comics
TRANSCRIPT
Comic Creation Comic Creation
Beth Rajan Sockman PH.D.
Goal – It’s a DealGoal – It’s a Deal2121stst Century Century
Learn Technology
Think Deeply about
Content
Engaging!
3 for 13 for 1
What Do You See?What Do You See?
What Do You See?What Do You See?
Why Comics Creation? Why Comics Creation?
• Builds Visual Literacy (important for digital age)
• Sustains interaction with content • Enhances motivation• Has potential for dual controversy• Values multiple perspectives• Appeals to males
What Do You See?What Do You See?
Why Comics Creation? - Why Comics Creation? - Inquire Inquire
Allows learners to reflect on material and to create deeper
meaning - VISUALLY
Why Comics Creation? – Why Comics Creation? – Safer Safer
• Creates a forum to voice concerns (questioning)
• Allows honest observations (frustrations, fears) that may be difficult to verbalized
• Safer - non-threatening environment that allows for expression, questioningWhat do I really
think?What do I really
think?
Comic Pedagogy Comic Pedagogy (Decker, 2007)(Decker, 2007)
Sustains the a question until the learning has a place of understanding
Attends to complexity and discourages the search for the simple
Embraces a “punch line”, the counter-intuitive option
2121stst Century Learning Century Learning
Counter Counter intuitive for intuitive for most!most!
Structure with Comics
1. Choose a comic making tool available in your school (firewalls, flash, embedding?)
2. Partner on Content
1. Start with single panel prompt
2. Introduce a “in-service issue”3. Then try a multiple panel
Try Single Panel - Enjoy Them Try Single Panel - Enjoy Them & Share! & Share!
• Make one comic that addresses an issue
“How do think about
technology?”
Comic BuildersComic Builders
Use to Introduce Content
• 21st Century skill – Video, reading or presentation
• Give ideas on how to create a comic and an example
• http://mcom510.wikispaces.com/Why+Technology%3F
• Write an explanation underneath comic
Extension
• Discuss on discussion board• Ask if the teachers found it valuable and why• Lead into ways that teachers could use it in
their classroom.
ReferencesBrookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.Decker, E. (2007). Q. What's funny about teaching? A.Not Enough!: Arguing for a comic pedagogy. Educational
Insights, 11(3).Lamb, A., & Johnson, L. (2009). Graphic novels, digital comics, and technology-enhanced learning: Part 2. Teacher
Librarian, 37(1).Mezirow, J. (1990). How critical reflection triggers transformative learning. In J. Mezirow & A. B. Knox (Eds.),
Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 1-20). San Francisco, CA: Jossey Bass Inc.
Muller, M., Ozcan, E., & Seizov, O. (2009). Dangerous depictions: A visual case study of contemporary cartoon controversies. Popular Communication(7), 1.
Peery, A. B. (2004). Deep change: professional development from the inside out. Lanham, MD: Scarecrow Education.
Reigeluth, C. M. (1999). Instructional-design theories and models (Vol. 2). Mahwah, NJ: Lawrence Erlbaum Associates.
Seglem, R., & Witte, S. (2009). You gotta see it to believe it: Teaching visual literacy in the English classroom. Journal of Adolescent & Adult Literacy, 53(3), 216-226.
Smetana, L., Odelson, D., Burns, H., & Grisham, D. L. (2009). Using graphic novels in the high school classroom: Engaging Deaf students with a new genre. Journal of Adolescent & Adult Literacy, 53(3), 228-240.
Sockman,B. R., & Sharma, P. (2008). Struggling toward a transformative model of instruction: It's not so easy! Teaching and Teacher Education 24(4), 1070-1082.
Comic Builders• Bitstrips: www.bitstrips.com • Pixton: www.pixton.com • Comic Life: www.comiclife.com• Zwinky: www.zwinky.com• Voki: www.voki.com
Younger• Disney Comic Creator - http://www.nfx.com/dcc.html• Build Your own comic -
http://www.childrensmuseum.org/special_exhibits/comics/games.html
• Read Write Think Cartoon Creator - http://www.readwritethink.org/files/resources/interactives/comic/