A place to talk about art, artists, and art education
Creating a graphic novel lesson plan
LESSON SUMMARY
Arizona Art Standards Strand 1 concept 4, PO 302
Create artwork that communicate substantive meaning or achieve intended purposes (e.g cultural, political, personal, spiritual, and commercial)
Other Standards: Arizona Writing Standard, Concept of prewriting PO 1
Generate ideas through a variety of activities (e.g., brainstorming, notes and logs, graphic organizers, record of writing ideas and discussion, printed material or other sources).
Pretest of understanding: Ask the class, who can tell me what a graphic novel is, why are they important?
Artwork: “In the Shadow of No Towers”, “Maus” Art Spiegelman,
Title of Lesson Creating a Graphic Experience
Grade Level 10th Grade
Enduring Idea Each of us has the capacity to recall the past and anticipate the future and has the ability to express these experiences in a variety of media, in other words we all have a story to tell
Objectives(s) After viewing works by Art Speigelman and other graphic artists, students will have a working understanding of Graphic Novels and their function.
Student will then be able to use this format to illustrate a meaningful personal experience, combing text and graphics
Essential Question How are text and graphics used together to tell personal stories with meaning?
Resources & Materials “In the Shadow of No Towers,” by Art Spiegelman
“Maus”, by Art Spiegelman
“Calvin and Hobbes: The Tenth Anniversary Book”, by Bill Watterson
Vocabulary
Symbolism: the use of symbols to invest things with a representative meaning or to represent something abstract by something concrete
Analogy: a comparison between two things that are similar in some respects, often used to help explain something or make it easier to understand
Metaphor: one thing used or considered to represent another
Splash Page: full page drawing in a comic book. A splash page is often used as the first page of a story, and includes the title and credits.
Format: the layout and presentation of a publication, including its size, and the type of paper and type used
Graphic Novel: a fictional story, published in the form of a comic book
Panel: the images that are usually laid out within borders are known as panels
Sound effects: Bold text in a work used to illustrate environmental and percussive sounds
Caption: 1st, 2nd or 3rd person speech used to help narrate a story
Motivation To motivate students to want to do this lesson, I will show them a copy of “In the Shadow of No Towers”. I will discuss how Spiegel man was able to use the format of the Graphic Novel to discuss his personal experiences of being at ground zero during the 911 attacks and how he dealt with his subsequent anxiety both of loss and through his observation of the Government’s handling of these events
Activities/Sequence
1. We will begin by having a conversation about the importance of Graphic Novels and there function in contemporary society, e.g. comic books, cartoon strips, In the Shadow of No Towers.
2. Student will begin brainstorming ideas and developing an outline for their story, ideas will be approved by instructor. Students who are having trouble finding a personal experience they find suitable will be allowed to invent one as approved by instructor
3. Student will begin by creating multiple sketches of characters and settings as pertinent to their story idea.
4. Once characters and settings are realized students will begin deciding upon a format for their story; the format is very important for determining the overall impact of the story.
5. Student will begin their drawings on 12”x 18” white paper located in the black cabinet located in the south corner of the room.
6. After the drawing and text are complete, student will begin to the ink the outlines of their story as well as inking in text.
6. Student will begin to add color as appropriate to the design of the story using watercolor, (green cabinet located against the
West wall), colored pencils (black cabinet), or markers, (green cabinet).
7, Students will conduct a supervised classroom critique and exhibition of these works
Differentiation
Above: Students who demonstrate advanced thinking will be encouraged to develop a lengthy multi page novel that exhibits significant depth and meaning
Below: A student who struggles with the assignment will receive additional instruction from the instructor as well encouragement to look at other student work and explore different means of problem solving.
Assessment Rubric
Novice, Acceptable, Mastery
Reflection
Novice: Student: was able to recall a story around a personal experience
Acceptable: Student: demonstrated depth of thinking and creativity in developing a personalized story idea.
Mastery: Student: demonstrates advanced thinking in recalling a personal narrative as well as demonstrating advanced problem solving ability
storyline
Novice: Student creates an illustrated story using personal narrative
Acceptable: Student: crafts a personal narrative that demonstrates thoughtfulness and flows naturally and is clear and easy to interpret
Mastery: Student: crafts a story that demonstrates advanced thought that flows seamlessly
Artistry
Novice: Student: creates a legible story using text and images
Acceptable: Student: creates a story that exhibits artistry, is clear and easy to interpret combining text and images Mastery: Student: demonstrates advanced artistry, stylistically combining text with thoughtful visual images
Notes: After presenting this lesson in class we realized it could modified by having students find and illustrate stories of other people, especially those who were of a different generation. Ideally this lesson could produce impacting stories, and it was suggested by Dr. Stephens that they could be archived digitally for past and previous classes to access and share. I felt this took the entire lesson to another level making student work accessible to the greater community at large and showing how works of art can be used in cross disciplinary activities I.e. the language arts, social studies. This is always important when art educators need evidence to defend the relevance and impact of their programs. If you use and or modify this lesson please let me know how it well it worked, Stephen.
Student Reflection
Name _______________________ Teacher __________________ Date ____________
Arizona Art Standards Strand 1 concept 4, PO 302
Create artwork that communicate substantive meaning or achieve intended purposes (e.g cultural, political, personal, spiritual, and commercial)
Other Standards: Arizona Writing Standard, Concept of prewriting PO 1
Generate ideas through a variety of activities (e.g., brainstorming, notes and logs, graphic organizers, record of writing ideas and discussion, printed material or other sources).
Pretest of understanding: Ask the class, who can tell me what a graphic novel is, why are they important?
Artwork: “In the Shadow of No Towers”, “Maus” Art Spiegelman,
Title of Lesson Creating a Graphic Experience
Grade Level 10th Grade
Enduring Idea Each of us has the capacity to recall the past and anticipate the future and has the ability to express these experiences in a variety of media, in other words we all have a story to tell
Objectives(s) After viewing works by Art Speigelman and other graphic artists, students will have a working understanding of Graphic Novels and their function.
Student will then be able to use this format to illustrate a meaningful personal experience, combing text and graphics
Essential Question How are text and graphics used together to tell personal stories with meaning?
Resources & Materials “In the Shadow of No Towers,” by Art Spiegelman
“Maus”, by Art Spiegelman
“Calvin and Hobbes: The Tenth Anniversary Book”, by Bill Watterson
Vocabulary
Symbolism: the use of symbols to invest things with a representative meaning or to represent something abstract by something concrete
Analogy: a comparison between two things that are similar in some respects, often used to help explain something or make it easier to understand
Metaphor: one thing used or considered to represent another
Splash Page: full page drawing in a comic book. A splash page is often used as the first page of a story, and includes the title and credits.
Format: the layout and presentation of a publication, including its size, and the type of paper and type used
Graphic Novel: a fictional story, published in the form of a comic book
Panel: the images that are usually laid out within borders are known as panels
Sound effects: Bold text in a work used to illustrate environmental and percussive sounds
Caption: 1st, 2nd or 3rd person speech used to help narrate a story
Motivation To motivate students to want to do this lesson, I will show them a copy of “In the Shadow of No Towers”. I will discuss how Spiegel man was able to use the format of the Graphic Novel to discuss his personal experiences of being at ground zero during the 911 attacks and how he dealt with his subsequent anxiety both of loss and through his observation of the Government’s handling of these events
Activities/Sequence
1. We will begin by having a conversation about the importance of Graphic Novels and there function in contemporary society, e.g. comic books, cartoon strips, In the Shadow of No Towers.
2. Student will begin brainstorming ideas and developing an outline for their story, ideas will be approved by instructor. Students who are having trouble finding a personal experience they find suitable will be allowed to invent one as approved by instructor
3. Student will begin by creating multiple sketches of characters and settings as pertinent to their story idea.
4. Once characters and settings are realized students will begin deciding upon a format for their story; the format is very important for determining the overall impact of the story.
5. Student will begin their drawings on 12”x 18” white paper located in the black cabinet located in the south corner of the room.
6. After the drawing and text are complete, student will begin to the ink the outlines of their story as well as inking in text.
6. Student will begin to add color as appropriate to the design of the story using watercolor, (green cabinet located against the
West wall), colored pencils (black cabinet), or markers, (green cabinet).
7, Students will conduct a supervised classroom critique and exhibition of these works
Differentiation
Above: Students who demonstrate advanced thinking will be encouraged to develop a lengthy multi page novel that exhibits significant depth and meaning
Below: A student who struggles with the assignment will receive additional instruction from the instructor as well encouragement to look at other student work and explore different means of problem solving.
Assessment Rubric
Novice, Acceptable, Mastery
Reflection
Novice: Student: was able to recall a story around a personal experience
Acceptable: Student: demonstrated depth of thinking and creativity in developing a personalized story idea.
Mastery: Student: demonstrates advanced thinking in recalling a personal narrative as well as demonstrating advanced problem solving ability
storyline
Novice: Student creates an illustrated story using personal narrative
Acceptable: Student: crafts a personal narrative that demonstrates thoughtfulness and flows naturally and is clear and easy to interpret
Mastery: Student: crafts a story that demonstrates advanced thought that flows seamlessly
Artistry
Novice: Student: creates a legible story using text and images
Acceptable: Student: creates a story that exhibits artistry, is clear and easy to interpret combining text and images Mastery: Student: demonstrates advanced artistry, stylistically combining text with thoughtful visual images
Notes: After presenting this lesson in class we realized it could modified by having students find and illustrate stories of other people, especially those who were of a different generation. Ideally this lesson could produce impacting stories, and it was suggested by Dr. Stephens that they could be archived digitally for past and previous classes to access and share. I felt this took the entire lesson to another level making student work accessible to the greater community at large and showing how works of art can be used in cross disciplinary activities I.e. the language arts, social studies. This is always important when art educators need evidence to defend the relevance and impact of their programs. If you use and or modify this lesson please let me know how it well it worked, Stephen.
Student Reflection
Name _______________________ Teacher __________________ Date ____________
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