Once the file is exported, it can be the Apply Rotation command or opening the rotated
used in the spreadsheet application to perform further filea nd saving it in Photoshop, it will not be rotated at
calculations on the data. this point.

Measuring in perspective with

the Vanishing Point filter
For accurate measurement when using the Vanishing
Point filter, students need to position the pointer over
the grid. A red border indicates a measurement was
made outside of the grid; results won’t be accurate. If
a red border appears after students completed Step 5,
have them redo the measurement starting from Step 3.

Creating a slide show

You might want to compare this technique with that of
creating a PDF portfolio at the end of Lesson 7.
 LESSON 14 35
Adobe Photoshop CS3 Classroom in a Book

Lesson 14: Producing and

Printing Consistent Color
Lesson 14 walks students through a basic color • Leave the document as it is. This means choosing
workflow, including printing a proof and printing either to use the embedded profile (if it exists) or leav-
separations. Commercial printers have widely varing ing the document without a profile (if it doesn’t exist).
requirements for color management, and many still • Adjust the document. If the document is missing a
prefer to work in a more traditional workflow that profile, then you can choose to assign one—either the
avoids color management. Students should understand current working space or a different profile. If you’re
the importance of discussing color with the printer to opening a document with a mismatched profile, you
understand how their particular printer prefers to can choose to discard the profile, or convert the colors
receive a color job. It’s important that students under- to the current working space.
stand the difference between color correction and color
management. Color correction fixes bad-looking color. When a profile mismatch occurs, you can also opt to
Color management can’t do that. The purpose of color “Discard the embedded color profile (don’t color
management is to create an accurate viewing environ- manage).” That means that Photoshop will neither
ment so that you can precisely determine which colors change the image’s color values nor will it embed a
are right and wrong. profile that records the current viewing environment.
This means the image may not look right on screen
Reproducing colors even if its colors are actually correct. If a commercial printer
Because the RGB gamut is much larger than the does not use color management, they may actually
CMYK gamut, some people assume that all CMYK col- recommend this choice so that values in a CMYK image
ors fit within RGB. However, this is not true, because will not be changed. This is valuable if a CMYK image
the gam-uts are different shapes that do not overlap is already tuned for the press—any changes would
perfectly. You may want to have students examine the mess it up. The two most likely rendering intents to
color gamut fig-ure on page 451 and point out the use for photo-graphic images are Relative Colorimetric
small areas of CMYK that are outside the RGB gamut. and Percep-tual. The more an image contains colors
Those CMYK colors cannot be reproduced on an RGB that are outside the destination gamut, the more likely
monitor. Perceptual might be a good idea. The Preview option
in the Customize Proof Condition dialog box is useful
Specifying color management settings when deciding which one to use.
The Color Settings dialog box can be intimidating,
espe-cially for beginners. You might mention that the The appearance of an RGB image after converting to a
Color Settings dialog box is convenient because you set CMYK gamut is often disappointing. Overall saturation
it once and don’t worry about it again unless there is a is usually lower and some colors may shift. Reassure
major change in your workflow. students that Photoshop is simply being honest about
what colors can actually be achieved in the CMYK
gamut at SWOP settings (assuming that all Color
Proofing an image Settings are set correctly).
The Missing Profile and Embedded Profile Mismatch
dialog boxes can be very confusing. Your class may find
It can be useful to do this exercise with two views open.
it helpful to understand that the warnings fall into two
You can have students choose Window > Arrange >
basic categories:
New Window for 16Start.tif to open a second window
for the image. Leave the first window as is, and use the
 LESSON 14 36
Adobe Photoshop CS3 Classroom in a Book

second window for Proof Setup. This way, a Review questions

before/after com-parison is possible. The following questions are not in the student’s
Classroom in a Book.
Identifying out-of-gamut colors 1 What is a working space?
It’s best to choose a color that is clearly out of gamut 2 Why is it important to choose the proper working
so that it can’t be confused with any real colors in the spaces in Color Settings?
image. A good way to do this is to specify a bright color 3 How can you preview how an image will appear in
at maximum saturation. final output?
4 How can you identify out-of-gamut colors?
You might mention exactly how Photoshop does
the RGB-to-CMYK conversion. It will start from the Review answers
image’s RGB working space and convert to the current 1 A working space is the color gamut within which
CMYK working space. This means that the quality of Photoshop will adjust an image’s colors.
the con-version depends on proper settings and good 2 The working spaces should be appropriate for the
profiles. final output you are targeting.
3 Create a custom Proof Setup that uses a profile and
Adjusting an image and printing a proof settings that represent the final output, then make sure
If these steps are done with Proof Setup on, the image View > Proof Colors is on and set to that setup.
can be corrected in the context of the CMYK output 4 Turn on View > Gamut Warning.
gamut.

Saving the image as a separation

Instead of switching back and forth between RGB
and CMYK, students may prefer to see the two views
simultaneously.

Printing halftone separations

Students should understand that in practical terms,
that this procedure only works if you’re printing directly
from Photoshop, not if you’re going to move the image
into another program.