Autobiographical Comics Megan Curry Grade level- 4th Goals: I would like my students to be introduced to the art of comics,

both past and present. They will understand that over time, the art of comic book making has changed. They will be introduced to different genres of comic books and realize that comics can tell all sorts of different stories. They will become familiar with the language of comics and how they can use these tools to help people understand a visual story. I would like them to be able to use the art form of comic book making to help them tell as story about themselves. This will serve as a means of therapy for dealing with embarrassing moments the students may experienced. They will use the language of comics along with their visual images to communicate with the viewer. Illinois Fine Art Goals 25.A.2d Visual Arts: Identify and describe the elements of 2- and 3-dimensional space, gure ground, value and form; the principles of rhythm, size, proportion and composition; and the expressive qualities of symbol and story. 26.B.2d Visual Arts: Demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching and constructing. 26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination. 27.A.1b Identify how the arts contribute to communication, celebrations, occupations and recreation. Learning Objectives: Students will be able to: - identify the major characteristics of comics. - discuss the changes comic books have made over the years. - design a layout for their comic, making sure that it makes sense for the story they want to tell (things are in the right order, size of boxes relates to importance, proper amount of boxes for the length of the story) - create an autobiographical comic about themselves using paper, pen, and watercolor. - employ what they have learned about the style and characteristics of comics into their comic design. - employ what they learn about watercolor application when nishing their comics.

Vocabulary/ Concepts: comic autobiographical layout

Materials Teacher materials- Keynote presentation introducing students to comics and the project - Comic books - Handouts containing different comic book characters features - Handout with questions, prompting their story - Paper 8.5x11 white computer paper - Paper- 12x18 - Pencils - Erasers - Rulers - Yardsticks - Watercolor (12- 2 for each table) - Permanent markers (thin and thick) -Teacher example of nished artwork

Teacher Example

Student materials- Handout with questions, prompting their story - Paper 8.5x11 white computer paper or their sketchbooks - Paper- 12x18 - Pencils - Erasers - Rulers - Yardsticks - Watercolor (12- 2 for each table) - Permanent markers (thin and thick) Week 1 Procedure Introduction (10 minutes)- I will introduce students to the lesson with a Keynote presentation which will include a denition of comics, a brief history of comics, and an explanation of the objectives for the project. There will also be a handout that accompanies the presentation for students.We will discuss how comic books have evolved over the years and how contemporary artists use the art of comics today. We will spend a lot of time talking about how comics tell stories using words and images with a graphic layout.

Demonstrate (3 minutes)- I will explain to them how to ll out the worksheet which will prompt their story and help them think of important details associated with it. I will show students how to use the handouts of comic book character features to create the characters for their story. I will emphasize the need the make each of their characters distinguishable from one another so their viewer can follow their story line without getting confused. We will then talk about layouts and how they are free to visually organize their stories however they would like, but that they need to have enough frames to tell their story. I will explain how they should also think about how size relates to importance. They should not have the most important scene happening in the smallest frame and should not use the largest frame for a simple transition. Material Distribution (2 minutes)- Students will come up to the front table to collect their materials (white computer paper, worksheet, pencils, erasers). I will walk around and pass out the comic book character worksheets. Studio Time (27 minutes)- Students will begin by lling out the worksheet. Once they have their idea for their story, they will begin to design their characters. They can make a few different options and then choose whichever ones they like best. When they have drawn their characters, they will then begin planning their layout. They will make sketches inside of every frame along with their dialogue and other explanations. I will be walking around the room making sure that students are following directions. I will ask them questions to get them thinking about possible solutions to their issues. I will look at their comics to ensure that a viewer would understand the story imply by looking at it with no explanation from the artist. Cleanup (5 minutes)- Students will place their drawings into a pile where I will store them until next week. They will remove pencils, rulers, and any extra paper that is on their table. They will return handouts to the front table in piles. We will discuss the purpose of comic books and how this purpose has changed over time. We will discuss any issues the students are having and brainstorm possible solutions.

Week 2 Procedure Introduction (5 minutes)- We will remember the artist, vocabulary words, and concepts we were using last week. Who can remember what we were talking about last week? When did the rst comic book appear in the United States? What genre of comics was most popular when they rst showed up? How do contemporary artists today use the art of comics in their work? Why are we making comics? What genre would you group the comics we are making into? Demo (5 minutes)- Students will gather around the demo table where I will show them the large paper on which we will be drawing our nal copies of our comics. I will show them some easy ways to transfer their layouts onto the large paper. I will then demonstrate how to use the sharpie markers to ink their pencil drawings and to use an eraser afterwards to get rid of any pencil marks left behind. I will then show them some watercolor techniques that will be helpful while painting their comics.

Material Distribution (2 minutes)- Students will collect their sketches, pencils erasers, and rulers and continue working on their sketches. Once they have nished that they can get the large piece of paper and begin transferring their sketch to the nal copy. They will come to the front table to get yardsticks, Sharpie markers, watercolor, and brushes as needed. Studio Time (35 minutes)- Students will continue working on their sketches. Once they have completed their sketch, they will begin on the larger paper. I will be walking around to help them get their layout on the large piece of paper. Once their layout is transferred they will then begin drawing their comics inside of the frames. Once they nish their drawings, they will begin to ink with the sharpies. I will encourage them to use the rulers again for tracing over any straight lines. They will use a combination of thick and thin sharpie markers while inking their layouts. Thin markers will be used for ne detail work while big markers will be used for outlining the frames and any large objects. When they complete that, they will erase any leftover pencil lines and begin to use the watercolor. Cleanup (3 minutes)- Students will place any wet paper on the drying rack and dry drawings will go in a pile on the front table (sketches and nal). They will return al materials to their designated area and wipe down their tables to remove any watercolor that may have dripped onto the table. We will again discuss the major themes of the lesson and talk about the issues they are facing while creating their comics. Week 3 Procedure Introduction (3 minutes)- We will remember the artist, vocabulary words, and concepts we were using last week. I will remind students of important information to keep in mind while creating their comics such as using the language of comics while illustrating their embarrassing moment. We will discuss how to use the sharpie markers and remember some of the watercolor techniques I had showed them last week. Material Distribution (2 minutes)- Students will collect their sketches, large paper, pencils erasers, and rulers and continue working on their sketches/nal copies. They will come to the front table to get yardsticks, Sharpie markers, watercolor, and brushes as needed. Studio Time (35 minutes)- Students will continue working on their comics. I will be walking around to help them get their layout on the large piece of paper. Once their layout is transferred they will then begin drawing their comics inside of the frames. Once they nish their drawings, they will begin to ink with the sharpies. I will encourage them to use the rulers again for tracing over any straight lines. They will use a combination of thick and thin sharpie markers while inking their layouts. Thin markers will be used for ne detail work while big markers will be used for outlining the frames and any large objects. When they complete that, they will erase any leftover pencil lines and begin to use the watercolor. Students will use the watercolor to create their background and to add color to their characters.

Cleanup (5 minutes)- Students will return all materials to their designated areas. They will place their drawing on the drying rack and wipe down their table if necessary. We will discuss how the students felt about the project. Did everyone like making their comics? If so, what did you like about it? If you did not enjoy the project, what exactly didnt you like? How did you overcome struggles you were having? Does anyone think they will read more graphic novels and nd art by contemporary comic book artists? Modications If students do not nish by the third week, they will be given the opportunity to come in at lunch/ recess. If they do not wish to do that, they will be allowed to nish in the back of the room during the beginning of the next project. They will also be given the option of nishing it at home if they have watercolors and would like to do so.