6th Grade-Comics
Section 1. Classroom Context
Grade level: 6th Grade Number of students: 22
Content Area: Art Name of Unit: Comics and Cartoons
Lesson planned for: 3, 1-hour sessions
Comic books are one of the few remaining commercial art forms that rely mainly on hand drawn images. As such, teaching kids about comics allows those who enjoy drawing to envision a creative career that utilizes their passion for art. With comic book properties being a dominant force in popular culture at present, learning more about the medium gives students a deeper understanding of their interests, where they came from and who made them.
Comics are much more than superheroes and Sunday paper “gag strips.” They are a medium, not a genre, and as such are as diverse in content and subject matter as traditional literature. There are autobiographical comics, historical comics, fiction and non-fiction, fantasy, sci-fi, humor and horror. Anything you could find in print or film can also be found in comics, the possibilities are endless. Showing kids the broad range of opportunities that can be explored through the medium of comics provides them with one more creative outlet in which they may express themselves.
Comics promote multimodal literacy in the way in which they require reading and writing in both words and pictures.
Like all works of art, comics, even the “muscle men in spandex punching each other” superhero variety come from a deeply personal place within their creators. This unit will demonstrate to students the ways in which they can investigate and explore their own lives, histories and beliefs and use these things to inspire original creations.
Section 2. Planning for Instruction
Performance-based Objective(s)
Students will use visual images to convey a cohesive narrative.
Students will create original characters based on their own personal histories.
Students will replicate the steps of comic creation employed by professionals, including thumbnailing drafts, penciling, inking, and coloring their final pages.
National content standards and VA Standards of Learning (SOL)/Career- and College- Ready Standards
VA Standards of Learning
6.1 The student will apply creative thinking to communicate personal ideas, experiences, and narratives in works of art.
6.3 The student will analyze, interpret, and evaluate artwork.
c) Identify how visual language communicates meaning.
d) Examine the components of an artist’s style, including materials, design,
technique, subject matter, and purpose.
e) Apply personal criteria to evaluate artwork.
6.6 The student will explore and understand historical and cultural influences of art.
a) Explore how the ethnic heritage, culture, and personal identities of artists
influence their work
6.10 The student will investigate and explore how to create a narrative using time-based media.
6.17 The student will create artworks from a variety of subject matter.
Differentiation and Accommodations
-Premade comic panel templates can be used instead of students creating their own, from scratch.
-A reference sheet of word balloons and sound effects students can copy from will be provided.
-Students vehemently opposed to drawing or sharing personal information may collage together individual panels from comic books to demonstrate their understanding of the use of narrative, space and time in comics.
Materials/Technology
Computer and projector
18x24” white drawing paper
8.5x11” copy paper
Pencils
Fine tip felt markers
Colored markers
Crayons
Colored pencils
Rulers
Handouts: Comic Planning Matrix, “Finish This Comic”, Hello My Name Is prompt
Copies of comics, graphic novels, newspaper comic section for reference
Student sketchbooks
Section 3. Instruction and Assessment
Lesson Procedures:
Day 1 (1 hour)
Before class arrives: Cups full of sharpened #2 pencils and rubber erasers placed at each table. Reference comics distributed in small stacks to each table.
Class brought into room and seated – 2 minutes
Explain that for this next project, we will be making our own comics. Begin PowerPoint presentation “Eagle View-6th Grade-Comics Presentation Part I.” Solicit answers to the following prompts: “When you hear the word ‘comics’ what characters do you think of? What are comics about? Who are comics for?” Lead short discussion. – 10 minutes
Continue presentation. Using answers from discussion, explain what people typically think comics are, then provide counter examples demonstrating what comics actually are. Use examples of Maus, Persepolis, Hark A Vagrant and Penny Arcade to show how comics can be biographical, autobiographical, historical, humorous, based in subcultures etc. Clarify that comics can cover any genre.
Examine the mechanics of comics: That they are narratives conveyed in pictures, may or may not have words, can have as many or as few panels as the artist desires, and don’t have to be funny. Explain that in Western culture, comics are read from left to right, downwards to the left, and across to the right again, like reading text in a book. Show examples of seemingly complicated comic layouts that are easily read when following this “left to right, down, left to right” convention.
Review some of the terminology of comics: panels, frames, gutters, captions and balloons.
Give overview of first day’s task: Students will complete a “Hello My Name Is” worksheet in pencil to introduce themselves with a sequence of visuals. Once finished, they will complete a “Finish This Comic” worksheet to demonstrate their ability to connect images into a logical narrative.
Preview next class assignment, character creation.
Total presentation/discussion time = 30 minutes
Distribute worksheets, students go to work using pencils. During this time, students may peruse comics/graphic novels/newspaper strips for reference if necessary. – 20 minutes
Cleanup: Pencils are returned to pencil buckets, worksheets are collected by teacher. When tables are clear and students are sitting quietly, they are dismissed table by table to line up for exit. – 5 minutes
Day 2 (1 hour)
Before class arrives: Cups full of sharpened #2 pencils and rubber erasers placed at each table, along with baskets of crayons, colored pencils, and markers. Reference comics distributed in small stacks to each table. Comic Planning Matrix pre-printed and stapled, but not yet distributed.
Class brought into room and seated – 2 minutes
Begin PowerPoint presentation “Eagle View-6th Grade-Comics Presentation Part II.” Show image of Superman, teacher asks class to list off every thing they think they know about this character. – 5 minutes
Continue presentation. Discuss how Superman was created by 2 Jewish immigrants, and much of Superman’s backstory comes from Hebrew lore and the personal experiences of immigrants trying to blend into America. “Moses was sent down the Nile in a basket, found by the Pharoah and raised as an Egyptian. Superman was placed in a spaceship, sent out into space, crashed on Earth, found by 2 farmers in Kansas and raised as an American human. Superman’s creators tried to hide their Jewish identity to escape discrimination, Superman adopts the secret identity of Clark Kent to avoid being feared as an alien, etc.” Discuss how Stan Lee, also a Jewish immigrant, incorporated his personal experiences into the creation of many of Marvel Comics’ characters.
Explain how the inspiration for Charlie Brown and the Peanut’s cast was pulled from Charles Shulz’s real life. Snoopy is based on his actual dog, he had a best friend named Linus, a female tormentor named Lucy Van Pelt, a cousin named Patty etc.
Briefly cover how the Hulk, Green Lantern and Batman were inspired by the interests of their creators, or things they witnessed in their lives. Demonstrate how Batman’s iconic design is based on creator Bob Kane’s fascination with Zorro, Sherlock Holmes and the inventions of Leonardo da Vinci.
Total presentation/discussion time = 20 minutes
Distribute Comic Planning Matrix handout. – 2 minutes
Direct students to complete matrix prompts. They must answer the questions asked to create a backstory for an original character. Encourage them to pull from their own experiences and interests, as the creators in the presentation did. – 7 minutes
Once their character details are written on their matrix, students must use this information to create the visual look of their character. On 8.5x11” copy paper, using whichever provided mediums they prefer, they should generate a page of thumbnail designs. When finished, they will circle their favorite, and proceed to drawing 2 final models on another sheet of copy paper. 1 will be a front view, the other a side view of their character. Explain that drawing comics requires rendering characters from multiple angles, so having a front and side view established for reference will assist with this process. – 20 minutes
Cleanup: Pencils, markers and colored pencils returned to baskets. Worksheets and sketches are collected by teacher. When tables are clear and students are sitting quietly, they are dismissed table by table to line up for exit. – 5 minutes
Day 3 (1 hour)
Before class arrives: Cups full of sharpened #2 pencils and rubber erasers placed at each table, along with baskets of crayons, colored pencils, markers, fine tipped felt pens and rulers. Reference comics distributed in small stacks to each table. Comic Planning Matrix and sketches from previous class distributed to each student using seating chart.
Class brought into room and seated – 2 minutes
Begin PowerPoint presentation “Eagle View-6th Grade-Comics Presentation Part III.” Explain that today we will be bringing everything we’ve learned together to create one finished page of comic artwork, featuring the original characters created last class. Briefly explain the process professionals use for creating comics: Plan out composition using a series of thumbnail sketches, draw final artwork in pencil, trace pencils with pen, and apply color at the end. Show examples of process. Remind students to use the Western “left, right, down” compositional structure. Briefly give a few tips that will lead to better pages: a strong balance of black and white, using clear body language, being conscious of what’s happening out of the panel, and arranging dialog in a way that is logical. – 10 minutes
Give assignment: Students must draw a full-page comic story of at least 5 panels that takes up an entire 18x24” sheet of white drawing paper. It must be penciled, inked, and fully colored. Students may choose for themselves whether to use a landscape or portrait orientation for their paper. After assignment is explained, distribute drawing paper to students and tell them to begin. – 3 minutes
Students left to work for rest of class time. Teacher circulates room and gives help/advice/feedback as necessary. – 40 minutes
Cleanup: Pencils, markers, colored pencils, pens and rulers returned to baskets. Comic pages collected by teacher. When tables are clear and students are sitting quietly, they are dismissed table by table to line up for exit. – 5 minutes
Assessment Strategy: The primary goal of this unit is to teach students to convey a narrative using sequential imagery, and to speak in the language of comics. Second to that is their ability to pull from their own lives when crafting original characters/stories. For this reason, drawing skill and general craftsmanship are not as important as they may seem for a drawing-based exercise.
The Day 1, Finish This Comic and Hello My Name Is worksheets are formative assessments. No grades are given, they are simply meant for the teacher to get a sense of whether the students are able to tell a short, cohesive story, with panels that logically connect from one to the next in a linear passage of time.
The Day 2 Comic Planning Matrix is also ungraded. Its purpose is to act as a reference tool for students, and for the teacher to have documentation of student’s thinking while generating original characters. The page of thumbnails and final character model sheet count as one graded, formal assessment, in which the teacher evaluates how well students have synthesized their ideas into a visual representation. It receives a grade on a scale of 1-4. A 4 reflects that a student has translated multiple elements of their lives/interests into character details, and clearly used them to create an original concept. Their final character model shows great sophistication in the way it reflects narrative elements (for example, an athletic character has the physical build and wardrobe of someone who is strong and fast). The front and side view designs show obvious awareness of how the character exists in three-dimensional space, with continuity between elements from multiple angles. A 3 reflects work of similar standards to a 4, with some allowances made for continuity errors in designs or less connection to the personal life of the artist. A 2 is the minimum expected level of work, in which the student produces an original character, demonstrates an iterative thought process to get there, and makes a genuine attempt at a front and side view. A 1 is reserved for students who put forth very little effort, barely generate any thumbnail sketches (or show little variation in those they do create), and seem to come upon their final design arbitrarily.
The Day 3 finished comic page also receives a summative assessment (grade) on a scale of 1-4. For this, a 4 denotes exceptional work, in which the student creates a clearly readable narrative incorporating their original character using the language of sequential art, exhibits a clear understanding of how time and space function in comics, and follows the expected process of using thumbnails, pencils, inks and color. A score of 3 is for students who mostly meet the standards of a 4, with some allowances for minor confusion (dialog out of order, unclear passage of time). A score of 2 is given to students who create a mostly cohesive story, but don’t seem to fully grasp the language of sequential storytelling or have exhibited a bare minimum effort. Students who earn a 1 are those who simply draw a series of small images, with very little thought put into continuity or narrative.
In addition to the above, the following FCPS guidelines are factored into final scores:
Grading Criteria
Students receive four grades for Visual Arts on their progress report. One each in the areas of Communicate, Create, Respond & Connect, and Effort. Grades can vary from quarter to quarter based on a student’s comfort level and strength with different media.
Communicate
Engages in the creative process to develop artworks and express meaning.
-Use planning and reflection to guide artworks.
-Participate in group discussions.
-Develop and communicate relevant and original ideas in artworks.
Create
Applies art media and techniques appropriately to produce artworks.
-Exhibit understanding of art techniques and processes.
-Apply art fundamentals in artworks.
-Develop excellence through practice with a variety of art materials.
-Make purposeful decisions when creating art.
-Quality of work produced: neatness, attention to detail, completeness.
Respond & Connect
Demonstrate an understanding of art by engaging with art history, culture, criticism and aesthetics.
-Reflect on and respond to artworks through critical and aesthetic discussions.
-Understand the connections among arts, history and culture.
-Use vocabulary appropriately to identify and describe artwork.
Effort
-Participation: class discussions, group work, partner activities, attention and focus during activities, appropriate responses to student/teacher interactions, following directions, listening to instruction
-Perseverance: task initiation, task follow-through, consistency, academic endurance
-Receptivity to feedback: appropriate response to suggestion or redirection, positive interactions during student-teacher conferencing, implementation of peer/teacher suggestions. Show respect for yourself, peers, teacher, materials and classroom.
Students will receive a mark of 4, 3, 2, 1, N/T or N/A.
4-Consistently demonstrates/Can teach it
3-Usually demonstrates/I understand and can do it myself
2-Sometimes demonstrates/Almost have it but need more practice
1-Seldom demonstrates/Don’t understand and can’t do it without help
N/A- Not Assessed
N/T- Not Taught
Gallery of Student Work
(Click images to enlarge)
