Alter Ego: Light Exploration, 10-12, 8 days

Goals:
Students will create a photograph using a light exposure technique. Students will be
expected to display two different alter egos for themselves, as well as, their original self. One of
these alter egos should be fanatical, and the other should be something the student strives to be.
They will take images using their smart phones and using Photoshop to combine the images
together. They will have the opportunity to use props, facial expressions, costumes, etc. to
complete their alter egos.
Objectives:
*Students will discuss their alter ego with other classmates and compare with one another.
*Students will practice Photoshop skills when combining images.
*Students will light exposure apps to create alter egos in their images. (AS 3) Creativity
*Students will successfully complete their photo images and share them with a student led
critique. (AS 3, 10) Productivity and Accountability
*Students will reflect on their images made in Photoshop through a self-reflection form. (AS 7)
Complex Communication
Prerequisites:
Students must have basic Photoshop skills
Materials:
Cell phone (light exposure apps)
Computer with Photoshop
Colored Printer
Props from home or found
Costumes (if desired)
Make Up (if desired)
Safety Hazards:
Students may need to be careful depending on the pose of their alter ego(s).
Interdisciplinary Connections:
Language Arts---Students will be writing a self-reflection paper at the end of their
project to discuss how they came about their alter ego and their process.

Artist/Resources:
Marvel Comic Characters
Danny Haas---printmaker, takes comic book characters and creates half self of their
original selves, as well as, their super hero. He in a younger artist that has rose in popularity in
the last few years due to his alter ego prints.

Light Painting Faces

Patrick Rochon---Photographer Patrick Rochon began Light Painting in 1992. He
declared himself a full time light painter in 1997. Patrick is known for his visionary light
painting portraits as well as his work in the automotive world and his live light painting
performances.

Costume Characters

Cindy ShermanBy turning the camera on herself, Cindy Sherman has built a name as
one of the most respected photographers of the late twentieth century. Although, the majority of
her photographs are pictures of her, however, these photographs are most definitely not selfportraits. Rather, Sherman uses herself as a vehicle for commentary on a variety of issues of the
modern world: the role of the woman, the role of the artist and many more. It is through these
ambiguous and eclectic photographs that Sherman has developed a distinct signature style.
Through a number of different series of works, Sherman has raised challenging and important
questions about the role and representation of women in society, the media and the nature of the
creation of art.

Day One:
Introduction: 50 minutes
Students will arrive in the room and proceed to sit at their tables. I will introduce the
project by talking about the learning goals. For our next project, we will be using a light
exposure technique to create movement of your own alter egos.

From this point, I will show a PowerPoint about the learning goals and different artists
that are essential to this project. Students will also have the opportunity to discuss the essential
questions. The first activity will be students will be able to talk to table members about different
alter egos that they have had, fanatical and realistic. After giving the students a few minutes to
discuss, we will meet back as a whole and discuss some possible ideas for alter egos.
Following the table discussions, I will proceed into the different artists and talk about
their relevance about this topic. Danny Haas is relevant because he depicts iconic superheroes as
themselves and as their alter ego. Having him as an artist will make students grasp the topic of
alter egos more clearly. Patrick Rochon is relevant because he demonstrates the technique that
we will be using to create the connection between the students self and alter egos. Cindy
Sherman is another relevant artist because she dresses up as multiple characters and photographs
herself, which the students will also be doing.
I will also have the students download the apps at this time after the class discussion. For
IPhones, the app that students will need to download is Long Exposure DSLR. For Androids, the
app that students will need to download is Long Exposure 2. We will now take time to download
these apps depending on the phones students have. If students do not have a smart phone,
they will partner up another student; they will be doing this eventually anyway.

After downloading the app to the phone, students will then be told to partner up in groups
of 2-3 and will have the opportunity for the remainder of the class period to practice and
experiment with the apps.

Day Two:
Review and Introduction 5-10 minutes:
Once students come in and are seated at their tables, I will review the light exposure
technique that they had a chance to mess around with at the end of last class. Students will also
have another opportunity to practice the different light exposure techniques. Students must use

this technique to stay connected with their original self with their alter egos. A quick
demonstration of how I achieved my finished product will be conducted at this time.
Demonstration 15-20 minutes:
In Photoshop, I will show students a quick overview of the program, but they should have
basic knowledge. Assuming I go to a school where students are not familiar with Photoshop,
there will be a day added to the schedule that would allow students to get familiar with the
program and will be taught the basics. If a school is familiar with Photoshop, I will give students
a quick reminder about the program. I will also show students the tools that they will be using
the most of and where to find them. Questions will be expected to be asked during this time.
Remainder of class 20-30 minutes:
At this time, students will have a few different options: get familiar with Photoshop again
or get familiar with the light exposure app in a group of 2-3 pupils. At the end of the class I will
tell the students that they will be starting on their photographs the next day. They will be
expected to bring props, costumes, etc., from home that they will use in their alter egos.
Day Three
Review and Introduction 5-10 minutes:
Students will officially start their light painting projects today. In their groups of 2-3 they
will take turns in taking pictures of one another with the light exposure effect on their phones.
Students should take the picture in an area where there wont be a lot of distractions. A good
example is sitting on tables with a bare background. Students are welcomed to use the hallway,
or depending on the size of class, the entire class may use the gym. They should also take more
than one picture of each pose or light exposure to ensure they have a variety to choose from and
what looks best when collaging it in Photoshop
Work Time 40-45 minutes:
Students now have the opportunity to work with each other and perfect poses to a desired
liking. At this while students are in their groups working, I will be walking around the room to
ensure students are involved and staying on task. Questions may be asked during this time as
well as my assistance.
Clean-Up and Conclusion 5-10 minutes:
Students will be asked to pick up there props and clean-up their work station. We will
meet back as a class and discuss briefly how things went today. Students will be having another
work day tomorrow.

Day Four
Review and Introduction 5-10 minutes:
This will be another work day for students and they will have a chance to finish taking
photos. If groups are done from the previous day, they may start on the Photoshop aspect of the
lesson. I will remind students that this is their last day to take pictures.
Work Time 4 10 minutes:

Students will be back in their groups and hopefully finish taking their pictures today. At
this point, I will be walking about the room answering questions as needed.
Conclusion and Clean-Up 5 minutes:
Students will pick up their props and head back to their tables, if not already there. I will
remind them that tomorrow is another work. I will also ask them how many are done with their
pictures, for it may difficult to get correct poses. If a majority of the students are not finished
with their poses, tomorrow will be another picture taking day. If students are finished, tomorrow
will be a work day in Photoshop.
Day Five
Review and Introduction 5-10 minutes:
Students will walk in and sit at their designated tables. Depending on how the day went
yesterday, students will either take more pictures, or start the Photoshop editing. Assume
students did finish taking pictures; they will now have the chance to edit their photos. Students
will edit their photos to complete one photo. A demonstration will be available if students need
one.
Work Time 40 minutes:
They will now have the opportunity to edit their photos to complete one single image.
Students will want to make sure that when their photo is complete, that edges are smooth and
transitional throughout. Questions, comments, and concerns will be answered and addressed
during this time as well.
Conclusion and Clean-Up 5 minutes:
Students will be reminded that tomorrow is a Photoshop work day and that we will get
right to work when the bell rings.

Day Six
Review 5 minutes:
Class will start and students will get right to work on their images. Students should know
this from the previous day.
Work Time 40 minutes:
Work time on the students' images will be taking place at this time. I will be walking
around the room answering questions if students have any. This is the last day to work on the

images in Photoshop. I will remind students of this and to stay on task. Once students are
finished with their image, they will need to print it out and mount it on black card board for a
nice clean finish. To do this, students will trim their image, if needed, and brush on glue on the
back side of their image. They will center their image on the black board. If students did not get
to the point of glue their image down, they will have the chance to do so the nest day.
Clean-Up 5 minutes:
Students will clean-up their work station of glue and paper trimmings.
ASSESSMENT
Day Seven
Introduction 5 minutes:
At the beginning of class, I will explain how a class critique will go about. Each student
will have to speak at least 5 times during the critique. Students will be graded on class
participation. Students will pin their images on the critique wall.
Critiques 45 minutes:
Students will have the chance to talk about each others work as an entire class. Students
should think the colors and the process that they used to obtain the desired image.

Day Eight
Introduction 10 minutes:
Today student will be reflecting on their project. Students will have the entire class
period to write a reflection about their projects process. Assuming students have their own
computer/IPad, they will need to take a picture of their completed work answer the three
questions, and email it to my email so I may read and grade what the students had learned. The
questions they will need to answer are as followed:
1- PROCESS: Describe the process you used to create this art work. (What you did)

2- REACTION: How did you like using the medium assigned/process used to create the
assignment? Describe what you learned from the process or technique.
3- REFLECT: Describe the outcome of this assignment. What was the result of your efforts
(Composition, Design, Creativity, Expression, Quality, Style, etc?)
Work Time 40 minutes:
During this time, students should be able to answer these three questions. Each question
should have a paragraph minimum of 5-6 sentences. Once completed students will email them
to me so I may grade them.