Unit+plan

week || Lesson overview || Activities/ key understandings || Teaching style/ approach || Assessment || VELS || 1 ||

Introduction to comics

Lesson plan (Dave) ||

Knowledge question and answer session.

We are giving an introduction to comics and finding out how much knowledge they really have about them, especially in using them as an art form.

Are comics an art form? Why/ why not?

Comics that inspire them – them to tell us relationship between words and images. Also, letting them know of the objective for the unit. || Big picture || Observation

Sample work-comic file on computer

Input to class discussion-quality of ideas and comprehension || Art English- speaking and listening || 2 ||

Word/ picture association

Lesson plan (Claire ) ||

This is a little activity where you see a picture and you write the words that you think the picture is trying to tell us. It is all about making connections to what we think the message that the artist is trying to put across to us.

Resource – artist go fish. With each, have a possibly messages that the card could have. At the end, you have to be able to justify your opinion of why the picture and message go together. In this game, you are able to change your mind and keep trading. Unlike the usually go fish, in this one it has the 2 separate piles. One for the artist and one for the message. ||

Creativity Mastery ||

Observation

Game statistics

Input in class discussion ||

Art English || 3 ||

Panels ||

Starting to come up with the story of your character, set out in panels that are used in comic books. How will the panels put across the message you’re trying to put across?

Are they going to be set out like the standard panels, or are they going to be shaped differently to help to convey a stronger message?

Drawing the panels that you will be using for your comic book. ||

Big picture ||

Set up of the panels

Shape of the panels and the creativity of some of the shapes (if appropriate to context) || Art Literacy || 4 ||

Colour and meaning ||

How we perceive that a certain colour will make us feel a certain way.

Looking at comic book characters, why are they that colour? What feeling is this colour giving us?

Then, colouring in a comic character and describing WHY you coloured them in a certain way. || Mastery || Journal || Art English || 5 || Stereotypes in comics || How comic writers take advantage of the use of stereotypes in their comics. What we believe a superhero or a villain should look like.

How can this subtract/ add to the meaning of the comic? Why are they used in this way in the first place?

Looking at stereotypes in art and in real life. How does this affect us as living people? Can this be hurtful? Can such a message be misconstrued?

Activity: showing of a short film/ role play and giving opinion on the type of stereotype we are looking at. || Big picture || Observations || Art - Drama || 6 ||

Make a message

Lesson plan (Claire) ||

How Japanese Manga artists express their views through stories. Using a few examples, go through how artists make their story. Look at pop art also, or street art -Manga

Activity: Manga go fish! Match picture to idea || creativity ||

Observation

Thinking skills || Art English SOSE || 7 || Story structure || Write a story – identify and make a character.

In this session, we are making a character that we can identify with, that could help us out in real life situations. After we have thought of this, we start to design the character – what specific characteristics do they have?

With this, the children also have to write a justification of their character and why they designed them the way they did.

Writing a message and how they are written in different forms. || Socio cultural || Writing

Journals || English Art ||

Environment for your character

SOSE (separate) ||

For SOSE, we are designing an environment that our character will be living in. This gives them more of a concept of what makes the character, why are they the way they are?

Are they the same as us? Where do they live? What do they need to survive? Etc

What do we need to help us survive? If life existed on another planet, how will their needs be different to ours? ||

Socio cultural

Interdisciplinary ||

Imagination

Knowledge of what an organism needs to live || SOSE Visual Art || Rough copy of story

Literacy (separate) || Writing a story

Design the front cover – this should sum up the comic in s visually appealing way. It is supposed to draw in a viewer’s attention to want them to read more.

Coming up with the story that we want to put into the comic book – it has to relate to them somehow, and the issues that they are facing in their own lives. || Creative || Writing samples

Bringing of previous knowledge || Art ICT Literacy || 8 || Making a scene

Lesson plan (Claire) || Going out of the classroom and drawing scenery – have a look at the basic elements that make up a scene and have a go at drawing ones that will be suited to your story.

Looking at the landscapes that comic books might use. This will depend on what kind of style the students are wanting for their comic books. There will be set limits on the kind of scenes you can base them in. In this instance, we are doing it on bullying, so if we set the limit of either it can be in a classroom, or in the yard of the school.

Resource: different pictures of scenery that you may include in the || Mastery approach || Journal || Art SOSE || 9 || Rough copy of pictures - characters (set out in their panels). || Draw the pictures for your comic book – looking at the characters that make up the story.

Creating the pictures to go with the stories. How do they relate? Are they strengthening the message? || Socio-cultural Mastery Creativity || Journal || Art Literacy || 10 || Final copy. || Finishing up the final copy of the comic book and doing a presentation to the class (if time).

With the final lesson on comic books, we are finishing off our stories and putting them together the way that the children have designed them to go.

The binding can be a major part of this project – how you would like them to be put together, are they tied together? Are they sewn together? How are all the elements combined to create the final product? || Mastery Creativity || Presentation of all the material across the unit. || Art Literacy ||