1. This is a good project to incorporate in a figure drawing unit. Review "Artist stick figure" guidelines (oval head, rectangle torso, arms and legs with elbows and knees are anchored in the "shoulders and hips" of the rectangle torso.)
2. Look at comic strips and identify the following visual storytelling strategies: a. normal view, close up, panoramic view, looking over someone's shoulder, silhouettes, dark background, open panel, different shaped panels (ie. circle), captions, word balloons
3. Begin with a prompt "My vacation, an adventure with my family, an unusual day at school, Superhero saves the day, ..."
4. Write down a list of possible ideas for the sequence of your story.
5. BEGIN!: Fold the paper in half 3 times to make 8 panels, 4.5" x 3"
6. Draw panels leaving a white margin (a place for the eyes to rest). 7. Panels can be smaller or larger than the folded spaces in your paper. 8. Draw in pencil, simple compositions. 9. Go back to the beginning . Trace over the pencil drawing in black ink, add details, shading, texture and patterns. 10. If most of the drawing is white, add color.
1. I have drawn at least 8 panels. One or two can be reserved for the title and "The End".
2. I have used at least 4 visual storytelling strategies.
3. Less than half of the drawing is white space. Values or Color is used.
4. Drawings are neat and complete, words are legible and correctly spelled, creativity and originality is evident.
5. Attach reflection on back where the student states what they learned and liked about the project.
Have students share their comics with their table groups or shoulder partners.
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
Visual Arts Standard 2: Using knowledge of structures and functions
[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas
[5-8] Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work
[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[5-8] Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[5-8] Students compare multiple purposes for creating works of art
[5-8] Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
THE FEATURES
Color/Value, Emphasis, Space, Variety
Colored Pencil, Drawing, Manga, Paper, Pencil
English/Language Arts
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