Adobe 65089063 User manual

ADOBE®PhOtOshOP®ELEMENts 9
CLASSROOM IN A BOOK®
e ocial training workbook from Adobe Systems
Instructor Notes

Adobe® Photoshop® Elements 9 Classroom in a Book®
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Printed and bound in the United States of America
Book:
ISBN-13: 978-0-321-74973-4
ISBN-10: 0-321-74973-1
Instructor notes:
ISBN-13: 978-0-132-59747-0
ISBN-10: 0-132-59747-0

ADOBE PHOTOSHOP ELEMENTS 9 CLASSROOM IN A BOOK 3
INSTRUCTOR NOTES
Introduction
e Adobe® Photoshop® Elements 9 Classroom in a Book® course presents students
with tips, techniques, and solutions for using Adobe Photoshop Elements. ese
Instructor Notes are intended to complement the information in the Adobe
Photoshop Elements 9 Classroom in a Book.
e information is organized to follow the sequence of instruction in each lesson.
However, the notes are not intended to expand on each and every exercise but
rather to point out potential teaching opportunities not specifically covered in the
lesson or areas where students might easily be confused.
Course strategy
e book includes a Getting Started chapter and 12 lessons, which will take differ-
ent amounts of time to complete. You can teach approximately one chapter per ses-
sion but—depending upon the number and duration of sessions in your class—you
may wish to combine related exercises from some of the shorter lessons, or split up
some of the more involved lessons.
To this end, you should make your own assessment of the complexity of the
exercises in each lesson. Some non-essential exercises—and exercises requiring
Internet access, where that is not available in the classroom—may be best assigned
as follow-up work to be completed at home.
e following lesson summaries will help you to structure your course:
•Getting Started explains how to set up for the lessons by copying the sample
image files to be used in the exercises from the Adobe Photoshop Elements 9
Classroom in a Book CD into a lessons folder and creating a work folder to store
the files generated during the lessons.
is chapter also introduces the key concept of the catalog file, outlines the
conventions used in the book for denoting command strings and for separating
equivalent terms and commands for Windows and Mac OS, and lists help,
support, and learning resources,
In the classroom situation this section is best combined with Lesson 1, so
that your students will already have an established lessons folder when they
create their first catalog, import the Lesson 1 images, and begin to explore the
interface and workspace modules. e concept of the catalog file and the use
of help and resources are revisited in Lesson 1; for both subjects, emphasis and
reiteration are worthwhile at the beginning if the course.
ETip: One way to
simplify le storage and
retrieval in classroom
situations is to have
each student add their
own name to the name
of their work folder.

4INSTRuCTOR NOTES
•Lesson 1 provides an introduction to the Photoshop Elements interface and
workspace which is basic to all the following lessons. Students create a catalog
file and import sample images before learning how navigate the workspace,
move between modules, and make use of the various viewing modes. Catalog
creation is revisited in Lessons 2, 3, and 4, and methods for importing images
and other media are covered in more detail in Lessons 2 and 3.
Lesson 1 also touches on the subject of Keyword Tags, which is expanded on in
Lessons 2 and 3, and sharing images via e-mail—a foretaste of Lesson 5.
is lesson also covers the various methods for accessing Help and the creation
of an Adobe ID and a free Photoshop.com account (US only). If Internet access
is not available in class, students should be encouraged to create an account in
their own time in preparation for Lesson 5, which covers online sharing options.
•Lessons 2 and 3 are focused on working with the Elements Organizer. Both
lessons begin with exercises on importing images, and then explore options and
techniques for organizing, sorting, and searching the catalog.
Lesson 2 introduces the Organizer’s Import Batch, Folder Location, and Date
views, while Lesson 3 covers automatic stacking and the Map view for Windows
users. Lesson 3 also deals with advanced import options, where images are
tagged and organized during the import process. Both lessons deal with the use
of keyword tags.
Searching and finding images by keyword tag is covered in Lesson 2, while
Lesson 3 discusses finding files by visual similarity (Windows), metadata detail,
text search and folder location.
Creating Albums is introduced in Lesson 3, and then expanded on in Lesson 5
with discussion of conversion of albums to Online Albums (US only)—including
backup and synchronization options.
•Lesson 4 covers Creations—photo projects and digital projects—that use
photos together with artwork such as themes, backgrounds, frames, and clip
graphics from the artwork libraries to put together projects such as greeting
cards, photobooks and photo collages in the Create mode.
Lesson 4 begins by exploring the Content library, and then steps the student
through three projects presented in order of complexity. e first can be
completed quite quickly, while gaining basic skills for working with design
elements such as backgrounds and frames. e second and third projects are
a little more involved, introducing the use of text and effects and familiarizing
students with the Layers panel.
e section “Working with layers to refine a project” in the third exercise
provides a good grounding for techniques used in exercises in all the lessons
from Lesson 6 onwards.
ETip: The rst three
lessons all incorporate
exercises involving
importing images from
a digital camera or
memory card reader, so
you may wish to have
your students come to
class prepared for this.

ADOBE PHOTOSHOP ELEMENTS 9 CLASSROOM IN A BOOK 5
•Lesson 5 deals with printing, sharing and exporting. is lesson revisits the
creation of a Photoshop.com account, and covers several other topics that will
be more effective if your students have Internet access. However, most of the
exercises can still be followed even without a connection.
•Lessons 6, 7, 8, 9, and 12 all focus on the Editor module, including exercises
that deal with different aspects of image adjustment, correction, retouching and
repair. Lessons 6 through 9 are almost certainly too involved to complete all the
exercises in a single class session, so you may find possibilities for recombining
exercises from these lessons to suit your schedule.
Lesson 6 begins with coverage of some basic editing techniques that can be
applied in the Organizer, and then introduces the Editor’s three working modes,
all of which will be revisited in subsequent lessons. Exercises introduce the
image editing concepts of color correction and lighting adjustment, which are
elaborated in Lesson 7 and 8 respectively.
Lesson 7 focuses on working with color, while Lesson 8 deals with exposure
problems. Lesson 7 includes a section on setting up multiple files to compare
the results of various approaches to a correction problem—a technique which is
used again in both projects in Lesson 8.
Exercises dealing with making selections are also referred to in subsequent
lessons. Lessons 7 and 8 both include exercises that feature the use of layers and
blending modes, and techniques for selective editing.
Lesson 9 explores a variety of tools and techniques for re-composing, repairing,
and retouching photos.
•Lessons 10 and 11 are both “stand-alone” lessons, though they do depend to
some extent on skills learned in earlier lessons. Lesson 10 deals with various
ways to add text to images and makes extensive use of layers—as does Lesson
11, which covers a variety of methods for combining multiple photos.
•Lesson 12 addresses advanced editing techniques, introducing raw images and
technical concepts such as white balance, color temperature and tints, and the
use of histograms and levels controls. is lesson also covers sharpening, filters,
and the filter gallery, with more references to the use of layers and blending.

6INSTRuCTOR NOTES
New features
Several lessons introduce new tools and features in Photoshop Elements 9:
•Support for Multitouch and Windows 7 features are covered in Lesson 1.
•Improved Create Mode workflow and interface is covered in Lesson 4.
•Fun Edits are a new set of creative effects that have been added to the Guided
Edit mode. Lesson 6 steps the student through the Out Of Bounds procedure.
•Content-Aware Healing is introduced in Lesson 9 as an optional operating
mode for the Spot Healing Brush, and then makes another appearance in
Lesson 11 where this new feature helps fill the missing areas around the edges
of a Photomerge Panorama.
•Layer Masks are covered in Lessons 9 and 12.
New features on Mac OS
In addition to the features listed above, Photoshop Elements 9 introduces Mac OS
users to the Elements Organizer. In Lessons 2 and 3, students who have worked
with an earlier version of Photoshop Elements on Mac OS may recognize parallels
to some of the browsing, sorting, and features familiar from Adobe Bridge, but for
the first time with Photoshop Elements 9 they can enjoy the convenience of fully
integrated functionality, as well as the online features covered in Lesson 5.
Adobe Design Center
e U.S. Adobe website at www.adobe.com offers a variety of training and support
resources, including the Adobe Design Center. Many step-by-step tutorials, galler-
ies, and other resources are available at the Adobe website, and the User-to-User
Forums are a great place for students to learn from more experienced users. Adobe
Design Center provides hundreds of tutorials from experts and authors in the com-
munity, as well as thoughtful articles about design and technology that are helpful
for students and instructors alike. Go to: www.adobe.com/designcenter/
Getting Started
e Adobe Photoshop Elements 9 Classroom in a Book does not provide detailed
instruction on installation of the application software. Depending on your course
structure and the class time available, you may either choose to handle installation
before your first class, or to guide students through the process at the start of the
first lesson. If class time is short, you may also choose to set up the Lessons and
work folders on each student’s computer before your first lesson. If you take this
approach, you can have your students begin with Lesson 1, which reiterates the
remaining information from the Getting Started chapter.

ADOBE PHOTOSHOP ELEMENTS 9 CLASSROOM IN A BOOK 7
Lesson 1: A Quick Tour of Photoshop Elements
is lesson presents an introduction to Adobe Photoshop Elements intended to
provide your students with an overview of the workspace and familiarize them with
the basic workflow and procedures used to import, view, and select digital images.
Goals for this lesson
e overall objective for Lesson 1 is to make your students sufficiently familiar with
the user interface to be able to locate the tools, commands, and controls they’ll
need to import, view, and select images.
•ey should be able to recognize and move between the Organizer and Editor.
•ey should be able to identify and locate the key elements of the interface,
including menus, the Task pane and the panels it contains, the Panel bin (and
panels in general), and image windows.
•ey should be aware of and able to access different viewing modes.
A secondary goal is to introduce your students to the different means of finding
more information about Photoshop Elements so that they learn how to help them-
selves and gain confidence and independence. ey should be aware of and able
to access:
•Help in the application.
•Help on the Web.
•e Help PDF.
•Links to Help in the application.
•Tool tips and Hot-linked tips.
Workow overview
Begin the lesson with a brief, broad overview of the two primary workspaces and
the different working modes, explaining how each might fit into a typical workflow.
Point out how the Organizer and Editor together provide an integrated solution,
with tools and options to help manage every stage, from import to output.
The library catalog le
e catalog file is a key concept in understanding how Photoshop Elements works.
You should take the time to make sure that your students understand what the
catalog file is, referring to the somewhat fuller description in the Getting Started
chapter. Students should understand the “virtual” nature of the import process and
of album groupings, and the advantages of this approach for working with files
stored in multiple locations.

8INSTRuCTOR NOTES
Students will create and load a new, dedicated catalog for each of the first three
lessons. Reiterating the process will help your students to become familiar with the
Catalog Manager and the possibility of using multiple catalogs. You can point out
that the name of the currently active catalog is displayed in the lower left corner of
the Organizer window.
Creating a dedicated catalog for each of these early lessons also means that
mistakes can be easy to rectified. If students lose track—or if you wish to have
them repeat or experiment with the exercises dealing with tagging, stacking, and
albums—the lesson catalog can be cleared, or discarded and re-created, without
affecting the lessons to follow.
Getting photos from les and folders
If you have not made arrangements to ensure that students are prepared to import
images from a camera, this will be the only import procedure in this lesson. All
methods of importing, including downloading photos from a camera, will be cov-
ered in detail in Lessons 2 and 3.
Any import process involving the Classroom in a Book lesson files provides an
opportunity for discussion of Keyword Tags, though this subject will also be
expanded in more detail in Lessons 2 and 3.
The Organizer workspace
You can begin with a general tour of the screen, which will help orient your stu-
dents and provide a review of the names of the workspace elements. Point out the
menu bar, the Media Browser, the Task pane and its different panels. Draw atten-
tion to the fact that the name of the currently active catalog is displayed in the
lower left corner of the Organizer window.
Having already imported tagged lesson files, you can briefly demonstrate the
Keyword Tags panel on the Organize tab. Refer students to the “About keyword
tags” side-bar on page 14, and then have them expand the Imported Keyword Tags
category.
You may choose to have students import images from another lesson folder in
order to demonstrate the difference between the tag cloud and hierarchy views,
and the use the Find box beside a tag’s name to filter the photos displayed in the
browser. e Lesson03 folder makes a good choice, with images that are tagged
with multiple keywords, and stored in a hierarchy of subfolders.
Make sure that your students are comfortable with using the Media Browser in
both thumbnail and single image views, and are aware of the thumbnail size slider
above the browser pane and the use of the arrow keys to navigate through the
images in the single image view.

ADOBE PHOTOSHOP ELEMENTS 9 CLASSROOM IN A BOOK 9
Reviewing and comparing
is exercise allows you to briefly introduce the Display menu options. For this les-
son, limit the exploration to the View, Edit, Organize In Full Screen and Compare
Photos Side By Side options. e other display modes are discussed in in detail in
Lessons 2 and 3.
Have your students familiarize themselves with the control bar and the filmstrip in
the side by side and full screen views.
If you’re pushed for time here, you might schedule this topic to combine it with
“Using the Media Browser views” in Lesson 2.
Selecting images
Make sure that students are comfortable with making multiple selections in the
Media Browser, both by using modifier keys and by dragging a selection marquee.
Switching between the Organizer and the Editor
Before exploring the Editor workspace, you can point out the variety of methods
for switching back and forth between the Organizer the Editor.
The Editor workspace
Once again, you can begin with a general tour of the screen, pointing out the
toolbox and drawing attention to the tool-specific options and controls above the
Edit window. Have your students show and hide the Project bin and use it to switch
between the image windows in the Edit pane, pointing out that the active image is
indicated by bold white text in its title bar and a blue border in the Project Bin.
Draw attention to the tabs for the three edit modes across the top of the Panel Bin.
Have your students switch to Quick and Guided Edit modes, where they will see
only the active image.
e exercise has students enable floating document windows, which gives you the
opportunity to explore the options for arranging image windows that are available
from both the Window > Images menu, and from the menu on the Arrange button
at the top of the Editor workspace. Encourage students to experiment with floating,
tabbed, and docked image windows in order to to develop a feel for the way they
prefer to work with their images.
Using panels and the Panel Bin
e exercise steps in this section serve as a checklist for exploring the behaviors
of panels, panel groups, and interface elements such as the Project Bin and the
toolbox.

10 INSTRuCTOR NOTES
Point out the associated menu commands in both the menu bar and the separate
panel options menus.
Encourage students to experiment in order to increase their productivity and
enjoyment by personalizing the flexible Full Edit workspace to suit their own work-
ing preferences.
Sharing photos in e-mail
Intended to provide a satisfying hands-on exercise after a largely theoretical lesson
for those using the book as a self-paced tutorial; this exercise is optional at this
point in the classroom situation.
Depending on your lesson schedule and whether your students have Internet access
in class, you might have them complete this section at home or perhaps combine it
with other exercises on sharing photos in Lesson 5.
Getting photos from a digital camera or card reader
Your students may or may not be prepared with a camera or memory card reader,
but will still be able to follow the different options for importing images. If students
have come to class unprepared, don’t worry too much—this process is reiterated in
Lessons 2 and 3. You may wish to plan ahead so that you can ask students to pre-
pare by capturing sample photos that will suit the requirements of those exercises.
Creating an Adobe ID and Photoshop.com account
Again, this section may be best completed by students at home where they will
have time to explore. In class, it’s probably best to simply mention Adobe’s online
services and briefly outline the benefits of Elements membership.
Using Help and additional resources
Rather than treat this as a classroom exercise, focus on pointing out the interface
elements involved—the Help menu, links to help in the application, Tool tips and
the Hot-linked Tips found throughout the Photoshop Elements interface.
Refer students to the list at the end of the Getting Started chapter, and encourage
them to explore online Help, Community Help, and online support and learning
resources at home.

ADOBE PHOTOSHOP ELEMENTS 9 CLASSROOM IN A BOOK 11
Questions
1Where can you find a panel that is not currently in the Panel bin?
2How can you hide a panel without closing it?
3 How can you add a floating panel to the Panel Bin?
Answers
1A panel that is not currently in the Panel bin can be accessed via the Window
menu.
2To hide an open panel so that you see only its header bar, choose its name from
the Window menu or double-click its header bar. To collapse a floating panel
to an icon, click the two white triangles at the right of the header bar. You can
collapse grouped floating panels in the same manner. Click the triangles again
to expand the panel or group.
3To return a floating panel to the Panel Bin, drag it into the Panel Bin and release
the mouse button when you see a blue line indicating the new position for the
panel. You can either place the panel between two others or drag it onto another
panel to create a tabbed panel group.
Lesson 2: Basic Organizing
is lesson revisits the creation and management of catalogs, expands on the
process of importing photos from a camera or memory card reader, and introduces
several new methods for getting photos. It also outlines a variety of techniques to
begin organizing, sorting, searching, and viewing photos in the Organizer.
Scheduling
Many of the subjects in Lesson 2 and Lesson 3 are related. Lesson 3 covers some
advanced import options that expand on techniques covered in Lesson 2 as well as
more methods for viewing and finding photos in the catalog. You may find it useful
to combine some of these exercises to streamline your class sessions.
Goals for this lesson
e objectives for Lesson 2 are to expose your students to a variety of methods of
importing images and provide them with some basic techniques for organizing and
sorting the imported images so that they can be accessed with ease.
•Your students should be comfortable with the options in the import dialogs.
•ey should be able to get photos from a digital camera or import them from
folders on the hard disk using a variety of methods.
ETip: You can use
margin tips and notes,
as well as the Review
Q&A at the end of the
lesson, to help you
identify additional
teaching opportunities
and discussion points.

12 INSTRuCTOR NOTES
•Students should be aware of and able to use the different viewing modes to help
them access the images they want in a catalog.
•ey should be able to apply Keyword Tags, order and manage those tags in the
Keyword Tags panel, and understand how to use them as a means of sorting
and finding photos.
Getting photos
Begin with creating a new catalog for this lesson. Although your students have
already created a catalog in Lesson 1, the catalog is a key concept in Photoshop
Elements. Your students should become familiar with the idea that they can create
new catalogs for specific projects or as the most basic level of organization in their
growing image collection, and with using the Catalog Manager to switch between
them. You can take this opportunity to reiterate the nature of the catalog file.
Your students will import the Lesson 2 images in batches—employing a different
import method for each batch. You’ll notice that the images inside the Lesson02
folder are already organized in separate sub-folders for this purpose.
ere is a separate exercise for each import method:
•Dragging photos from Windows Explorer
•Getting photos from specific locations
•Searching for photos to import
In each case your students will encounter the Import Attached Keyword Tags dia-
log box, which is common to all import operations. e second import exercise will
introduce the Advanced options in this dialog box. You can point out the potential
for applying a basic level of catalog organization at this stage.
Importing from a digital camera
is exercise repeats the process learned in Lesson 1, but introduces Advanced
options from step 8. Although, for the purposes of this exercise, several options are
left disabled, you can use this opportunity to discuss their purpose. Your students
will see these options again—and make use of some them to organize photos dur-
ing the import process—in Lesson 3.
Using watched folders (Windows only)
In this lesson your students will set up a watched folder, but the exercise does not
demonstrate its use specifically. To this end, you might have them drop a file into
the watched folder after it is set up. Be sure to point out that the Windows “My
Pictures” folder is watched by default.

ADOBE PHOTOSHOP ELEMENTS 9 CLASSROOM IN A BOOK 13
Using the Photo Browser views
In the next exercises your students will explore the Display menu options to view
the images in the catalog sorted in the Photo Browser by: Import Batch, by Folder
Location, and in the Date view.
e Timeline (Window > Timeline) is also introduced here. It would be a good idea
to discuss situations in which these different views would be useful. You should also
point out the View > Details and View > Show Filenames menu options.
e Map view will be explored in Lesson 3, but requires Internet access. If you do
not have Internet access in the classroom situation, you might assign that exercise
as homework to be completed either before or after teaching Lesson 3.
Working with star ratings and keyword tags
Other than one short exercise in which your students will apply a rating to a single
image, the remainder of Lesson 2 deals with Keyword Tags. ese exercises are all
well illustrated and fairly self explanatory and make a logical progression through
applying tags, organizing them in the Keyword Tags palette into categories and
sub-categories, and using them to sort and find images.
Working with Keyword Tags is not revisited in such depth or expanded on in
subsequent lessons, so this set of exercises is best kept together in the sequence
presented, excepting perhaps the “Automatically finding faces for tagging” exercise
which could be treated elsewhere—if you’re short on time—without upsetting the
logical flow.
Homework Assignment
e first exercise in Lesson 3, “ Photo Downloader options”, involves using the
Advanced Photo Downloader Options while downloading images from a camera
or card reader. is exercise conveys some important concepts and techniques and
should not be skipped. You should study the exercise carefully so that you under-
stand the requirements and decide what approach to take with your students.
e exercise as presented in the book requires several batches of photos taken at
different times on the same day. You might want to set a homework assignment so
that your students are prepared for this exercise. Ideally, they should take 4 or 5
batches of photos grouped by capture time—each batch consisting of of 3 or 4
photos of a single subject. (See the Photos London subfolder inside the Lesson03
folder; it contains batches of shots taken at various locations around London.)
Alternatively, if a student’s camera will allow them to copy images from their
computer to the camera’s memory stick, they can copy the images from the Photos
London folder to the memory stick so that they can follow the steps in the exercise
more closely. If you prefer, you could also have your students simply follow the
exercise in the book and then perform the exercise in their own time.

14 INSTRuCTOR NOTES
Questions
1How can you tell which is the currently active catalog?
2How can you change the icon for a keyword tag?
3 What can you do if you can see that People Recognition has missed a face or
faces in a photo in the enlarged single image view?
Answers
1e name of the currently active catalog is always displayed in the lower left
corner of the Organizer window.
2Right-click the keyword tag and choose Edit Keyword Tag from the context
menu: then click the Edit Icon button. In the Edit Keyword Tag Icon dialog box,
you can either use the handles of the bounding box shown around the current
icon image to crop the image, click the Import button to import a new image
as the icon, or click the Find button (or the arrows to either side of the Find
button) to choose from the images to which the keyword tag has already been
applied.
3Click the Add Missing Person button below the lower right corner of the
enlarged image. Drag the new face tagging box onto the face and use the
handles around the box to surround it neatly; then, click the green check mark
to confirm the position. Type a name for the face; then, press Enter / Return.
Lesson 3: Advanced Organizing
is lesson expands on the Advanced import options that were touched on briefly
in Lesson 2 and introduces even more methods for getting photos from different
sources. It also presents a variety of advanced techniques for organizing, sorting,
and searching photos in the Organizer.
Scheduling
Many of the subjects in Lesson 2 and Lesson 3 are related. Lesson 3 covers some
advanced import options that expand on techniques covered in Lesson 2 as well as
more methods for viewing and finding photos in the catalog. You may find it useful
to combine some of these exercises to streamline your class sessions.
Goals for this lesson
e objectives for Lesson 3 are to develop and expand your students’ importing
skills and techniques and to familiarize them with some of the more advanced
methods of organizing, sorting, and finding images.
ETip: Remember that
you can use margin tips
and notes, as well as the
Review Q&A at the end
of the lesson, to help
you identify additional
teaching opportunities
and discussion points.

ADOBE PHOTOSHOP ELEMENTS 9 CLASSROOM IN A BOOK 15
•Your students should become familiar with the options available in the
Advanced Photo Downloader dialog.
•ey should understand that the advanced import options will help them to
apply several levels of organization automatically to a batch of photos during
the import process, which will save them a lot of work after the images are
already in the catalog.
•Students should be able to identify—and know how to work with—Stacks
and Version Sets, and should also be able to create and differentiate between
Albums and Smart Albums.
•ey should be able to use all of the search options—including the Text Search
feature—to find images in a catalog.
Getting started
Once again, your students will create a new catalog for this lesson, making it easier
for them to experiment with organizing techniques without worrying about losing
track.
Photo Downloader options
Important: is first exercise involves using the Advanced Photo Downloader
Options while downloading images from a digital camera or card reader—but the
exercise requires several batches of photos taken at different times on the same day.
If you have not been able to have your students prepare for this lesson adequately it
may be preferable to have them follow the exercise in the book, and then go home
and repeat it with images from their own cameras—perhaps as a homework assign-
ment. e exercise is fairly involved but teaches important concepts and techniques
and should not be skipped.
You should study the exercise carefully and step through it yourself so that you
understand the requirements and decide what approach to take while you are plan-
ning the lesson.
Unless your students are simply following the exercise in the book, you will need
to take care to adapt your references to the illustrations and Keyword Tag names in
the exercise.
Acquiring still frames from a video
is exercise is fairly straightforward and uses a video file provided in the Lesson03
folder. Be sure to have your students capture enough frames in steps 5 and 6 to find
one with the video artifacts described in the paragraphs between steps 6 and 7 and
illustrated in the enlarged “Before” view accompanying step 11.

16 INSTRuCTOR NOTES
Importing from a PDF document
is exercise uses a PDF document provided in the Lesson03 folder and is self-
explanatory. Be sure to discuss the options that are not chosen in the course of the
exercise.
Scanning images
is exercise is the last in the series on importing images and requires that students
have either a scanner or a video input source such as a web-cam attached to their
computer. If this is not possible in the class situation, simply teach the exercise
from the book and encourage your students to follow up at home if possible.
Working with Version Sets and Stacks
ese next two exercises are fairly straightforward. However, both Version Sets and
Stacks in their collapsed state effectively hide some images from view in the Photo
Browser, so be sure to draw your students’ attention to the fact that they can be
identified by the respective icons displayed on an image thumbnail. It might be use-
ful to point out a few additional tips:
•e topmost image in a Version set or Stack can be changed by selecting a
different image in the grouping and choosing Edit > Version Set > Set As Top
Item or Edit > Stack > Set As Top Photo.
•If you edit a photo in the Organizer, Photoshop Elements automatically creates
a version set. If you edit an image in the Editor you need to choose File > Save
As, and then activate the option Save In Version Set With Original.
•If you edit a photo that’s already in a version set, the edited copy is placed at the
top of the existing version set.
•If you edit a photo that’s already in a stack, the photo and its edited copy are put
in a version set that is nested inside the stack.
•Many actions applied to a collapsed stack, such as editing, printing, and
e-mailing, are applied to the topmost item only. To apply an action to multiple
images in a stack, expand the stack and select the individual images or un-stack
them first.
•If you apply a keyword tag to a collapsed stack, the keyword tag is applied to all
items in the stack. When you run a search on the keyword tag, the top photo in
the stack appears in the search results marked with the stack icon. If you want
to apply a keyword tag to only one photo in a stack, expand the stack and apply
the keyword tag to that photo selectively.
•You can access Version Set and Stack commands by either by right-clicking the
group and choosing from the context menu or by using the Edit menu.

ADOBE PHOTOSHOP ELEMENTS 9 CLASSROOM IN A BOOK 17
Creating Albums and Working with Smart Albums
ese two exercises are located consecutively in the lesson and are best presented
that way, so that it’s easier to point out the differences. Be sure to discuss the issues
in the margin tips and notes associated with these related topics.
Viewing and nding photos
Before teaching the remaining exercises in this lesson, point out the basic interface
elements used for finding photos in the Organizer:
•e Timeline (Window > Timeline) Click a month or set a range to find photos
and media files by date, by import batch, or by folder location.
•e Find bar Drag and drop a photo, keyword tag, creation, or album onto the
Find bar to locate similar or matching photos and media files.
•e Find menu Find photos by date, caption or note, file name, history, media
type, metadata, or color similarity. Commands are also available for finding
photos and media files that have unknown dates, are un-tagged, or are not in
an album.
Finding photos using details and metadata
It may be useful to first define the term “metadata” and discuss the fact that some
metadata is generated automatically by a camera when an image is captured and
some is added as images are organized in the catalog.
Find photos using a text search
Draw attention to the side-bar on the new Text Search feature and discuss the use
of operators and special search instruction tags.
The Map View (Windows only)
is exercise requires Internet access. If this is not possible in the classroom, it is
probably sufficient to describe the feature in brief and suggest that your students
follow up on the exercise at home.
Questions
1How can you refine or narrow a text search to find photos in the catalog?
2How can you hide files from view in the Media Browser?
3 How can you change the thumbnail image displayed in the Media Browser to
represent a particular Stack or Version Set?
ETip: Remember that
you can use margin tips
and notes, as well as the
Review Q&A at the end
of the lesson, to help
you identify additional
teaching opportunities
and discussion points.

18 INSTRuCTOR NOTES
Answers
1You can use the operators: “and,” “or,” and “not” if they are preceded and
followed by a space. For example, you could type “vacation and kids” to find
only images with both words in their metadata, not just either one. You can
also use special keywords to narrow the search—to a specific type of media,
for example.
2In order to hide files from view in the Media Browser use the menu options
under Edit > Visibility.
3First, expand the Stack or Version Set; then right-click the image you wish to
be displayed for the collapsed group. From the context menu, choose Stack >
Set As Top Photo or Version Set > Set As Top Item.
Lesson 4: Creating Projects
After the first three lessons, which were all somewhat theoretical, your students
will have a lot of fun with this lesson where they will finally see some output.
Lesson 4 explores the Create mode and is made up of three creative projects.
Scheduling
e three projects in this lesson are loosely organized in order of complexity and
duration but can be approached independently in terms of skills and procedures. It
should be easy to complete all three in a single class session but, depending on your
course strategy, you could also separate them and use them singly to liven up drier
lessons made up of re-combinations of exercises from the three preceding chapters.
e third project—assembling a photo collage—includes a fairly detailed intro-
duction to layers which will serve as a good basis for many of the more technical
exercises in subsequent lessons.
Goals for this lesson
e objectives for Lesson 4 are to introduce your students to the opportunities
for showcasing their own images in creative photo projects and digital projects by
using the options available in the Create mode.
•Your students should be aware of all of the options available on the Create tab.
•Students should recognize the basic project workflow common to most
creations, first specifying format, printing method, and theme template, and
then using the Pages, Layout, Artwork, and Text tabs to develop a design.
•ey should become familiar with accessing the wide range of artwork available
in the Content panel and on the Artwork tab once a project is underway.

ADOBE PHOTOSHOP ELEMENTS 9 CLASSROOM IN A BOOK 19
•ey should be able to move between the advanced and basic modes to add
filters, effects, layer styles and text to their projects.
•ey should have a basic understanding of working with layers.
•ey should be able to identify the different types of project as they appear in
the Photo Browser.
Getting started
With Lesson 4, the focus moves away from the Organizer. Having already become
familiar with the concept of the catalog and picked up a variety of techniques for
managing files, your students will begin this lesson by creating one more catalog
that they’ll use for the rest of the lessons.
e exercise involves importing the sample files for this lesson together with those
for Lessons 1, 2 and 3. You can suggest that students take advantage of this clean
start to consolidate their Organizer-based skills by reviewing and reworking the
first three lessons in their own time.
An exercise on re-linking missing files provides a good framework for a final dis-
cussion of the catalog.
Exploring the artwork library
e new Create mode interface presents content on the Artwork tab in a way that
students may find confusing. In basic mode, the Artwork menu offers only a small
subset of the artwork in the content library, with choices most likely to be appro-
priate for the theme selected. Switching to advanced mode extends the choices
available, but the user needs to browse the menus visually as the Artwork tab does
not incorporate filters.
e projects in this lesson make use of handy work-around that provides the
opportunity to for students to learn about the search and filter features in the
Content panel, making it easier for them to find the artwork they want.
By adding selected items to the Favorites panel, which can be accessed in Create
mode, students can avoid scrolling through the swatches on the Artwork tab.
Point out that the Favorites panel can also store effects and text styles.
Creating a Greeting Card
is is a very simple and quickly completed exercise. On this first visit to the Create
mode you can discuss the options for printing projects locally or using an online
service. You should prepare by checking online options, which may vary according
to your location and operating system.

20 INSTRuCTOR NOTES
Draw attention to the margin tips and notes and the sections “Working with photos
and frames” and “Adjusting a photo inside a frame” which present basic skills appli-
cable to any Create mode project. Encourage your students to explore the Layout,
Artwork, and Test tabs.
Producing a Photo Book
is exercise is slightly more complex, but is still quite self explanatory. Draw atten-
tion to the fact that the order of images in the Project Bin will affect their place-
ment within any project template.
Assembling a photo collage
is is the longest and most involved of the three projects but the exercises are easy
to follow and will not require a lot of explanation. Be sure to draw attention to the
margin tips and notes.
Point out the possibilities for using Filters and Photo Effects as well as the preset
Layer Styles available on the Effects tab.
Questions
1In the context of creating a project, what is a theme?
2How can you add pages to a photobook project?
3Is it possible to extend the content available in the artwork library?
Answers
1A theme is a layout template that may include a background, photo frames, text
styles, and other content from the artwork libraries. Any of these items can be
rearranged, replaces, or deleted.
2To add pages to a photobook project, click the New Pages button at the top
of the Pages tab. A new spread is added to the project, with the same layout
characteristics as the preceding pages.
3You can extend the content available in the artwork library by upgrading your
free Photoshop.com account to Plus membership.
ETip: Remember that
you can use margin tips
and notes, as well as the
Review Q&A at the end
of the lesson, to help
you identify additional
teaching opportunities
and discussion points.