ART Value and Drawing: Stage 1 Desired Results

Established
Goals

Students
will:

Students
will learn

TRANSFER GOAL

Students will learn the principles of design as they create comics. Students will learn how to
compose images so that they read and not just drawing clearly. Basically they will understand how the
tone, feelings and mood of an image can be convey meaning
MEANING

to critique
work using
specific
terminolog
y

Students
will learn
how to
place
objects
and
humans in
a rythmic
way

Students
will learn
how to
communic
ate ideas
through
bod y
language,
expressive
traits, and
setting
Students
will
experiment
with
different
juxtapositioning
of imagery
and text.

Enduring Understandings:

Essential Questions:

Students will understand that

Students will keep considering

U1 what makes a character unique and

stand out from others, visually, through
size, shape, and height. They can look at
different body types: such as heroic
brutish Nerdy Dramatic
Student will understand how body
language and facial expressions
communicates a message to the world,

Q 1 What sort of meanings are

being derived from the comics?

They will understand how to create a blue

print by doing 1 min sketches of different
body postures. Students will understand
how line and shape can be used to create
different 3 dimensional forms.

U2 meanings, tone, mood of comics and

what makes a strong composition, and
how we place objects in a composition can
give different meanings.

-What sort of vocabulary can we use

to describe the tone, feeling, mood of
the image? think of setting-use of
negative space. compositionplacement of objects, language:
irony, exaggeration, humour, moody

Q2 What sort of visual elements

make the character unique? Body
language, expressive traits,
accessories, clothing.
Does that character have to endure a
particular struggle like an internal
conflict?
Q3 What is the setting of the
character? Do they live in a city
Q4- What is the genre of the
work/comic?

U3 how setting can be used to convey

thoughts, feeling and tone of the comic
U4 -Student will understand how body
language and facial expressions
communicates a message to the world,

ACQUISITION OF KNOWLEDGE & SKILLS

Students will know

Students will be skilled at

The different styles of drawing used to

design a character. From realistic, graphic,
cartoon like drawings.

Creating a unique identity of that

character, by incorporating different
expressive features and through
stepping into that characters place
and imagining them.

Will know how to describe characters, and

look for clues and cues in imagery that tell
the story

Students
will learn
how to use
expressive
vocabulary
when
describing
their
characters
and setting
as well

Will be able to analyze different types of

comic characters and the stories behind
them., and think about the different
conflicts that they have to encounter.. Will
look at the histories or the inner life of
that character. And at what stage are they
at in their life

as well as creating a blueprint of

different postures of that character.

STAGE 2 Evidence
Evaluative
Criteria
Performance is judged in
terms of

- Critique

Assessment Evidence
Students will need to show their learning by, analysing
their learning process, and being able to use extensive art
terminology in discussion. Students will be to discuss meanings
derived from different images shown through out the process
Transfer Task: Task has been added outside the box.

Summary and rational:

Basically this is an introduction to comics in which I looked at Ivan brunette and
Scott mcCloud and this helped formulate specific ideas about how to teach comics,
They will learn the process of creating comics, through rearranging panels and
word play, so essentially it is integral, there is no way I can teach comics without
teaching language. They will understand about the different genres as well being
able to make sure that the image reads. So basically they will be able to look at
images from a design point of view-words such as hierarchies and composition will
come into use as we get into the topic but basically they will play around with
images and think about the kind of tension that is being created. They will examine
few artist that use comics, and perhaps look at animation as well. There will be a
chance for them to play and experiment with their character(s) and think of them in
many different ways, Students will be given the option to change either through
stylistic tendencies, or through scale. They will also be asked to think of the
different expressive traits that their character(s) possess whether they are
rebellious or calm or indifferent and be asked to think about what that looks likes.
One of the things that animators do is actually visualize unique facial traits for
example the eyes? Do you think u can create a mental image of these unique traits.
Rational:
I believe that graphic novels/comics are the new type of literature especially
for young adults and for struggling readers, and it is a great way for young teens to
communicate their own narratives. I think the other idea that I want them to
understand is that drawings do not always have to be realistic, and can be sketchlike as long as they are communicating the main idea. Visual communication is one
way for students to combine two subject areas, and is very inter-disciplinary, so the
whole idea is not to stop in print but to progress into possible animation or even
creating tableaus of their own work, opportunities for collaborations should be
possible, so possibly using their characters alongside with another character should
be open, because ultimately the idea is to keep things open-ended and to think of
the possible ways of communicating a story or message. I chose Grade 9/10
because this is obviously a stage where their actions are peer-driven, and the need
to conform is really high so I am thinking that this would give them a chance to
explore their own identities, I also feel that differentiation is unavoidable and
students will be able to explore a variety of different subjects, they can also explore
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relationships, sexual orientation, race, religion. I think that there is a high level of
social-cultural dynamics involved in this inter-disciplinary.
Materials: Pen, pencils, paper
Performance Task
Show: ivan Brunetti video tutorial.
Lesson 1 Single panel cartoons:
The focus would be to compose a single image that tells a story , and also begin to
incorporate words as an integral part of the whole. The main goal is not only to be
able to draw clearly but to be also be able to draw to compose the image so that it
reads.
Questions such as what exactly am I looking at here?
What is the thing at the bottom left supposed to be?
Wouldnt it make sense to move the character over there?
How about adding some solid black areas to the compositions so that the space
feels more solid and our eyes are pointed to more significant parts of the
composition?
Exercise 2.1
For the first writing exercise. You will need a stack of index cards and on these halfcards write: something you overheard recently in a public space,
Something you said to someone earlier on during the day, a catch phrase
or slogan, a question of some kind and maybe an interjection.
Now put these aside.
Excersise 2.2
On a full size index , draw the following(one image per card, no words allowed)
The funniest thing you can think of.
The saddest thing in the world
Something sexy,
Something abstract
Something you saw early on today
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Now get the half cards with the various sentences and phrases that you wrote and
place them under the drawings, and keep moving them around until the words and
pictures start to click and elicit laughter. Experiment and play with them and try
unexpected combinations. Note that the funniest drawing is not necessarily the
funniest drawing and that irony works when there is a tension of opposites.
Exercise 2.4
Can you adapt one book or movie in a one-panel cartoon, conveying the feeling ,
tone, and plot as concisely as possible.
For example Catcher in a Rye, we can start with his head, nose and eye. He has a
sullen expression so we can add that to, and a hat but what type of hat. he wears a
duck hunters cap-it is important to set him apart from other characters. think of his
body language. What is it communicating to the world.
Where is walking? So you are going to think of the setting of the character. Maybe
he is walking in the city? Which city? Maybe its new york city. So maybe draw an
abstracted drawing of the empire state building. Since Holden is the dominant
figure and he is out of step with humanity, you may draw a bunch of people in the
composition? So everything needs to have a reason for being therefor example
the number of people you place in the picture. If its just one other person then it
doesnt feel like other people..
Sketchbook assignment: to collect different everyday imagery. Look for
interesting details such as the scale of objects in the imagery, and
whether they dominate the space or recede into the background.

Lesson 2:
3.1Mini activity: gather some materials that have some form of elements
in common. Do they have more than one element in common? Remove the
weakest links maybe two of them and take a look to see if they make a
unified set.
3.2 Another exercise could be to draw a character and place them in
number of different settings, and then take pictures of them. They could
be in a store. In a fashion magazine, Outside in the snow. They could then
think of one word that describes each image, and will be asked to discuss
how the narratives change as they enter different places. They will be
asked to think about what sort of mood and tone has been created as they
take their character on a journey. They can photocopy these too and think
about which compositions read the best
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3.3 Homework would be to: create 3 single cartoons in black and white.
They will continue to create hierarchies within the image i.e which part of
the image is most important, and what comes next. They will need a
specific setting, whether its in a gaming room, in the bedroom, in a
playground. There is no need to add words, but there is a need to pay
attention to the solid black areas and notice how they move your eyes
through the image itself. Use the words in caption only if there is a need.
Photocopy/or scan the image to whatever size suits you best, and think
about line, tone and texture quality, whether they clarify the narrative
Lesson 3: I was thinking much about doing a group collage of comics, but first all
everybody will need 12 index cards (I think I like the idea of having individual cards
for each panel and rearranging them as though there were a puzzle) . They will
spend only 4 minutes on each panel and they will draw the following scenarios: A.
something that happened at the beginning of the world. B. Something that
happened at the end of the day. C. a self-portrait including your whole body. D
Something you dreamt about. E. Something that happened in bathroom. F.
Something that happened at the store. G. Something that happened at lunch. H
Something that happened in the middle of the world existence.etc
Once done spread the 12 panels and rearrange 4 panels . Notice the emotional
rhythm or timing changes when panels are changed. They will also create a collage
of comics, using one of these and they can be blown up to different sizes for
emphasis, and perhaps we could have different groups rearrange the entire classes
panel, or we can have groups of four five create collaborative collage comics.

I will show a video of a well known comic artist Marjane Satrapi an Iranian-French
comic artist. Write a summary of the first scene of that character. Will look at the
histories or the inner life of that character. And what drives them to behave in a
certain way. At what stage are they at in their life? I will give them graphic
organizers. I will give students to create a either an anchor chart, and or give them
a variety of different organizers that they can use. I will also provide some guiding
questions such as :
Do do mini studies of facial expressions(optional maybe just show them and give
them a hand out of different emotions).Then they will draw and write up their
story-board for their first scene.
Lesson 5: maybe do mini studies of actions and moments and subjects of a
character. Then they will draw and write up their storyboard for their first scene. I
will expect there to be a certain number of pages***not too sure about this part. Do
do mini studies of facial expressions(optional maybe just show them and give them
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a hand out of different emotions).Then they will draw and write up their storyboard for their first scene.

GLOsandSLOs

Communication
Investigatevarietiesofexpressioninmakingimages.
Worksofartcontainthemesandimagesthatreflectvariouspersonalandsocialconditions.
Components1
Solveteacherdirectedproblemsofunityandemphasisincreatingcompositions.
Compositionsusepositioningandgroupingofsubjectsfordifferentmeaningsandemphasis.
Unityisachievedbycontrollingtheelementsofacompositionwithinthepictureplane.

UnderstandandInterpretContent
2.1.2finterpretfigurativelanguage,symbolandallusions;recognizeimagery;andexplain
howimagerycontributestoatmosphere,characterizationandthemeinatext
Experimentwithlanguage,imageandstructure
Experimentwithavarietyofstrategies,activitiesandresourcestoexploreideas,
observations,opinions,experiencesandemotions[forexample,streamofconsciousness
writing,freeversepoetry,exploratorytalkandimprovisation.

Powerpointpresentationchecklist:
Summary* and rational
Ivan brunetti tutorial
Using my comics will discuss mood tone (exemplar)
Will introduce the single drawing panel
Ask students to bring 10 objects that share the same elements
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