teachersbank.weebly.comteachersbank.weebly.com/uploads/2/6/9/8/26982013/grap… · Web viewGRADE: 10 STRAND: VISUAL ARTS . DURATION: 2 ½ to 3 or 3 ½ weeks. TOPIC: GRAPHIC NOVEL

GRAPHIC NOVEL UNIT

GRADE: 10 STRAND: VISUAL ARTS

DURATION: 2 ½ to 3 or 3 ½ weeksTOPIC: GRAPHIC NOVEL / PERSPECTIVE

ABSTRACT:

This unit touches on a variety of different methods of exploration into media, such as graphite, markers, pencil crayons, technology (Photoshop, InDesign), and water colours. Students will get to browse through graphic novels and eventually create a panel of their own graphic novel. In order to challenge the students that may have a bit more ambition or skill than others, instead of only one large panel, they could create a whole page with four to six panels (as if it was taken out from their very own graphic novel). Students will be guided on creating their own character through completing worksheets, developing character sheets, group gesture drawing, which leads into learning about proper perspective. Before moving into drawing an entire panel the students practice perspective and come up with a rough copy.

Students at this age love this sort of assignment because they have the freedom to complete their own unique character and will be able to express their own thoughts and ideas through an advanced and detailed “comic strip”. For grades 11 – 12 another aspect could be added, such as attaching or illustrating social/political/environmental issues or concerns. Having the students write a paragraph about their work also ensures cross-curricular activities are in place (language/history).

There is an ongoing ‘blog’ assignment using the popular internet website Tumblr. Students will have to create their own blog and give the URL to the professor. They are expected to write at least one post a day – these posts can be images or text about their work in the class (photo + written description & reflection), about art they’ve seen or liked (and why / reflection), historical art and what it conveys/represents, about where they’re going with the project, things they want to have happen in the classroom, etc. Students are always online either using facebook, twitter, or tumblr – so why not have them use tumblr as an avenue to get their art and thoughts out into the world. It’s also beneficial to both the teacher and students because reading or posting can be done at any time.

WEEK

LESSON/Day

ACTIVITY

1

1: Wednesday

1. Look at graphic novels from a variety of styles – have a group discussion with question and answer period

2. Facial expressions “cheat sheet” worksheet – activity with a partner

3. Character development worksheet – individual assignment

4. Intro to “Tumblr” blog – ongoing blog assignment – individual assignment

1

2: Thursday

1. Gesture pose activity, for “cheat sheet” – group activity (models needed)

2. How to draw a head demonstration – teacher oriented (youtube video presentation)

3. Hand-in worksheets – to be marked for completion

4. Begin drawing character – individual assignment

5. Tumblr – continuous blog assignment (remind students)

1

2: Friday

1. Work period – consult students on individual level

2. Tumblr – continuous blog assignment (remind students)

2

2: Monday

1. Work period

2. Midway critique

3. Tumblr – continuous blog assignment

2

2: Tuesday

1. Work period

2. Hand in character sheets


2

3: Wednesday

1. One-point perspective slideshow (graphic novel examples) with interactive question/answer period

2. Shape demo – teacher oriented

3. Drawing 10 shapes – with one-point perspective – individual assignment in sketchbook

4. Interior room worksheet – individual assignment


2

4: Thursday

1. Two-point perspective slideshow (graphic novel examples) with interactive question/answer period

2. Shape demo – teacher oriented

3. Drawing 10 shapes – with two-point perspectives – individual assignment in sketchbook

4. Interior room worksheet – individual assignment


2

5: Friday

1. Package design intro – looking at examples (figurines) – group discussion with question/answer period

2. Intro into InDesign – guided demo of file creation and basic tools – (computer demo) – teacher oriented

3. Play around on InDesign – small tasks – individual activity

4. Relay Pictionary game


3

5: Monday

1. Intro into google docs – group activity with question/answer period

2. Begin assignment (create package design for character) – individual assignment


3

5: Tuesday

1. Work period


3

5: Wednesday

1. Work period

2. Midway critique


3

5: Thursday

1. Work period


3

5: Friday

1. Work period

2. Finish assignment and hand in package design through google docs


4

6: Monday

1. Final project intro – slide show (graphic novel examples) – group discussion

2. Brainstorming activity – uses of perspective – group

3. Final panel - 3 small thumbnails in sketchbook before working on rough copy


4

6: Tuesday

1. Work period – consult with students


4

6: Wednesday

1. Work period

2. Midway critique


4

6: Thursday

1. Work period


4

7: Friday

1. Final due date for panel/character sheet/package design

2. Presentation and critiques – small groups / as a class

*dates are flexible – more work periods can be included

LESSON ONE

DURATION: 72 minutesSUBTOPIC: Introduction to Graphic Novels/Facial Expression

OVERALL CURRICULUM EXPECTATIONS:

A1. The Creative Process: apply the creative process to create a variety of art works, individually and/or collaboratively;

A3. Production and Presentation: produce art works, using a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others

B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating, and reflecting on various art works;

C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other components related to visual arts;

C2. Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation of visual art works;

SPECIFIC EXPECTATIONS:

A1.1 use a variety of strategies, individually and/or collaboratively, to generate ideas and to develop plans for the creation of art works

A1.3 document their use of the creative process in a portfolio (*tumblr = online portfolio)

A3.1 explore and experiment with a variety of materials/media, including alternative media, and traditional and/or emerging technologies, tools, and techniques, and apply them to create art works

A3.3 demonstrate an understanding of a variety of ways in which art works can be presented

to reach different audiences

B1.1 identify and describe their initial reactions to a variety of art works, and explain the reasons for their reactions

B1.2 identify and describe elements and principles of design in their own art works and the works of others, and describe their effects.

B1.3 explore and interpret a variety of artworks, both historical and contemporary, to identify and describe their purpose and style, the materials used, and the meanings the works convey

B1.4 use a variety of strategies (e.g., peer- and self-assessment, formal critiques, feedback and reflection following public displays) to identify and reflect on the qualities of their own artworks and the works of others, and evaluate the effectiveness of these works

C1.1 use appropriate terminology related to elements and principles of design when creating and analysing art works

C1.2 use appropriate vocabulary to describe techniques, materials, and tools when creating and presenting visual art works

C2.1 demonstrate an understanding of a variety of techniques that artists use to achieve specific effects

OTHER EXPECTATIONS:

Students are expected to finish both worksheets

Students are expected to work in groups for discussion

Students are expected to create a unique character

Students are expected to create their own Tumblr blog, give the URL to the teacher, and post each day (excluding Saturday and Sunday).

RESOURCES:

· Graphic Novels from school library (variety) *minimum 5 per 4 students

· Worksheets (Included below)

· Slideshow (if necessary) of graphic novel character examples.

· Exemplars (filled out and drawn by teacher)

· Computers/Internet access

· Projector to demonstrate how to access tumblr.

INTRODUCTORY ACTIVITY:

(APPROX. 10 – 20 mins *depending on discussions/participation)

Activity 1: To begin this unit, students will have a chance as small groups to look through graphic novels from various authors and cultures, which include a wide variety of drawing styles and techniques. Before class begins (day before even) the teacher can go to the school library and borrow enough graphic novels for each group to have 4 or 5 differing graphic novels. Encourage discussion within the groups by asking questions as you encircle the classroom. An open class discussion is also a good idea, save some questions to ask the group as a whole.

Key Questions/Guiding Comments: How has the artist drawn the characters faces? How much detail is actually included? Is it more like a sketch than a realistic drawing? What do you notice? Do you like the style? How do some of the styles of art differ? What colours are being used? Compare two novels. Look at Western versus Eastern styles. Study the way mouths, eyes, noses, ears, etc. were drawn. Look at proportion and expression symbols/lines. Talk with your elbow buddy about the different styles and even characters. Are they human? What details are included or excluded?

Once everyone has had a chance to look, talk, and answer questions or share opinion – introduce the unit and the next couple projects. Get the stack of worksheets and hand them out, one per student.

DEVELOPMENTAL STRATEGIES:

(APPROX. 40 – 50 mins.)

Activity 1: Students will begin to create their character by filling out a written questionnaire (included below), and will then have time to practise drawing various facial expressions through another worksheet, created by me. Imagining and generating, planning and focusing (pg. 16 of the Arts curriculum for grades 9 & 10) are two parts of the creative process which are very important for the students’ success in completing their drawing.

Students can get frustrated if they have no ideas, so showing them a couple of your own examples (in addition to reminding them about the graphic novels – these will be in the classroom for the next week or two, for easy accessible resources) can inspire them.

Activity 2: The facial expression worksheet also allows them to really think critically about expression and emotion, and the right way to illustrate it. They are encouraged to get their “elbow buddy” to model an expression for them to draw. The worksheet includes a whole row of faces with blank expressions the student must come up with. There are spots for the student to try drawing faces that are depicted on the sheet as well. Drawing from life is much easier to do, and more accurate, than drawing from imagination or memory. Students are advised to hold onto the sheet because they can use it later on, as reference (CHEAT SHEET) when drawing their own character!

CONCLUDING ACTIVITY:


Activity 1: The students can share their ideas and present their character development worksheet as a small group or as a large class discussion – time permitting – try to get through everyone who has their sheet completed or call on those that are willing to volunteer. They are asked to discuss why they chose those characteristics for their character using proper vocabulary. Students can also ask for peer evaluation and critiques of their ideas.

Activity 2: Have the tumblr URL on the board in huge writing – for all the students to see. Inform them how to set up and account and how to use basic features by creating your own account. Have the students either create their account at the same time (guided demo – permitting the classroom has sets of computers) or take notes on how to do so. Let them know via handout what you’re expecting on these blogs. Have time for question/answer period. Make sure they understand you are expecting a post for each day they have class (MONDAY – FRIDAY)

METHOD OF EVALUATION:

Discussion effort/skill level – vocabulary used

Worksheet – creativity, completeness

Oral presentation – use of vocabulary/ level of effort and creativity

Tumblr posts – amount (if any), involvement with the text, vocabulary used, and reflection (amount of detail and level of understanding)

LESSON TWO

DURATION: 72 minutesSUBTOPIC: Gesture Drawing – Expressing your Character



A2. The Elements and Principles of Design: apply elements and principles of design to create art works for the purpose of self-expression and to communicate ideas, information, and/or messages;

A3. Production and Presentation: produce art works, using a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others.


B2. Art, Society, and Values: demonstrate an understanding of how art works reflect the society in which they were created, and of how they can affect personal values;





A1.2 use experimentation, reflection, and revision when producing a variety of art works in each of the following areas: drawing, sculpture, painting, printmaking, and mixed media

A2.1 use various elements and principles of design to create art works that express personal feelings and/or communicate emotions to an audience


A3.2 demonstrate appropriate ways to prepare their art works for presentation


B1.2 identify and describe the elements and principles of design used in their own art works and the works of others, and describe the effects

B1.3 explore and interpret a variety of art works both historical and contemporary, to identify and describe their purpose and style, the materials used, and the meanings the works convey

B1.4 use a variety of strategies to identify and reflect on the qualities of their own art works and the works of others, and evaluate the effectiveness of these works

B2.2 identify and describe ways in which various art works reflect the society in which they were created

B2.3 identify and describe ways in which creating and/or analysing art works has affected their personal identity and values

C1.1 use appropriate terminology related to elements and principles of design when creating and analyzing art works



C2.2 demonstrate an understanding of several conventions used in visual art works

OTHER EXPECTATIONS:

Students are expected to participate in game

Students are expected but will not be forced to pose during gesture drawing

Students are expected to keep poses appropriate for school

Students are expected to keep character drawings appropriate for school

RESOURCES:

· Cartoon features matching game (attached below)

· Power point or internet connection (to show cartoon matching game)

· List of poses for students (gesture drawing activity)

· Extra sketchbooks/pencils

· Stop watch

· Prize for winners of game (few candies or something else)

· Youtube video link – to head drawing demo: https://www.youtube.com/watch?v=d6CNHcJSkFM


(APPROX. 5 mins.)

Activity 1: This game was made by gathering popular cartoon characters through google images and altered via PhotoShop, to “erase” everything except specific features. The top portion of the image had the features numbered and the bottom has a word bank. Students are placed in groups and will match the number with the names – the first group with the correct names will win and receive a small prize.


(APPROX. 60 mins.)

Activity 1: Gesture drawing – the teacher can come up with a variety of poses and write them down on a piece of paper. Cut those up and hand them out to various students. Those students will pose for 30 seconds while the rest of the class sketch each of those poses. They will be informed that this is another “CHEAT SHEET” that they will be able to use while drawing their own character. (It’s essentially a pose bank) Again, similarly to the facial expression cheat sheet, the act of drawing from real life is much easier and more accurate than drawing from memory or imagination.

Example poses:

· Drinking tea

· Playing tennis

· Skiing

· Snowboarding

· Playing baseball

· Pointing

· Walking

· Skateboarding/surfing

· Stretching

· Running

· Sitting cross-legged (ground)

· Sitting in a chair

*If students have any poses they know they want their character in for their drawings have them tell you and another student can pose for them.

Activity 2: https://www.youtube.com/watch?v=d6CNHcJSkFM – How to draw a head demonstration video created by me. This video was created using a Wacom bamboo drawing tablet, PhotoShop, and a free screen recording software called HyperCam. The head was drawn step by step and muted so that when the teacher is in front of the class he or she can talk overtop and point out things. Feature reference sheets were also drawn that illustrate a variety of drawing styles (these are posted up on a bulletin board for any student to take down and use). Students are informed that they have to draw a character sheet – which includes a full body pose, and three different views of the head. They need one front view, one ¾ view, and one profile view. They are also told to make sure the expressions on each face are different (ie. do not have all the heads with a big smile – try one mad or sad).

Activity 3: Have students finished their worksheets check the character development for completion and take the facial expression worksheet for a quick grade. If possible hand them back to students within the same period (so they can use it for reference for their character). After they’re done their worksheets they can begin to draw their character. They must create a rough draft before their final – so remind them to not be afraid to make mistakes on this drawing. They need to keep their guidelines there and not erase any marks to figure out their desired placement of features. After they are done drawing their rough copy they can use a light table to trace onto their final copy. How damaged the final copy is will be included in the grade.

A few work periods will be provided. At the beginning of each work period – make sure to introduce and remind the students what is expected of them, have a power point of the success criteria or the requirements of the project up, or written on the board for everyone to see. Let them know where to find supplies and encourage work as you rotate and talk individually with each of them – answering all and any questions they may have / giving help – demonstrating drawing techniques, giving advice and critique, etc.

Midway critiques are also important. Students will have a chance to talk about each other’s work. There will be a sheet in front of each piece of work – each student is to write a comment about one piece of work, there are limited spaces on each page so it ensures that each piece of art is getting feedback. Students can also keep the page afterwards.


(APPROX. 5 mins.)

Recap what has gone on during class. Go over the upcoming lessons and what students need to bring. Remind them of the tumblr blogging assignment and remind them what posts are valid and count towards grades.


The majority of today’s lesson will be assessed rather than evaluated. The teacher can assess the amount of effort and participation of each student (during the cartoon matching game and the gesture drawing). Is someone eager; volunteering for poses?

The one thing that will be able to be evaluated is the tumblr blog.

After the work periods are done get the students to hand in their character sheets for a grade. (rubrics attached below)

LESSON THREE

DURATION: 72 minutesSUBTOPIC: One-point perspective



A2. The Elements and Principles of Design: apply elements and principles of design to create art works for the purpose of self-expression and to communicate ideas, information, and/or messages;

A3. Production and Presentation: produce art works, using a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others.


B2. Art, Society, and Values: demonstrate an understanding of how art works reflect the society in which they were created, and of how they can affect personal values;



















OTHER EXPECTATIONS:

Students are expected to draw 10 shapes with one point perspective

Students are expected to use a ruler OR students are expected to use proper tools in Adobe Illustrator such as: line tool

RESOURCES:

· Rulers

· Powerpoint (graphic novel examples)

· Worksheets (interior room – one point perspective)

· Paper

· Pencils

Alternatively

· Computers for each student

· Adobe Master Suite Collection or Adobe Illustrator


(APPROX. 5 minutes)

Activity 1: To start the class off the teacher will show a slideshow of examples of graphic novel panels that use one point perspective. Taken from popular graphic novels, (either via google image search, or actually scanning in the pages) the frame will be extracted and shown as an individual image. The great thing about PowerPoint is that you can draw lines over the image. Set up red thick lines over top of the lines that indicate the perspective. Label these lines as well as the vanishing point. Ask for volunteers in the class to physically come up to the slideshow and point out where they think the vanishing point is. Praise correct answers but don’t discourage the ones who are wrong – ask the class who agrees or if anyone has a different answer. Repeat this for a number of images.


(APPROX 55 mins.)

Activity 1: On the board at the front use a meter stick to guide the class into a demonstration. Instruct them to watch what you’re doing. The first step is to draw the horizon line (label this for them and repeat your instruction for those who aren’t as fast as others). Next, draw the shape that you want to make three-dimensional. In this case the teacher will be drawing either a rectangle or square. Go step-by-step and label your sections for the students.

Activity 2: Write the following shapes on the board and instruct them to try these on their own.

· Circle

· Octagon

· Triangle

· “House” shape

· Square (X2)

· Rectangle (x2)

*They can do this activity on either paper or the program Adobe Illustrator. If you’re using Adobe Illustrator be sure to have your screen projected for the entire class to see. Go slow with your instructions and repeat yourself. Demonstrate two squares with the group as a whole before letting them try it themselves. Circulate throughout the group and help – whether they are doing this activity on paper or the computer. Remind them they could add this to their tumblr blog.

Activity 3: Hand them the interior room worksheet for them to try in their sketchbook, or again, on Illustrator. Worksheet is included below.


(APPROX. 10 mins.)

Recap to the students about what is acceptable on the tumblr blog. Remind them to update each day. If there are no computers the teacher can give them time to write a draft of their daily post. They can have time to scan in any images and discuss with peers about what to upload/discuss. They are to be ‘following’ each other so they can be updated with each other’s works, opinions, ideas, and thoughts at any time.

If the classroom has enough computers for each student then give them time to update their blog.


Students will be evaluated through their ability to draw with proper perspective. The 10 shapes will be marked as a completion, rather than given a grade (equivalent to around 2% of their mark). Their interior room worksheet can be assessed. This is all practice and opportunities to learn how to draw with perspective before the larger assignment (final panel) which requires the students to use perspective.

LESSON FOUR

DURATION: 72 minutesSUBTOPIC: Two-point perspective























OTHER EXPECTATIONS:

Students are expected to draw 10 shapes with two point perspective

Students are expected to use a ruler OR students are expected to use proper tools in Adobe Illustrator such as: line tool

RESOURCES:

· Rulers

· Powerpoint (graphic novel examples)

· Worksheets

· Paper

· Pencils

Alternatively

· Computers for each student

· Adobe Master Suite Collection or Adobe Illustrator


(APPROX. 5 mins.)

Students will view a PowerPoint presentation similar to the last lesson about one point perspective. The slideshow includes individual panels that are taken from graphic novels (popular/ones students like), enlarged, and projected for the entire class to see. Red lines as well as labels will be added for each image. Students are asked to come up and point out either lines of perspective or vanishing point. This will be repeated for a number of images.


(APPROX. 50 mins.)

Activity 1: Give the students a demonstration on how to draw using two-point perspective. Just like the last lesson, use a ruler stick and draw large. Label lines and remember to explain at any time why you are drawing in that way. Stop, repeat, and answer any questions students may have.

Activity 2: Students will have to complete another set of shapes, this time using two-point perspective. They can be the same shapes as last time, which were:

· Circle

· Octagon

· Triangle

· Square (x2)

· “House” shape

· Rectangle (x2)

Activity 3: Give the students another interior room worksheet. Ensure it is the two-point perspective sheet. Allow them to complete either on paper or using Adobe Illustrator. Ask them to hand in or post on their tumblr.


(APPROX. 10 mins.)

Give students time to work on their tumblr blog. They can do so either on paper or using a computer.


Students will be evaluated through their ability to draw with proper perspective. The 10 shapes will be marked as a completion, rather than given a grade (equivalent to around 2% of their mark). Their interior room worksheet can be assessed. This is all practice and opportunities to learn how to draw with perspective before the larger assignment (final panel) which requires the students to use perspective.

LESSON FIVE

DURATION: 72 minutes























OTHER EXPECTATIONS:

Students are expected to create a package design – unique to their character

Students are expected to use Adobe Illustrator to create their design

Students must create their package as a net – illustrating all sides (even the bottom)

Students must create a preliminary sketch (either on PhotoShop or using sketchbook)

RESOURCES:

Computers for each student

Adobe InDesign – knowledge of tools in order to teach class

Various figurines in their package – from popular graphic novels or even animated television shows (physical packages would be best – if not possible use images)

Chart paper

Markers

List of words/phrases for Relay Pictionary


(APPROX. 10 mins.)

Just like the first lesson of the unit, students will be looking at characters in their packaging. In groups of 2 – 5 (depending on # of packages) or as a whole class (in the case of a slide show) have groups take a critical look at the details of the packages.

Key Questions: What colours did the designer use? How do those colours make you feel? How would the package look if the designer used different colours? What are the colour schemes (analogous, monochrome, and complementary)? What text – if any – is used? What do you think the target audience is? Do you like it? Why or why not?

*these are only a few examples – ask open ended questions that relate to elements and principles of design


(APPROX 40 - 50 mins.)

Activity 1: Introduction into Adobe InDesign. Take the students through a guided tour of each tool and its functions. A Differentiated Instruction technique can be to give each student a one-page handout of the instructions in written form that has screen captured images of the tools.

Activity 2: Have students play around with the program. Get them to try drawing different shapes, in different colours with different effects. For example – have them draw a quadrilateral with an outline stroke of 3, colour: black, and filled with a gradient. Give them small tasks in order to work up to the larger final package design.

Examples:

· One assignment reminding students that layers are important – using overhead sheets to teach the concept / hand files in through google docs as .PDF file so the layers are saved

Students will need a few work periods to complete this assignment, as a lot of detail is encouraged and students tend to work at different paces. Students who finish early – and are eager to create more could work on designing a title page or cover page for the graphic novel. They could also work on other homework they have.




Have students get up out of their seats. This can be done by playing “Relay Pictionary” game. How to play: students will get into groups of 4 and designate one player as the first draftsperson. Those draftspeople will come up to the front of the class and get the first word/phrase/idiom that they have to draw. They cannot draw letters, or numbers. The other group members will have to try and guess – when one gets it right, they are the next artist and will come up to the teacher – say the answer and get the next word. You use a sheet of paper with the number/words to show each student and another sheet to cover the upcoming words/phrases/idioms.

Example list:

1. My little pony

2. Pirates of the Caribbean

3. One smart cookie

4. Aladdin

5. One Direction

6. Smell something fishy

7. The Parent Trap

8. Hit the road

9. Swordfish

10. Apple of my eye

11. Frog in your throat

12. Kick the bucket

13. Princess peach

14. Treasure chest

15. Gingerbread man

16. Sonic the hedgehog

17. Polariod picture

18. Sweaters, skinny jeans and a hat

19. Gold grills

20. Broccoli and cheese


Students will be assessed on their ability to use InDesign in the first lesson. They will be evaluated on their design skills, their creativity, their use of elements and principles of design, and so forth. They must use layers and save them as well – hand in both a PDF file as well as a JPEG.

Their InDesign file will be handed in via google docs. Google docs will be introduced in the second day of this lesson during the first 5 minutes of class. (Teacher will make a g-mail account strictly for this purpose)

LESSON SIX

DURATION: 72 minutes























OTHER EXPECTATIONS:

Students are expected to draw at least 3 small thumbnails (rough preliminary sketches) before starting their final draft

Students are expected to use either one- or two-point perspective in their final panel

Students must include a textbox – whether it is a speech bubble, thought bubble, narrative box, or “sound effect”. This can be anywhere on their final panel except for the border – their border must be clean of anything

Students must sign their image on the bottom right-hand corner

RESOURCES:

PowerPoint and slideshow (graphic novel examples)

Paper

Pencils / erasers

Pencil crayons

Water colours / gouache

Brushes

Water cups

Paper towel

Newsprint (for rough draft)

Light table (transferring rough draft to final copy)

Midway critique sheet


(APPROX. 5 mins.)

To get the students thinking about their final panel, introduce the assignment through exemplars on a slideshow. These examples can be found on google.ca, or scanned from an actual graphic novel. Remind the students about the perspective and end the slide show off with a page that includes the minimum requirements.

These are:

· Students are to include their character,

· Students are to use colour (any scheme),

· Students are to use either one- or two-point perspective,

· They are to include a border (1 – 2 inches max.),

· Students have to include a text box (narrative, dialogue, sound effect, etc.)


(APPROX. 55 mins.)

Activity 1: Have a group brainstorming activity for uses of perspective. Ask them to volunteer their answers, give them a few to get started if no one answers, or ask them to think about the slide show – what kind of things did they see (flip through the slideshow again if need be) and create a list on the front of the board.

Activity 2: Give students a piece of paper or a sketchbook and remind them to draw at least three (3) small thumbnail sketches before diving into their final panel.

Activity 3: Get students to start drawing their rough copy. Once they are done that they can use a light table to trace their preliminary sketch onto the final good sheet of paper.

Students will have to have a few work periods for this assignment. Again, each individual works at a different pace. Students will also need individual consults during this time – circulating the classroom and inquiring into the process is important.



(APPROX. 5 mins.)

Have students fill out a post for their tumblr. Either on a blank sheet of paper, or actually online.


Students’ artwork will be evaluated for their originality and the use of perspective. The skill used for drawing and colouring and the choice of colour palette will be evaluated. What the colour choice does for the interpretation of the image will be considered.

FOLLOW-UP IDEAS:

· Video project: students make commercial for their figurine

· They would have to construct their package design (if school has high quality printers / recycle old cardboard boxes)

· Work in partners to create each video

· Lessons on how to record video/upload video

· Animations

· Students turn their graphic novel into an animated show – minimum of 5 minutes

· Learn how to use Adobe Flash

· Graphic novel double page spread

· Minimum of 5 panels on each page

· Could be at any point in their characters story (water colours/digital painting/pencil crayons/mixed media)

· Sculpture

· Create a portion of the character or full body (if school has kiln or access to a kiln)

· Create a mask to represent character through face casting

· Create a bowl or mug that represents their character (if school has kiln or access to a kiln)

· Print media

· Silkscreen – posters or t-shirts based on their character (using a logo or a minimalistic design)

· Lino-block printing – poster or “badge” / logo

CHARACTER DEVELOPMENT WORKSHEET

Questions like the ones below will help you develop your character. This is a crucial stage in creating a graphic novel, especially before diving into sketches. Having a clear and concise idea of how you want your character to look and act will make drawing them much simpler. In the space below take the time to think about each question, and then write in your answers. You can come up with a few ideas (1 – 3 max.) and then finalize your decision when you start drawing your character.

1. Name

(ie. Snoopy)

2. Age

(ie. 3 years old)

3. Gender

(ie. Undefined)

4. Nationality, Race, or other ‘group’ affiliate

(ie. Dutch, or is your character even human?)

5. Era/Time period

(ie. 15th century.

What is your character wearing?)

6. Location

(ie. Mars)

7. Physical features

(ie. eye & hair colour, height & weight, body type, # of eyes or mouths, etc.)

8. Attributes

(ie. shy/out going, birth marks or scars, etc.)

9. Extras

(ie. does your character have a pet? A favourite item they’re always seen with?)

Tumblelog – Online Archive & Portfolio Assignment

Throughout the semester you are to moderate a Tumblr artist blog. What is a Tumblr you ask? Tumblr is a microblogging platform that allows users to post text, images, videos, links, quotes, and audio to their tumblelog. Users can follow other users, or choose to make their tumblelog private and password protected. You are required to keep your tumblelog public, as fellow classmates and myself will be following you.

Tumblr will be used in our classroom as an online archive, or portfolio. You will use it to write reflections, post photos or videos, post your scanned images, etc. Postings will occur daily.

This year you will need to include a minimum of two (2) of the following types of posts:

· A 500 word reflection on a contemporary female artist (including image/name/and any other information you find about the artist and their practise)

· A 500 word reflection on a historical female artist from any era/art period/art movement (include name of artist/image of one piece of art created by them)

· A 500 word reflection on a contemporary male artist (including image/name/and any other information you find about the artist and their practise)

· A 500 word reflection on a historical male artist from any era/art period/art movement (include name of artist/image of one piece of art created by them)

As mentioned before, you will need to post once (1) every day. Acceptable posts are the following:

· Video reflection (vlog) of the lesson

· Written reflection of the lesson

· Images of work completed in class

· Images of personal artwork with reflection

· Any of the required 500 word reflections

· Description of ideas for assignments

· Suggestions for lessons / “What I want to learn” (via text or vlog)

· Audio recording of reflection

· Extra 500 word reflections

*if you have an idea for a post, confirm it with me before publishing!

How to Create and Customize a Tumblelog

Creating

Step 1: Open Google Chrome and type in your search bar: http://www.tumblr.com and click on the Sign Up tab.

Step 2: Enter your email address, create a password, and the URL you would like to use (make sure to tell me your URL).

Step 3: Go to your email and click on the link to confirm your account.

Customizing

Step 1: Click on the Settings tab at the top of the screen.

Step 2: Select the Customize Themes tab. The theme is a template for your blog. Scroll down to FREE THEMES and pick your favourite. Themes can be changed at any time.

Step 3: Click the Appearance tab. This menu allows you to adjust the elements such as colour, font, etc. Each theme is different in the amount of flexibility.

Midway Critique – Feedback comments sheet

1. Name of artist:________________________________________________

2. Title of work:__________________________________________________

3. Constructive comments:

______________________________________________________________ initials___

______________________________________________________________ initials___

______________________________________________________________ initials___

______________________________________________________________ initials___

______________________________________________________________ initials___

______________________________________________________________ initials___

Documents

teachersbank.weebly.comteachersbank.weebly.com/uploads/2/6/9/8/26982013/grap… · Web viewGRADE: 10 STRAND: VISUAL ARTS . DURATION: 2 ½ to 3 or 3 ½ weeks. TOPIC: GRAPHIC NOVEL