WRITING TASK LESSON PLAN

WRITING = TASK LESSON PLAN

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Title:= Story telling through graphic novels Grade 9-12 &n= bsp; Class: Art I (high school)=

Venue:= Special Feature of school newspape= r &= nbsp; &nbs= p; = Unit: Art as storytelling=

Objectives= : The student will be able to:<= /o:p>

= ; Tell a personal story that incorporates images and text in the form of a graphic novel

= ; Describe at least three purposes in making a graphic novel (history, personal story,= &= nbsp; &= nbsp; fantasy)

= ; Work cooperatively to tell a story that utilizes the graphic novel form.

= ; Name at least two artists whose work is in the style of the graphic novel (Roy &nbs= p; &= nbsp; &= nbsp; Liechtenstein, Will Eisner, Harvey Pekar)

Vocabulary: gr= aphic novel, text / dialogue, graphic, pop art, comic, frame, artist / author, editing

Art Precedents:

= ; Roy Lichtenstein - Wham (1963) magn= a on canvas panels

= ; Will Eisner Reader, seven graphic novels (1991), Kitchen Sink Press, Princeton WI.

= ; a current issue of a typical superhero comic

= ; Tecumseh! by Allan Eckert, illustrated by Timothy Truman

= ; American Splendor by Harvey Pekar (and several artists) (2004) Ballantine Books, = &nb= sp; = NY. (selected portions edited for content)

Materials: 9&#= 8221;x 12” drawing paper, pens, pencils, markers

Motivation: Ma= ny students who claim to dislike reading are still captivated by comics. This lesson puts that interest to = use in having students work cooperatively to decide on a story to describe in words and images. The story will re= late to common experiences they have shared in school. When completed, the ‘comics&= #8217; will be included as a supplement to an edition of the school’s newspa= per (The Model Observer in the case of Model Laboratory School).

Procedure:

1.&n= bsp; Begin = by asking students about their favorite comics (can include animated movies).<= span style=3D'mso-spacerun:yes'> Ask students what they like about them. “What are your fa= vorite characters, scenes, memories?” Ask students about their preferences in reading. “Do you prefer to read comics (define graphic novels) or do you prefer using your own imagination to crea= te mental images of scenes and characters from text only?”

2.&n= bsp; Share = examples of comics with the students including stereotypical superhero comics as wel= l as comics that illustrate historical occurrences through storytelling. Also show examples of comics that = tell personal stories (American Splendor). Talk about how some comics also de= al with relevant and complex social issues.

3.&n= bsp; Ask st= udents to think about episodes from their school experience that are memorable for them. “How could you co= mbine words and images together to tell fellow students about your experience? What would need to be included? What could be left out?” Define ‘editing.’ “How can you bring your pers= onal point of view into the story?”

4.&n= bsp; Have students take about 15 minutes to write about a memorable school related memory. Then ask students to = use drawing paper to lay out six square-shaped frames. Create drawings that visually tell= the story they have written about. Ask them to include at least one instance in which some dialogue occurs between students. Then ask the studen= ts to incorporate parts of the text and dialogue into their images. Remind students about editing. “How can you tell the story = the most effectively?”

5.&n= bsp; Have students pin up their comics combining text and images. Allow students time to look at each one. Prompt a group discussio= n centered on effectiveness of the comics in telling the story.

6.&n= bsp; Now re= mind students of a recent interdisciplinary unit that their grade worked together on. Ask students to describe = the project in order to get everyone focused and to have them remember some of = the lessons, processes, as well as the final product.

7.&n= bsp; Form g= roups of 4-5 students (if possible, taking into account individual contributions = so that each group includes a cross section of tasks performed in the interdisciplinary unit).

8.&n= bsp; Ask st= udents to begin to reflect on their previous experiences and to begin to plan a st= ory in the form of a graphic novel to give visual and verbal expression to the activity. Tell students that = their comics will be considered for entry as a special feature in their school newspaper. Comics must be at = least two pages and include 10 or more frames.

9.&n= bsp; Remind students of responsibilities in working together cooperatively. All students should have a voice i= n all aspects of their work together even if tasks of writing and illustrating are divided up within the groups. Teacher will move around the room, actively monitoring student involvement and answering questions. Have students work toward a first draft (of at least 6 frames) of th= eir story.

10.&= nbsp; Each student individually will now wr= ite a critique of the first draft. = This critique should describe the most effective and the least effective parts of their work and should include at least two suggestions for improvement or development.

11.&= nbsp; Groups will reform and discuss editin= g and changes for improvement and development.&n= bsp; Groups will then work together toward finalizing their comic. It is important that the teacher a= ssist groups in keeping everyone active. Once layout and writing are complete, students who feel less artistic can help to color in areas that have been drawn.

12.&= nbsp; Students will then hang up their final stories. Take time to allow a= ll students to read through each comic. Allow students to vote on favorite comic (filling out ballots anonymously). Tell students t= hat the comics will be shown to faculty members to vote on also. All votes will be combined to dete= rmine one comic to print as a special feature in the newspaper (noting that print= ed version will not include color).

Closure: Ask students about their feelings about graphic novels after experience with making them. Ask students about how (or whether) their comics improved after &nb= sp; critiquing and then developing them further. Emphasize that processes of editing = a= nd development are important skills in good writing and can also increase thei= r &= nbsp; enjoyment in the process.

Assessment: Te= acher observations of student participation in discussions, writing, and &= nbsp; cooperative groups, assessment of students’ written critiques, individual comics,= and group comics.

Arts & Humanities Academic Expectations:<= /p>

AH-H-4.1.32&nb= sp; & .32 - Art Elements and Principles

AH-H-4.1.34 - Defend personal interpretations by using arguments

AH-H-4.1.35 - Identify skills and training necessary for a variety = of careers in visual arts

AH-H-4.2.31 -= Know how media, art processes, subject matter, symbols, ideas and themes communicate cultural and aesthetic values.

AH-H-4.2.37 - Analyze, compare, contrast, and interpret the cultural and historical conte= xt of artworks= using visual arts terminology.

AH-H-4.2.38 - Cultures, Periods, and Styles - All periods on Arts & Humanities Chart<= o:p>

AH-H-4.3.312 - Modern and Contemporary (pop art)

KERA Goals: 2.22 - Production, 2.23 - Analysis of Form, 2.26 - Cultural Heritage

= ; SCORING GUIDE - COMIC STORYTELLING

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Student created a short comic sequence based on a personal &= nbsp; &nbs= p; 15

experience at school. Comic inc= luded some dialogue along

with descriptive text. A = clear story was told.

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In groups, students created a first draft for a comic based &= nbsp; &nbs= p; 20

on a previous interdisciplinary unit. Experience was described.

Text and images are supportive of the storytelling.<= /p>

Individual critiques of first drafts: Included most effective and &= nbsp; 20

least effective parts and at least two suggestions for improvement<= /o:p>

Final version of comic: Tells story of experience clearly and includes = 45

dialogue between students / faculty. Text extends understanding of

the images and describes problems, successes, and feelings. Images

are dynamic, utilize elements and principles of art.

= ; &n= bsp; = ; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; TOTAL 100

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