Step by Step Procedure
Activity 1: Understanding Digital Media through Comics
The ABC’s of Digital Photography and Comics: Through a series of icebreakers, participants will be taking through the history of comics and have an opportunity to explore website to examine design principals and elements by participating in an internet scavenger hunt. Participants will use http://hubbardmedt7466.weebly.com/ weebly website.
Participants will complete the activities listed below:
b) Visual elements of the text;
c) Usefulness of the text as a resource within your academic content area.
d) Application of design elements and principles
Activity 2: Teaching the Process
Behind the Scenes: The Nut’s and Bolts in Creating Comics: Making your own comic and/or graphic novel can be a challenge. Learn about the steps it takes as well as ask any questions you might have. You don’t need to reinvent the teaching process of using comics.
Participants will complete the activities listed below:
Composition Project: After discussing the compositional processes used to design comic strips and analyzing the technological approaches used within a variety of graphic novel excerpts, you will design a brief instructional assignment within your academic discipline that requires students to create an original comic strip text in order to communicate learning related to your academic content area.
Participants will complete the activities listed below:
b) A story map. Use Story Map Planning sheet. One per group.
c) An exemplar mini-comic strip or graphic novel (created by you or the group) that models what a proficient composition might look like. Your original compositions will be shared with your colleagues during the end of the work session of this workshop. You my use any of the technologies or web-based software that was shared in previous activity.
2. After completing the activities listed above participants will come the following questions individual. Please record all response on interactive Padlet board. Reflection Discussion: How you think the process of drafting a script in the story map will help or inhibit students in completing the project? What classroom tips can teachers put in place to help students through the writing process?
Activity 4: Tying it together through Practice
Activity Highlights: Participants will time working on their comic strip with their selected group members or independently.
Participants will complete the activities listed below:
Activity 5: Reflections
Making a Connection:
Participants will complete the activities listed below:
b) Read or view The Arrival by Tan, Shaun. The YouTube link and graphic novel is provided.
Select and scan panels from The Arrival that metaphorically represent aspects of your personal journey;
c) Share your mini-comic strip with your colleagues. Use your scoring rubric to self-evaluate your work.
d) Allow two other participants to read your mini-comic strips and provide constructive commentary.
e) Self-Evaluation and Feedback from Colleagues
The ABC’s of Digital Photography and Comics: Through a series of icebreakers, participants will be taking through the history of comics and have an opportunity to explore website to examine design principals and elements by participating in an internet scavenger hunt. Participants will use http://hubbardmedt7466.weebly.com/ weebly website.
Participants will complete the activities listed below:
- Use History of Comics, Design Elements and Principles Internet Scavenger Hunt handout with the following weebly website
- Design Elements: http://hubbardmedt7466.weebly.com/design-elements.html
- Design Principles http://hubbardmedt7466.weebly.com/design-principles.html
- Jigsaw Activity Discussion: What are the opportunities and challenges that exist in utilizing graphic novels in the academic areas? Participants will use following resources listed below to respond to the discussion question. Then report out to the entire workshop
- Group A: Woolston’s Article “Graphic Novels in the Classroom.”
- Group B: Scott McCloud’s “Understanding Comics” TED Talk (click for link)
- Group C: Scott McCloud’s Article, “Comic’s: Medium in Transition.”
- 3. After review printed graphic novels/ comic book resources, participants will analyzing printed material for the following:
b) Visual elements of the text;
c) Usefulness of the text as a resource within your academic content area.
d) Application of design elements and principles
Activity 2: Teaching the Process
Behind the Scenes: The Nut’s and Bolts in Creating Comics: Making your own comic and/or graphic novel can be a challenge. Learn about the steps it takes as well as ask any questions you might have. You don’t need to reinvent the teaching process of using comics.
Participants will complete the activities listed below:
- Your assignment should include:
- Beginning with the end in mind, participants will identify key Reading English Language Arts Standard(s) and other content specific standard(s) that support the desired learning targets;
- Tying back to the Georgia Excellence Standards (click for link)
- View Teacher Sample 1 using VoiceThread to create graphic novel fairy tales
- View Teacher Sample 2 using Makebeliefscomix to create comics
- Identify key criteria needed by constructing a scoring rubric by using Rubrics: Assessing our Students Work (click for link)
- Participants will review easy “How to links” on technology applications as they practice different technology applications to construct comic strip.
- Technology Applications and/or Digital Photography through the use of www.makebeliefscomix.com, How to Create Comic Strip in Google Slide, http://phraseit.net/, http://voicethread.com/, How to create comic using Phrase.it. (PowerPoint)
Composition Project: After discussing the compositional processes used to design comic strips and analyzing the technological approaches used within a variety of graphic novel excerpts, you will design a brief instructional assignment within your academic discipline that requires students to create an original comic strip text in order to communicate learning related to your academic content area.
Participants will complete the activities listed below:
- Your assignment should include:
b) A story map. Use Story Map Planning sheet. One per group.
c) An exemplar mini-comic strip or graphic novel (created by you or the group) that models what a proficient composition might look like. Your original compositions will be shared with your colleagues during the end of the work session of this workshop. You my use any of the technologies or web-based software that was shared in previous activity.
2. After completing the activities listed above participants will come the following questions individual. Please record all response on interactive Padlet board. Reflection Discussion: How you think the process of drafting a script in the story map will help or inhibit students in completing the project? What classroom tips can teachers put in place to help students through the writing process?
Activity 4: Tying it together through Practice
Activity Highlights: Participants will time working on their comic strip with their selected group members or independently.
Participants will complete the activities listed below:
- Your assignment should include creating an exemplar mini-comic strip (created by you) that models what a proficient composition might look like. Your original compositions will be shared with your colleagues during the end of the work session of this workshop
- Participants will select group roles: Photographer, Editor, and Director. All group members are responsible for participating in the writing, construction of the story board and working on the Comic Life application. Each group will be provided a selected academic content to base their comic strip or graphic novel on.
Activity 5: Reflections
Making a Connection:
Participants will complete the activities listed below:
- Your assignment should include:
b) Read or view The Arrival by Tan, Shaun. The YouTube link and graphic novel is provided.
Select and scan panels from The Arrival that metaphorically represent aspects of your personal journey;
c) Share your mini-comic strip with your colleagues. Use your scoring rubric to self-evaluate your work.
d) Allow two other participants to read your mini-comic strips and provide constructive commentary.
e) Self-Evaluation and Feedback from Colleagues