Lesson/Activity
Directions for submitting:
Complete the template and save as content_ standard_lesson title (ex. Math_6.NS.2_divisionfun). Then email this to: (elementary), (middle school), or (high school)
Name of Activity: Cartooning
Submitted by: HS Art
Standard: (What students need to know?)
I.V.1.4 Analyze images through the process of deconstruction (the components of the image and its meaning).
Learning Target:
I can analyze images through the process of deconstruction (the components of the image and its meaning).
Criteria for Success:
We will examine cartoons to discern meaning based on text, body posture, movement, color, value, texture
Estimated Time:
One week.
Materials and Technology/Websites:
Scholastic Art Magazine, 11/2011, The Art of Cartooning, slideshow of gum art: http://art.scholastic.com/issues/11_01_11/Videos, http://www.photographercat.com/, Jeff Smith's various videos., examples of comics, pencils, paper.
Description of Activity: (How will students learn it?)
Read Scholastic Art magazine, November 2011: The Art of Cartooning, pages 2-3.
Watch the slideshow of gum art: http://art.scholastic.com/issues/11_01_11/Videos
Ben Wilson is an 'outsider' artist. What does that mean? Can Cooper be considered an artist?
3. Read pages 4-5. Answer critical thinking questions.
4. Create a one panel cartoon like the gum artist, Ben Wilson, or Charles Schultz.
5. If time, see Cooper's work: http://www.photographercat.com/
Tuesday
1. Share your one panel cartoon in class. What did you learn from Scholastic Art that helped you?
2. Read pages 6-7. What techniques do these artists use to make these panels appealing?
Watch Jeff Smith's video on demonstrating his techniques.
Draw the four different expressions he draws in the video.
3. Read pages 8-9. How does Gene Luen Yang tell his story?
How does the artist of Persepolis depict a dream?
Watch the video of an interview with Raina Telgemeier.
4. Read pages 10-11. Find examples of each technique in your teacher's and classmates' cartoons.
Share out for each technique.
5. Watch the video of how Raina Telgemeier drew the cartoon of 5 Techniques.
6. Create three different, original cartoon characters that are not stick figures. Use facial expressions!
Wednesday
1. Watch the video of How to Draw Facial Expressions.
Lightly erase one of your characters, then ink it using a dry brush technique as in the video.
1. Read pages 14-15 about the comic book assignment.
2. Look at the poster 'Elements of a Comic Strip' to get ideas for your story.
3. Use the worksheet 'Story and Character Creation' to start thinking about your story.
4. Use the worksheet 'Storyboard' to start laying out your story. Use simple figures; this is just a rough draft.
Thursday
1. Read an interview with cartoonist Jeff Smith on the back of Scholastic Art magazine, Sept/Oct 2010,
Artist Sketches. Do you need to be an art major in college to choose this career?
2. View student examples of comic book.
3. When finished with the storyboard, use the worksheet 'Bookmap' to refine your story and create a front and
back cover. Work in pencil and erase all you need to.
Friday
1. Weekly grade, work ethic, and attendance conference.
2. Bookmap is due today. If approved, work on your final comic book. You may use pencil shading, ink and
drybrush, Ultrafine Sharpies, colored pencils. Your book may be in color or greyscale. Due next Friday.
Description of Assessment: (How will we know they learned it?)
(Examples: Teacher observation, Exit Cards, Student Created, Chapter Test, A.C.E)
Original six page comic book in handmade biniding.
Intervention/ Remediation: (What will we do if the students don’t learn it?)
Rough drafts to correct problems, look at further examples.
Enrichment: (What will you do if they already know it?)
Research animation. Comics in different forms.
C&I 2012