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Fun with Filters: An Image Manipulation Lesson
Child Safeguarding Statement
Some resources and activities may prompt a child to remember and potentially share an experience of harm. Make sure you’re familiar with your school's safeguarding policies and procedures so you can confidently report safety and well-being concerns.
Prepare students for the session by discussing: their right to be safe and respected; what to do if discussing online safety makes them feel uncomfortable or unsafe; and how to seek help if they feel or have felt unsafe. Use this resource available on the website.
Fun with Filters: An Image Manipulation Lesson
Overview
This lesson focuses on consent and image manipulation. Learners will explore the importance of asking for permission before taking photos and videos, fostering a sense of respect for others' privacy. They will then manipulate images themselves using digital tools, or the “Offline Activity Pack” provided in the Resources section.
Setup
Note: there are two setup options. The lesson can be run with or without devices.
- Project the lesson slides onto a central screen.
- (Optional) Provide a digital version of the slides for learners using assistive technology.
- If using devices: Distribute tablets with "markup" features or a basic photo editing app.
- (Optional) Ensure devices have accessibility features (text-to-speech, voice commands, magnification) and alternative input methods (styluses, adapted touchscreens) as needed.
- If not using devices: Print and distribute the "Fun with Filters: Offline Activity Pack" from the Resources section.
- (Optional) Provide learners with glue, scissors, and coloured pens to use the “Offline Activity Pack”.
- (Optional) Pre-cut materials for learners who struggle with fine motor skills.
This lesson is part of the FREE digital licence program
Learning Intentions
Learners will:
- Understand the importance of consent in the form of asking permission to take photos and videos.
- Discover that images can be altered and manipulate and do not always reflect what is real.
These intentions are evidenced when learners can:
- Ask for consent and explain why it is important to ask for permission before taking photos or videos of others.
- Identify at least one way that images can be altered and manipulated using digital tools.
Educators will:
- Deepen their understanding of how to effectively teach the concept of consent, specifically in the context of taking photos and videos.
- Gain insight into how to explain the concept of image manipulation to young learners, emphasising the importance of critical thinking in media literacy.
These intentions are evidenced when educators can:
- Successfully lead discussions that help learners articulate the importance of asking for consent before taking photos or videos.
- Encourage learners to identify and discuss at least one way that images can be altered.
Lesson Instructions
Introduce the lesson
Discuss scenario (Slide 1)
- Share the story of Detective Fry, who said "no" to a stranger wanting to take his photo. Ask, "Why might Detective Fry be upset?"
Define consent (Slide 2)
- "What does consent mean?"
- Consent means asking someone if it's okay to do something, like taking their photo, and respecting their answer.
Three steps to asking for consent (Slide 3)
- Outline the steps.
- Give options for handling a situation where someone takes a photo without consent.
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Main activity
This activity can be run with or without devices.
Discuss “image manipulation”
- Use the prompts and visuals on Slide 4 to explain that images can be altered using simple tools.
If you are using devices
- Show learners how to use filters and editing tools.
- Let them experiment with taking and changing photos.
If you are using the "Offline Activity Pack"
- Ask learners to glue, cut, and paste "filter" items onto their image. Use coloured pencils to create filter effects.
Present completed images, and discuss:
- What did you change about the image?
- How did that make it look and feel different?
- What are some good and bad things about changing images?
- How might someone feel if their image was manipulated without consent?
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Exit pass
Discussion: Thumbs up, thumbs down
- Read the statements on Slide 5 to the class. ask learners if they agree (thumbs up) or disagree (thumbs down).
- Invite volunteers to explain why they agree or disagree, and why. Discuss as a group.
- If some learners struggle with the concepts, consider a breakout group to work on the “Top-up” activity.
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(Optional) Top-up or extend the lesson
Top-up the lesson
For learners who need more help meeting the learning intentions & success criteria.
- In a breakout group, use the resource on Slide 6 to talk through two examples: one where consent is given, and the other where it is not.
- Discuss: Why might they give consent in one case, but not the other? What would the person feel in either case?
Extend the lesson
For learners who have met the learning intentions & success criteria, and need a bit more of a challenge.
- In class or at home, ask learners to colour in the Content Island map. Around it, they should write or draw at least two situations where they will ask for permission and make sure to get consent.
- Example: I will ask for permission when I want to take a photo of someone; or when I want to use filters on their photo.
Content Island is part of the eSmart Digital Licence quest. If your class is not already on the quest and would like to explore other islands, please visit the eSmart Digital Licence hub.
Aligned Curriculum
Australian Curriculum (Version 9.0)
The Australian Curriculum outlines the fundamental knowledge, comprehension, and abilities students are expected to acquire as they advance through the initial 11 years of schooling.
Manage Online Safety:
- Level 1: Use online tools that are safe or only under direct supervision, seeking help from trusted adults when feeling unsafe.
Foundation: Digital Technologies
- AC9TDIFK01: recognise and explore digital systems (hardware and software) for a purpose.
Foundation: Health and Physical Education
- AC9HPFP04: Explore how to seek, give or deny permission respectfully when sharing possessions or personal space.
- AC9AVAFD01: Use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas.
- AC9AVAFC01: Create arts works that communicate ideas.
- AC9AVAFP01: Share their arts works with audiences.
Manage Online Safety:
- Level 2: Use online tools that are age appropriate or only under supervision, seeking help from trusted adults when feeling unsafe.
Year One: Digital Technologies
- AC9TDI2P04: Use the basic features of common digital tools to create, locate and communicate content.
- AC9TDI2P05: Use the basic features of common digital tools to share content and collaborate demonstrating agreed behaviours, guided by trusted adults.
Year One: Health and Physical Education
- AC9HP2P04 : Practise strategies they can use when they need to seek, give or deny permission respectfully.
- AC9AVA2D01: Experiment and play with visual conventions, visual arts processes and materials.
- AC9AVA2C01: Use visual conventions, visual arts processes and materials to create artworks.
- AC9AVA2P01: Share artworks and/or visual arts practice in informal settings.
CASEL Framework
The CASEL Framework creates a foundation for applying evidence-based, Social and Emotional Learning (SEL) strategies both at school and in the broader community. Its aim is to support the cultivation of SEL skills and environments that advance students’ learning and development.
- Responsible decision-making: The abilities to make caring and constructive choices about personal behaviour and social interactions across diverse situations. For example:
- Learning how to make a reasoned judgment after analysing information, data, and facts.
- Recognising how critical thinking skills are useful both inside and outside of school.
My Time, Our Place – Framework for School Age Care in Australia
The aim of My Time, Our Place: Framework for School Age Care in Australia (the Framework) is to assist educators to provide children and young people with opportunities to maximise their potential and develop a foundation for successful lifelong learning. The Framework has been designed for use by approved providers and school age care educators working in partnership with children and young people, their families and the community, including schools.
Outcome 1: Children have a strong sense of identity.
Children develop their emerging autonomy, inter-dependence, resilience and sense of agency.
This is evident when children:
- Identify themselves or their friends in an image.
- Identify key signs of manipulation to the image or identity of another person.
- Independently use technology in an early learning environment.
Outcome 3: Children and young people have a strong sense of wellbeing.
- Children and young people are aware of and develop strategies to support their own mental and physical health, and personal safety.
Differentiate the lesson by assessing the discussion. Modify instruction as appropriate, based on whether learners can:
- Explain what consent means and give examples of when to ask for it.
- Identify an action to take if someone takes a photo without consent.
Options:
- Use puppets or dolls to model what asking for consent looks like. Invite volunteers to play one of the characters.
- Pair learners with varying levels of understanding together for the next activity to encourage and learn from each other.
Observe activity participation. Modify instruction if learners struggle to:
- Understand the concept of image manipulation.
- Use the digital tools provided.
Options:
- Provide more visual aids, such as before-and-after images, to illustrate what image manipulation looks like.
- Model the manipulation of an image as a whole group, and explain along the way how each step changes perception.
Assess the “Exit pass” to ensure learners have met the following success criteria:
- Ask for consent and explain why it is important to ask for permission before taking photos or videos of others.
- Identify at least one way that images can be altered and manipulated using digital tools.
Next steps:
If some learners didn’t meet the criteria, conduct the “Top-up” activity provided in the lesson slides.
Discussion about the lesson’s themes can be continued at home, by setting the extension task as homework.
Important Note: If this lesson is part of the eSmart Digital Licence, you’ll need to ensure that all learners have met the success criteria before accessing the Digital Licences.
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