Mary Sauvé developed this project to help her grade 9 students examine how word and image work together to construct meaning. The students learned to experiment with the affordances of each mode - what word can do that image cannot and vice versa - when constructing a narrative. The final comic production about youth subcultures allowed students to build intertextual knowledge by integrating research information about their subculture, knowledge of story structures and features, as well as the affordances of word and image into the production of their graphic narratives.
Since the students are going to be producing their own comics it is important that they have time to discover how comics and graphic novels communicate. During this time, the students:
During group presentations of the important material in their chapter, the students create a comic illustrating what they have learned. For example, in chapter one we discover that a comic is sequential art so the first two panels have to demonstrate this understanding. Students continue to add at least one panel to their comic after each presentation. Their completed comic will include all of the key elements and aspects of visual language used in comics.
The purpose of this activity is to provide students with a graphic record of the visual elements used in comics. It will act as a reference document as they take what they have discovered during the immersion into text and apply it to their own comic.
During this phase of the project the students are expected to use what they had learned about elements of comic language from their earlier exploration as a reference. The students:
|Mind map and reflection of Hippie subculture.|
During the production of the comic the students can draw, or use a computer program such as Comic Life, to design and their own comic. Their storyboards are used to guide their production.
At this stage of the process students will continue to give and receive feedback on their comics. They decide on necessary revisions to make their comic clearer or more expressive or more detailed.
Students make final editing decisions to their draft based on feedback from peers and teacher.
Students add colour to their comics only after all revisions and edits to the content had been made.
A great teacher tip : Make two copies of the finished draft before the colour is added in case of any mistakes during the colouring.
|A World of Darkness : Hippie Subculture|
The production of a comic was one aspect of a larger unit of study about Youth SubCultures in Mary Sauvé’s class. You can find more information about the full project, as well as a list of novels and graphic novels used in the study and resources for evaluation.