Professional Documents
Culture Documents
Established
Goals
Students
will:
Students
will learn
TRANSFER GOAL
Students will learn the principles of design as they create comics. Students will learn how to
compose images so that they read and not just drawing clearly. Basically they will understand how the
tone, feelings and mood of an image can be convey meaning
MEANING
to critique
work using
specific
terminolog
y
Students
will learn
how to
place
objects
and
humans in
a rythmic
way
Students
will learn
how to
communic
ate ideas
through
bod y
language,
expressive
traits, and
setting
Students
will
experiment
with
different
juxtapositioning
of imagery
and text.
Enduring Understandings:
Essential Questions:
Students
will learn
how to use
expressive
vocabulary
when
describing
their
characters
and setting
as well
STAGE 2 Evidence
Evaluative
Criteria
Performance is judged in
terms of
- Critique
Assessment Evidence
Students will need to show their learning by, analysing
their learning process, and being able to use extensive art
terminology in discussion. Students will be to discuss meanings
derived from different images shown through out the process
Transfer Task: Task has been added outside the box.
relationships, sexual orientation, race, religion. I think that there is a high level of
social-cultural dynamics involved in this inter-disciplinary.
Materials: Pen, pencils, paper
Performance Task
Show: ivan Brunetti video tutorial.
Lesson 1 Single panel cartoons:
The focus would be to compose a single image that tells a story , and also begin to
incorporate words as an integral part of the whole. The main goal is not only to be
able to draw clearly but to be also be able to draw to compose the image so that it
reads.
Questions such as what exactly am I looking at here?
What is the thing at the bottom left supposed to be?
Wouldnt it make sense to move the character over there?
How about adding some solid black areas to the compositions so that the space
feels more solid and our eyes are pointed to more significant parts of the
composition?
Exercise 2.1
For the first writing exercise. You will need a stack of index cards and on these halfcards write: something you overheard recently in a public space,
Something you said to someone earlier on during the day, a catch phrase
or slogan, a question of some kind and maybe an interjection.
Now put these aside.
Excersise 2.2
On a full size index , draw the following(one image per card, no words allowed)
The funniest thing you can think of.
The saddest thing in the world
Something sexy,
Something abstract
Something you saw early on today
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Now get the half cards with the various sentences and phrases that you wrote and
place them under the drawings, and keep moving them around until the words and
pictures start to click and elicit laughter. Experiment and play with them and try
unexpected combinations. Note that the funniest drawing is not necessarily the
funniest drawing and that irony works when there is a tension of opposites.
Exercise 2.4
Can you adapt one book or movie in a one-panel cartoon, conveying the feeling ,
tone, and plot as concisely as possible.
For example Catcher in a Rye, we can start with his head, nose and eye. He has a
sullen expression so we can add that to, and a hat but what type of hat. he wears a
duck hunters cap-it is important to set him apart from other characters. think of his
body language. What is it communicating to the world.
Where is walking? So you are going to think of the setting of the character. Maybe
he is walking in the city? Which city? Maybe its new york city. So maybe draw an
abstracted drawing of the empire state building. Since Holden is the dominant
figure and he is out of step with humanity, you may draw a bunch of people in the
composition? So everything needs to have a reason for being therefor example
the number of people you place in the picture. If its just one other person then it
doesnt feel like other people..
Sketchbook assignment: to collect different everyday imagery. Look for
interesting details such as the scale of objects in the imagery, and
whether they dominate the space or recede into the background.
Lesson 2:
3.1Mini activity: gather some materials that have some form of elements
in common. Do they have more than one element in common? Remove the
weakest links maybe two of them and take a look to see if they make a
unified set.
3.2 Another exercise could be to draw a character and place them in
number of different settings, and then take pictures of them. They could
be in a store. In a fashion magazine, Outside in the snow. They could then
think of one word that describes each image, and will be asked to discuss
how the narratives change as they enter different places. They will be
asked to think about what sort of mood and tone has been created as they
take their character on a journey. They can photocopy these too and think
about which compositions read the best
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3.3 Homework would be to: create 3 single cartoons in black and white.
They will continue to create hierarchies within the image i.e which part of
the image is most important, and what comes next. They will need a
specific setting, whether its in a gaming room, in the bedroom, in a
playground. There is no need to add words, but there is a need to pay
attention to the solid black areas and notice how they move your eyes
through the image itself. Use the words in caption only if there is a need.
Photocopy/or scan the image to whatever size suits you best, and think
about line, tone and texture quality, whether they clarify the narrative
Lesson 3: I was thinking much about doing a group collage of comics, but first all
everybody will need 12 index cards (I think I like the idea of having individual cards
for each panel and rearranging them as though there were a puzzle) . They will
spend only 4 minutes on each panel and they will draw the following scenarios: A.
something that happened at the beginning of the world. B. Something that
happened at the end of the day. C. a self-portrait including your whole body. D
Something you dreamt about. E. Something that happened in bathroom. F.
Something that happened at the store. G. Something that happened at lunch. H
Something that happened in the middle of the world existence.etc
Once done spread the 12 panels and rearrange 4 panels . Notice the emotional
rhythm or timing changes when panels are changed. They will also create a collage
of comics, using one of these and they can be blown up to different sizes for
emphasis, and perhaps we could have different groups rearrange the entire classes
panel, or we can have groups of four five create collaborative collage comics.
I will show a video of a well known comic artist Marjane Satrapi an Iranian-French
comic artist. Write a summary of the first scene of that character. Will look at the
histories or the inner life of that character. And what drives them to behave in a
certain way. At what stage are they at in their life? I will give them graphic
organizers. I will give students to create a either an anchor chart, and or give them
a variety of different organizers that they can use. I will also provide some guiding
questions such as :
Do do mini studies of facial expressions(optional maybe just show them and give
them a hand out of different emotions).Then they will draw and write up their
story-board for their first scene.
Lesson 5: maybe do mini studies of actions and moments and subjects of a
character. Then they will draw and write up their storyboard for their first scene. I
will expect there to be a certain number of pages***not too sure about this part. Do
do mini studies of facial expressions(optional maybe just show them and give them
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a hand out of different emotions).Then they will draw and write up their storyboard for their first scene.
GLOsandSLOs
Communication
Investigatevarietiesofexpressioninmakingimages.
Worksofartcontainthemesandimagesthatreflectvariouspersonalandsocialconditions.
Components1
Solveteacherdirectedproblemsofunityandemphasisincreatingcompositions.
Compositionsusepositioningandgroupingofsubjectsfordifferentmeaningsandemphasis.
Unityisachievedbycontrollingtheelementsofacompositionwithinthepictureplane.
UnderstandandInterpretContent
2.1.2finterpretfigurativelanguage,symbolandallusions;recognizeimagery;andexplain
howimagerycontributestoatmosphere,characterizationandthemeinatext
Experimentwithlanguage,imageandstructure
Experimentwithavarietyofstrategies,activitiesandresourcestoexploreideas,
observations,opinions,experiencesandemotions[forexample,streamofconsciousness
writing,freeversepoetry,exploratorytalkandimprovisation.
Powerpointpresentationchecklist:
Summary* and rational
Ivan brunetti tutorial
Using my comics will discuss mood tone (exemplar)
Will introduce the single drawing panel
Ask students to bring 10 objects that share the same elements
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