WRITING TASK = LESSON PLAN

WRITING TASK = LESSON=20 PLAN

By Stephen=20 Bennett

Title: Story=20 telling through graphic novels =20 Grade 9-12 =20 Class: Art = I (high=20 school)

Venue: Special Feature of school = newspaper &nbs= p; = ; =20 Unit: Art = as=20 storytelling

Objectives: The student will be able=20 to:

=20 Tell a personal story that incorporates images and text in the = form of a=20 graphic novel

=20 Describe at least three purposes in making a graphic novel = (history,=20 personal story, &nbs= p; =20 =20 fantasy)

=20 Work cooperatively to tell a story that utilizes the graphic = novel=20 form.

=20 Name at least two artists whose work is in the style of the = graphic novel=20 (Roy &nbs= p; = ; =20 =20 Liechtenstein, Will Eisner, = Harvey=20 Pekar)

Vocabulary: graphic novel, text / = dialogue, graphic,=20 pop art, comic, frame, artist / author, =20 editing

Art Precedents: =20

=20 Roy Lichtenstein - Wham (1963)=20 magna on canvas panels

=20 Will Eisner Reader, seven graphic novels (1991), Kitchen = Sink=20 Press, Princeton = WI.

=20 a current issue of a typical superhero comic

=20 Tecumseh! by Allan Eckert, illustrated by Timothy=20 Truman

=20 American Splendor by Harvey Pekar (and several artists) = (2004)=20 Ballantine Books, &nbs= p; = ; =20 NY. (selected = portions=20 edited for content)

Materials: 9=94x 12=94 drawing paper, = pens, pencils,=20 markers

Motivation: Many students who claim to = dislike=20 reading are still captivated by comics. =20 This lesson puts that interest to use in having students work=20 cooperatively to decide on a story to describe in words and images. The story will relate to = common=20 experiences they have shared in school. =20 When completed, the =91comics=92 will be included as a supplement = to an=20 edition of the school=92s newspaper (The Model Observer in the case of = Model = Laboratory School).

Procedure:

1. =20 Begin by=20 asking students about their favorite comics (can include animated = movies). Ask students what they like = about=20 them. =93What are your = favorite=20 characters, scenes, memories?=94 = Ask=20 students about their preferences in reading. =93Do you prefer to read = comics (define=20 graphic novels) or do you prefer using your own imagination to create = mental=20 images of scenes and characters from text only?=94

2. =20 Share=20 examples of comics with the students including stereotypical superhero = comics as=20 well as comics that illustrate historical occurrences through = storytelling. Also show examples of comics = that tell=20 personal stories (American Splendor). Talk about how some comics = also deal=20 with relevant and complex social issues.

3. =20 Ask students=20 to think about episodes from their school experience that are memorable = for=20 them. =93How could you = combine words=20 and images together to tell fellow students about your experience? What would need to be = included? What could be left = out?=94 Define =91editing.=92 =93How can you bring your = personal point=20 of view into the story?=94

4. =20 Have=20 students take about 15 minutes to write about a memorable school related = memory. Then ask students = to use=20 drawing paper to lay out six square-shaped frames. Create drawings that visually = tell the=20 story they have written about. = Ask=20 them to include at least one instance in which some dialogue occurs = between=20 students. Then ask the = students to=20 incorporate parts of the text and dialogue into their images. Remind students about = editing. =93How can you tell the story = the most=20 effectively?=94 =

5. =20 Have=20 students pin up their comics combining text and images. Allow students time to look at = each=20 one. Prompt a group = discussion=20 centered on effectiveness of the comics in telling the = story.

6. =20 Now remind=20 students of a recent interdisciplinary unit that their grade worked = together=20 on. Ask students to = describe the=20 project in order to get everyone focused and to have them remember some = of the=20 lessons, processes, as well as the final product.

7. =20 Form groups=20 of 4-5 students (if possible, taking into account individual = contributions so=20 that each group includes a cross section of tasks performed in the=20 interdisciplinary unit).

8. =20 Ask students=20 to begin to reflect on their previous experiences and to begin to plan a = story=20 in the form of a graphic novel to give visual and verbal expression to = the=20 activity. Tell students = that their=20 comics will be considered for entry as a special feature in their school = newspaper. Comics must be = at least=20 two pages and include 10 or more frames.

9. =20 Remind=20 students of responsibilities in working together cooperatively. All students should have a = voice in all=20 aspects of their work together even if tasks of writing and illustrating = are=20 divided up within the groups. =20 Teacher will move around the room, actively monitoring student=20 involvement and answering questions. =20 Have students work toward a first draft (of at least 6 frames) of = their=20 story.

10. = Each student individually will = now write a=20 critique of the first draft. = This=20 critique should describe the most effective and the least effective = parts of=20 their work and should include at least two suggestions for improvement = or=20 development.

11. = Groups will reform and discuss = editing and=20 changes for improvement and development. =20 Groups will then work together toward finalizing their = comic. It is important that the = teacher assist=20 groups in keeping everyone active. =20 Once layout and writing are complete, students who feel less = artistic can=20 help to color in areas that have been drawn.

12. = Students will then hang up their = final=20 stories. Take time to = allow all=20 students to read through each comic. =20 Allow students to vote on favorite comic (filling out ballots=20 anonymously). Tell = students that=20 the comics will be shown to faculty members to vote on also. All votes will be combined to = determine=20 one comic to print as a special feature in the newspaper (noting that = printed=20 version will not include color).

Closure: Ask students about their = feelings about=20 graphic novels after experience with making them. Ask students about how (or = whether)=20 their comics improved after =20 critiquing and then developing them further. Emphasize that processes of = editing=20 =20 and development are important skills in good writing and can also = increase their =20 enjoyment in the process.

Assessment: Teacher observations of = student=20 participation in discussions, writing, and =20 cooperative groups, assessment of students=92 written critiques, = individual=20 comics, and group=20 comics.

Arts & Humanities Academic = Expectations:

AH-H-4.1.32 & .32 - Art Elements and=20 Principles

AH-H-4.1.34 - Defend personal=20 interpretations by using arguments

AH-H-4.1.35 - Identify skills and = training=20 necessary for a variety of careers in visual arts

AH-H-4.2.31 - Know=20 how media, art processes, subject matter, symbols, ideas and themes = = communicate=20 cultural and aesthetic values.

AH-H-4.2.37 -=20 Analyze, compare, contrast, and interpret the cultural and historical = context=20 = of artworks=20 using visual arts terminology.

AH-H-4.2.38 -=20 Cultures, Periods, and Styles - All periods on Arts & Humanities=20 Chart

AH-H-4.3.312 - Modern and = Contemporary (pop=20 art)

KERA Goals: 2.22 - Production, 2.23 - Analysis of Form, 2.26 - Cultural=20 Heritage

=20 SCORING GUIDE - COMIC STORYTELLING

Student created a short comic = sequence=20 based on a personal &nbs= p; = ; =20 15

experience at school. Comic included some dialogue = along=20

with descriptive text. A clear story was=20 told.

&nbs= p; = ; =20

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

on a previous interdisciplinary = unit. Experience was=20 described.

Text and images are supportive of = the=20 storytelling.

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

least effective parts and at = least two=20 suggestions for improvement

Final version of comic: Tells story of experience = clearly and=20 includes &nbs= p; =20 45

dialogue between students / = faculty. Text extends understanding of=20

the images and describes = problems,=20 successes, and feelings. =20 Images

are dynamic, utilize elements and = principles of art.

&nbs= p; = ; = &= nbsp; &n= bsp; &nb= sp; &nbs= p; = ; =20 TOTAL =20 100

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