PPP Comics 4 Skills

8/2/2019 PPP Comics 4 Skills

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[email protected]


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What is a comic?A little bit of history

Difference between a comic stripand a comic bookHow to read a comic book

How to use them in classFree software to use in classProjects involving comics


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According to the Merriam-Websterdictionary it could mean the following:

1) related to, or marked by comedy (a comicactor)

2) causing laughter or amusement (as infunny a comic monologue)

3) of or related to comic strips (as in the comicsection of the newspaper)


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First appearance of a comic-like representationin German woodcuts on the lives of saints.Later, it moved on to represent political, social

and moral issues.William Hogarth changed the aesthetics of theformer representationsRodolphe Tppfer is considered to be the

father of modern comics since he includedantiheroes who struggled desperately againstfate, nature or society, as well as space-timeprogression.


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Wilhelm Busch was the first professional comic stripartist. He was plagiarized in most European countries,and some of his strips were based on animals or insects.In the States, in 1896, The Yellow Kid was born. It isconsidered the first continuous comic character in beingpublished and the responsible for standardizing thespeech balloon. By 1915 most newspapers had theirstrips, being aimed to kids as well as to adults, includingethnic political, and social problemsKrazy Kat was the first newspaper strip to be aimed tointellectual adults, and represented in an absurd mannerthe interrelationships of human beings.


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COMIC STRIP COMIC BOOKSingle panel

Objective: get agag acrossMostly humorous orsatiricalStories stand aloneSingle author

Any number ofpanelsObjective: developa plotAny topic is

possibleContinuity neededCreative team


7/47COMIC STRIP COMIC BOOK


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Considering the success of comics-inspiredfilm and television shows like CaptainAmerica, the X-men, The Smurfs, Tin Tin

and Smallville, and their popularity withchildren as well as with adults, there is atremendous interest in comics-relatedmaterial, which has triggered the creationof comics curricula all across the States.


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FOR THE BEGINNERThey are graphicalelements

They help to go fromconcrete to abstractThey are enjoyablefor most people

FOR THE ADVANCEDThey contain thecomplexity ofnormal writtenmaterialThey can be astepping-stone formore advancedreading


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Provide a variety of topicsSupply a starting point for a class debate /discussion

Lead to useful grammar and vocabulary exercisesContain humorous and familiar escape for pupilsHelp students improve their reading / writing skillsShow authentic language and Culture

Reflect human idiosyncrasies, stereotypes and lifeconflictsFacilitate character and plot analysisLead to easy and funny situation-simulation games


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Western civilizations -

Most eastern civilizations

Some eastern civilizations

Mayas

Egyptians -


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Scott McCloud: defines ICON as any imageused to represent a person, place, thing oridea.

SYMBOLS

ICONS OF LANGUAGE, SCIENCE AND

COMMUNICATIONA B C 1 2 3

PICTURES

Images retrieved from: http://www.imageafter.com/images.php


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PANEL

GUTTER

SPEECHBALLOOON

SPLASHBALLOON

THOUGHT BALLOON

CAPTION

SOUNDEFFECT


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Students should be exposed to as much authenticmaterial as possible. (Davis, 1997)One benefit of using comics in teaching is their abilityto motivate students. (Yang, 2003)Comics employ a form of visual language that is almostuniversally understood. (Sones, 1944)Its interplay of visuals and texts allows students toexpand their visual-spatial intelligence. (Morris et al,

2002)Because of this interplay, comics are easily accessible tonon-native speakers of English , at any age group orlearner level. (Davis, 1997)Visual permanence is unique to comics. (Yang, 2003)


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FOR EXPRESSING OPINION:- As I see it - Its my feeling that

FOR AGREEING:- I couldnt agree with you more - Were on the same page

FOR DISAGREEING:- I see you point but dont you think that - I utterly disagree with you


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Calvin & Hobbes by Bill WattersonRetrieved from: http://www.gocomics.com/calvinandhobbes/


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Group level: anyObjectives: to develop the habit of reading; tofoster discussion; to review functional languageBackground: students came to expect this activity;it became enjoyable, therefore more productiveProcess:- students read a part of a comic (it is better ifcomics are different for each student)

- then they get in pairs and interview each otherfollowing some criteria assigned by the teacher- they may swap pairs again in order to exchange theinformation received from the previous student


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To read a part of the comic book in the timeprovided

Interview someone who has read somethingdifferent and ask him/her these questions:- Who are the characters? (including a briefdescription of them)- Where is the story set?- Ask for a plot summary.- Ask for an opinion on the comic book (whendoing so, use the gambits previously seen)


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Finishing the storyFind someone whoWhat if

Balloons outWho said what

Versaci (2001) found that comics are morelikely to encourage students to participate indiscussion than more accepted forms oftraditional literature.


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Group level: any (might be adapted for lower orhigher levels)Objective: to work on physical description;improvement of listening, speaking and writingskills.Material: student A should have the completecomic strip while student B should have his/herswith only the frames or with the content of thespeech balloon deleted.Procedure: student A reads the content of theframes randomly, and student B has to identifywhat frames the dialogues belong to.


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Group: A2 level; ages 12-14Objectives: review dialogues seen in class andcreate new ones to foster creative speaking /writingBackground: all the dialogues used were seen inclass; each dialogue comes from a different unitcontaining different vocabulary and grammarProcess:

1) students were paired and given one dialogue2) they read the dialogue and practicedsubstitution drills


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3) students had to come up with a similardialogue following 3 rules: respect the situation;respect the structure shown; include newvocabulary.

4) once in front of the PCs, students had tonegotiate with their partners (characters, dialogue,vocabulary, grammar, details)

5) started writing and continued with negotiation

BY DOING THIS WE: foster creative writing; helpeliminate writing = evaluation concept; promotenegotiation; review structures and vocabulary.


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Group: B2 level, adultsObjective: to foster creative writing, improve ideasorganization, review vocabulary, help eliminate theidea of writing = boredomBackground: writing is part 2 of a two-part activity

Process: 1) 1 unit per student to review2) students created a 10-word list

3) gave them oral practice papers forthem to give an opinion on a topic4) they had to include as many words fromthe list as they could


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5) after speaking, writing. Rules: studentsexchange lists; each student creates a comic stripincluding at least half the words on the new list +functional language seen before6) comic strips were printed, workshops createdfor students to analyze the different strips(names were removed)

BY DOING THIS WE: we integrate practice for theoral evaluation, vocabulary revision, and fostercreative writing, peer correction and criticalthinking.


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COMIC CREATOR

PRO: - easy to be used

CON: - limited features

- no color


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PIXTON.COM

PROS: - wide varietyof pictures to choosefrom

- interfaceeither in English orSpanish


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CHOGGER

PRO allows you tocreate comics frompictures / photos

CON there arent images to choose from;

you have to create your own comic fromscratch


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CREATING A COMIC BOOK- assigning students different roles andgoing from brainstorming sessions toprinting

EDITING COMIC BOOKS- using already existing comics

PHOTO ROMANCE NOVELS- using cellphones or cameras


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Dony, Christopher (2009, April 27) How To Use Comics In The ESL Classroom ?Retrieved December 10, 2011, from www.babelg.ugl.ac.be Thacker, Charles (2007, July 3) How To Use Comic Life In The Classroom RetrievedDecember 10, 2011, from www.macinstruct.com McCloud, Scott (1993) Understanding Comics. U.S.A.: Tundra Publishing The History Of Comic Strips Retrieved December 12, 2011 from www.britannica.com

The History Of Comic Books Retrieved December 15, 2011 fromwww.bestdamncreativewritingblog.com Galaj, Magdalena (2008) Developing Reading Skills Through The Use Of Comics. Lodz,Poland. Retrieved December 27, 2011, from www.onair.medmediaeducation.it Drolet, Andre (2010) Using Comics In The Development Of EFL Reading And Writing .Seoul, South Korea. Retrieved January 2012, from http://www.tesolreview.org Holmes, David (2004) Speaking Activities For The Classroom Retrieved January 10,2012, from http://www.noblepath.info/speaking/apeaking_activities.pdf The Benefits Of Using Comic Life In Education Retrieved January 10. 2012 fromhttp://comiclife.com/education Derreck, Justin (2008, July ) Using Comics With ESL/EFL Students Retrieved January5, 2012, from http://iteslj.org/Techniques/Derrick-UsingComics.html Starr , Linda (2004) Eek! Comics in the Classroom! Retrieved December 28, 2012, fromhttp://www.educationworld.com/a_curr/profdev/profdev105.shtml
http://www.babelg.ugl.ac.be/http://www.macinstruct.com/http://www.britannica.com/http://www.bestdamncreativewritingblog.com/http://www.onair.medmediaeducation.it/http://www.tesolreview.org/http://www.noblepath.info/speaking/apeaking_activities.pdfhttp://comiclife.com/educationhttp://iteslj.org/Techniques/Derrick-UsingComics.htmlhttp://www.educationworld.com/a_curr/profdev/profdev105.shtmlhttp://www.educationworld.com/a_curr/profdev/profdev105.shtmlhttp://iteslj.org/Techniques/Derrick-UsingComics.htmlhttp://iteslj.org/Techniques/Derrick-UsingComics.htmlhttp://iteslj.org/Techniques/Derrick-UsingComics.htmlhttp://comiclife.com/educationhttp://www.noblepath.info/speaking/apeaking_activities.pdfhttp://www.tesolreview.org/http://www.onair.medmediaeducation.it/http://www.bestdamncreativewritingblog.com/http://www.britannica.com/http://www.macinstruct.com/http://www.babelg.ugl.ac.be/

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PPP Comics 4 Skills