Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue Pasig City

K to 12
TEACHER’S GUIDE

TECHNOLOGY AND LIVELIHOOD EDUCATION

(INFORMATION AND COMMUNICATIONS
TECHNOLOGY)

Exploratory
Course on

PHOTO EDITING
 Kto12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
ICT – PHOTO EDITING
(Exploratory) – One Quarter

Grade Level Standard

Information and Communication Technology (ICT) is one among the four (4)
components of Technology and Livelihood Education (TLE). One of the mini-courses offered
is Photo Editing. This mini-course covers Process and Delivery (PD) and the common
competencies that a Grade 7 or Grade 8 Technology and Livelihood Education (TLE)
student ought to possess, namely the ability to: 1) develop and update industry knowledge
and 2) perform computer operations.

Content Standard

The learner demonstrates understanding of the basic concepts, skills and underlying
principles in Photo Editing.

Performance Standard

The learner independently demonstrates common competencies and skills in Photo

Editing.

Learning Competencies

1. Explain the basic concepts and underlying theories in Photo Editing.

2. Discuss the relevance of the course.
3. Explore career opportunities that require Photo Editing skills.

I. INTRODUCTION

Begin the lesson by asking the students the following questions:

1. Who among you are fond of taking pictures using your cellular phone or
digital camera?
2. If you want to enhance/add graphics and clip art, what do you usually do?
3. In so doing, where do you usually go? or whom do you normally consult?
4. What do you call the process of editing pictures?
5. Do you know some application software being used in editing pictures?
Name the software you know.
6. Do you think this is a profitable business that someone could venture into?
Why?

Based on the discussion, use students’ responses and personal experiences

as a springboard to introduce the lesson on photo editing. Employ small grouping
and cooperative learning strategies. Group the class into three, and then ask them to

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read the introduction on page 3 of the module for five minutes. Let the students
identify the skills that one can learn on photo editing, have them identify and list the
different software applications appropriate for photo editing.

Let the students present their outputs per group. The teacher will guide the
students to connect all the responses of the three groups to come up with what are
expected of them after finishing the module.

II. OBJECTIVES

With the guidance of the teacher and this module the learner is expected to:

1. formulate his learning goals and targets as an entrepreneur in relation to

photo editing;
2. explore and examine the basic concepts and underlying principles in
photo editing specifically using Adobe Photoshop;
3. apply the concepts and skills learned in photo editing;
4. produce a marketable product or service in photo editing; and
5. appreciate the relevance of learning the basic concepts and photo
editing skills.

1. PRE-ASSESSMENT

1. HOW MUCH DO YOU KNOW.

This is a pre-assessment activity.

Students’ answer may vary.

2. TAKE A CLOSER LOOK.

Let each learner examine the picture in Activity 1.

Key to Correction

Activity 1

1. Yes, you can make not only three but more

changes to the picture.
2. You can crop, enhance, clone and change color.

3. SHARE YOUR IDEAS.

After examining the picture and answering the given

questions, let the learners form a triad and discuss their
respective responses. Have them identify their common
responses.

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 2. LEARNING GOALS AND TARGETS

Aligned with the objectives of the lesson and based on the results of the pre-
assessment, let the learners formulate their personal learning goals and targets.
Provide examples of learning goals and targets. Then write them in their notebooks.
Explain to them the reason/s why they need to formulate their own goals and targets.

3. PROCESS AND DELIVERY

LESSON 1
1. OH I SEE! With the aid of a chart, computer and LCD
projector, discuss before the class the basics of photo
editing and its outstanding features.
2. SELF-CHECK. The learners will check out their prior
knowledge about photo editing. Use this as a spring
board to introduce the lesson.

LESSON 2
1. DEEPER AND CLEARER. Use Adobe Photoshop to
further explain the photo editing terms, concepts, tools,
and skills needed by a photo editor.

LESSON 3
A. Know 1. CREATING A NEW FILE. Follow the steps given on the
Learning Module to create a new file.
2. SHOP TOOLS. Using laptop, PC, chart and LCD
projector, discuss the different photo editing tools.

LESSON 4
1. STEP UP. Study the image menu of Adobe Photoshop
to enhance learners’ knowledge and skills in photo
editing. Use the expository method.

LESSON 5
1. DO AND LEARN. The teacher and the learners will
study simultaneously the different features of the layer
management. Apply synchronized learning.

LESSON 7
1. TEXT AND GRAPHICS IN SHOP. Discuss with the
class how to work on text, graphics and colors in photo
editing. Ensure students acquisition of concepts and
skills as well.

LESSON 7
1. MY MASTERPIECE. The learners are tasked to learn
the concepts and skills on editing pictures. Discuss the
topics comprehensively. Each learner should follow the
steps to create a photo editing masterpiece.

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 LESSON 1
CONNECTING IDEAS. Let the learners complete the
web by connecting the right concepts and ideas.

LESSON 2
1. DO IT RIGHT. The learners will perform a hands on
activity and they should be properly guided by the
teacher.
2. MEMORY ENHANCER. Label the parts of the Photoshop
Window.
3. SHOW ME THE WAY. Let the learners demonstrate the
skills required in the activity.
B. Process 4. TELL MY NAME. This is a guessing game. Set the rules
for the learners to follow in managing their behaviors.

Key to Correction
Options bar; Toolbox; Image; History

LESSON 3
1. CLICKING AROUND. Follow the instructions and answer
the questions given in the activity. Try to explore how and
when to use other menus.
2. YOU CAN DO MAGIC. The learners will demonstrate the
skills of cropping, resizing, correcting and sharpening or
softening an image. Let the learners do peer critiquing of
their outputs.

LESSON 4
1. EXPLORE AND LEARN. Let the learners revisit their
output in Lesson 3. This time they will demonstrate their
learning about image menu on mode, adjustment, image,
canvass size, and cropping.

LESSON 5
1. RENAMING A LAYER OR GROUP. Guide the learners in
doing the activity on the Learning Module. Provide
assistance, as the need arises, for the learners to master
this important skill in photo editing.

LESSON 6
1. BLAZING TEXT. The learners will explore the Text Tool
and do the Blazing Text activity.

LESSON 7 - PUTTING IT ALL TOGETHER

1. Demonstrate how to use Adobe Photoshop in editing,
cropping, blending, layering and retouching digital photos.
2. Do it step by step. Then, allow the learners to do it
themselves by applying the concepts and knowledge they
learned.
3. Let the learners perform the different activities on the
Learning Module. Formulate a rubric for rating their
outputs.

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 LESSON 1
Answer the following questions:

a) What is the most common photo editing tool

used?
b) What are the concepts being applied during the
editing process?
c) What are the advantages and disadvantages
of editing a picture/images?

2. SIMILARITIES AND DIFFERENCES. Look for other

photo editing application software aside from Adobe
Photoshop such as Gimp, Corel Draw, Picasa, Microsoft
Outlook, and the like. Let them compare and contrast their
photo editing features.

3. JOURNAL WRITING. Let the learners interview or

conduct research on professionals who use photo editing
software in their work. Then, make a journal based on the
interview or research. Ask them the following questions:

1. How important is photo/image editing in your

work?
2. How do you become a great photo editor?
3. What photo editing software do you use and
why?

LESSON 1
1. THE POET/COMPOSER IN ME.
Based on your research compose a four-line
rhyme/jingle about the meaning and basics of photo
editing.

LESSON 2
1. EXPLORING AND LEARNING. Open an Adobe
Photoshop Interface and explore the different menus.
D. Transfer Open a file and practice working on it.

LESSON 3
1. SELECT AND CREATE. In your PC, open Adobe
Photoshop and do nature drawing using the
elements in the Learning Module.

LESSON 4
1. GAUGE YOURSELF. Answer the questions
regarding image menus. Make sure that learners will
master each of the features in the image menu.

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 LESSON 5

1. EXPLORING LAYERS. Select one or more layers, then

explore and work on them. For some activities such as
painting or making color and tonal adjustments, you can
work on one layer at a time.

2. For other activities, such as moving, aligning,

transforming, or applying styles from the Styles panel, you
can select and work on multiple layers at a time. You can
select layers in the Layers panel or with the Move tool

LESSON 6

1. TEST YOUR SKILL. The learners will perform the activity

enumerated below. Use a rubric to ensure fair rating of the
learners’ output.

1. Create a new file in Photoshop.

2. Choose a photo about a disaster/ hazard.
3. Insert text on the photo about disaster prevention.

2. ADVOCACY CAMPAIGN. Create a poster to campaign

for DepEd programs and thrusts increased awareness and
observance.

1. Form a group of five. Select a leader.

2. Brainstorm and assign each group to work on a
program or thrust of the school everyone must be
aware of and observe.
3. Create a legal sized poster of the program or
thrust assigned to each group applying their
honed skills in photo editing.
4. Do group critiquing before printing the final
poster.
5. Submit it to your teacher for rating and post it in
conspicuous places in your campus.

LESSON 7

1. THIS IS THE MOMENT. By exploring Adobe Photoshop,

let the learners edit given pictures and apply all the skills
they learned in their photo editing lessons.

2. All the learners are required to produce a banner or

tarpaulin about Mother Nature applying the photo editing
skills learned. Emphasize the technical specifications on
page 60 that they have to follow in coming up with their
output. Refer to page 68 of the Learning Module. They are
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 also required to apply the governing principles of balance,
proportion, rhythm, emphasis, and unity in producing their
outputs.

Assessment Criteria

Creativity - 30%
Use of photo editing tools - 50%
Harmony and balance - 10%
Relevance to the theme - 10%
TOTAL 100%

3. For the culminating activity, hold an exhibit in the school

where the learners’ output will be showcased to increase
everyone’s awareness on protecting and preserving Mother
Earth for the next generation.

4. Make an advertisement that offers photo editing services,

tarpaulin lay-outing and designing as well as t-shirt
designing, which will serve as income generating projects
for the class and for the school in general.

4. SUMMARY

Photo editing is one of the most profitable businesses nowadays due to the
fast changing technology where digital imaging is a fashion. To become a
good photo editor, one must be equipped with desirable knowledge, skills and
values relevant to photo editing.

GLOSSARY

The glossary on page 61 provides the definition of terms used in the

Learning Module.

REFERENCES

References used in this module are purely taken from the Internet or on line sources.
The teacher and the learners are strongly advised to refer to other resources such as
books, encyclopedia, magazines, journals, and researches on photo editing

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