graphic novel design: the class

8/7/2019 Graphic Novel Design: The Class

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Proposal: This class will be offered as part of the Computer Skills Choice Classes for

the 2011-2012 school year. The class will meet for twenty-two consecutive school days

for fifty minutes a day. Students will meet in the computer lab. The class will be limited

to twenty participants.

Prerequisites: None required, although Graphic Design would be beneficial.

Course Overview: Students will read comics and graphic novels to identify common

conventions and themes, create a number of one page comics exploring various toolsand techniques, then design, create and publish a multi-page comic/graphic novel of

their choice for website publication. (Please note: throughout this document, the terms

comics, graphic novels and cartoons are used interchangeably to name works of

sequential art.)

Essential Understandings:

Cartooning is a communication tool which combines art and text to express the

artists message

Cartooning skills develop with practice and knowledge Cartooning is a viable option for school projects and possible career planning

In the course of this class, students will:

Know:

Cartooning vocabulary

Styles of comics and graphic novels

How to use Comic Life and other programs to create comics

Appropriate file formats to create and share comics successfully

How to legally use and cite images from websites

Understand:

How to make choices to affect the clarity of comic communication

How to transition from panel to panel for best story flow

The best word/picture combinations for powerful storytelling


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How to boost the intensity of comics with nontraditional choices

The use of addition and subtraction in making comics more powerful

How to learn more about cartooning

Do:

Use a variety of software and art techniques to create characters and scenes for

comics

Create one panel exploratory comics trying various techniques

Create a final comic project about a school-appropriate topic of their choosing

Publish the final project for community review

UDL Considerations:

The lab is equipped with computers with a variety of input devices including mice,

standard, ergonomic and mini keyboards, touch screen monitors (five), graphic tablets

(four), digital pens (three) and a scanner which is set to save to the shared network

drive and can easily be accessed by students. All computers have screen and text

readers and five computers have speech to text software as well. Students are able to

change the layout of their work environment to accommodate handedness issues and

students are taught how to use accessibility tools as they are needed. The lab is

accessible to all students and computer chairs can be raised, lowered or moved aside

as needed to accommodate physical differences. Additionally, laptop computers can be

made available to any student who needs a more flexible arrangement for seating.

Students have the option on most projects to work alone or with a partner furtherallowing for learning differences to be managed without bias. Any and all

accommodations can be used by any student who needs or simply wishes to try them in

the course of instruction and independent work time. Scaffolded support is available for

all large projects on an as needed basis. All students have access to online and offline

timelines and flowcharts for work completion.


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CLASS ONE: Activation of background knowledge

Group discussion about comics and graphic novels around these leading questions:

What is a comic/graphic novel?

What titles have you read and enjoyed?

What makes a good comic/graphic novel?

What makes a bad comic/graphic novel?

S: Class discussion using SmartBoard for notetaking, make notes available to whole

group for review.

A: Students fill out GoogleForm survey answering these questions, then survey results

are shared with class for discussion OR Online class discussion in a controlled

environment like Titanpad.

M: Class wiki discussion with students offering online example links to the discussion,

proving and disproving points made. (Example: I like how Heathcliff manages to

communicate without ever saying anything. You always know what he is telling his

people, like in this strip http://www.gocomics.com/heathcliff.)

R: Class wiki discussion followed by Skype discussion with Vermont cartoonist laureate

and/or screenwriter for The Simpsons and Thor in which they share how their

comic/graphic novel background has influenced their career. (Guests will have time to

read and plan responses to the online discussion, students will be asked to formulate

questions for guests prior to Skype session but will be encouraged to ask follow upquestions as well.)

(CCS, 2011) (Marvel, 2011)


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CLASS TWO: Celebration of Cartoonists

Students will bring favorite school-appropriate comics and graphic novels to class.

Teacher will provide personal and library-held comics as well. Teacher will also create

list of online comics. Students will be asked to read comics and graphic novels to find

examples of things they like: powerful images, interesting stylistic choices, effectiveword use, humor or anything else pleasing. Students will share findings in a class

discussion.

S: Use document camera and projector as students show their favorites.

A: Use document camera and projector as students show their favorites on SmartBoard.

Have them annotate images on SmartBoard with their comments as they share. Save

SmartBoard images for future use.

M/R:Scan images and have students post to private class blog (taking care not to

violate copyright) or publish links to online comics. Have students write their comments

on the blog so classmates can read and comment. Create a class what works online

repository for future use.

Example: I have

discovered that

as much as I

love the

photorealism of

graphic novels

like Dorothy

(left) as an

artist, I find

them

intimidating. It

delights me that

just as much

emotion can be

depicted by the

little swirl that isThe Ice Field

Lights in

Possessions

(right).

(Mannino & Masterson, 2004) (Fawkes, 2010)


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CLASS THREE: But I cant draw

In comics, the realism or flashiness of a drawing is nowhere near as important as its

ability to convey information. Comics is a language, and, as in writing, its good to have

neat handwriting but you dont need to know calligraphy. (Abel & Madden, 2008) In

comics, artwork can range from realistic to iconic. Show students examples from photoquality comics similar to Mannino and Mastersons Dorothy (Mannino & Masterson,

2004, although I wouldnt suggest using this particular title with students due to the

language used in it) to very simply drawn comics. Examples: Matt Feazells Cynicalman

(Feazell, 2011) and Shane Simmons dot works (Simmons, 2011). Demonstrate how

features can be simplified and made iconic. Create self portraits which range from

realistic to iconic.

S: Use Paint to draw self portraits.

A: Use Paint to draw self-portraits then post to shared online class gallery for critique.

M: Use paper, pencil and pen and Photoshop, GIMP, Artrage, Paint and other software

programs as well as scanners and cameras to modify self portraits from photo quality to

as iconic as you want to go!

R: Do all of the above, but then post to online blog for peer comments. Choose one

image to use as blog and SchoolFusion avatar if you choose. Play with software to

modify emotion and motion of finished self-character. See examples below.

Me, from photo to just shapes. Photoshop, ArtRage and Photoscape.

Photoshopped image, sketched in pencil and simplified.


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CLASS FOUR: The Language of Comics

Comics and graphic novels follow conventions in the same way that narrative prosedoes, but the conventions are different. Begin by presenting the following informationwhich is from the Comics in the Classroom as an Introduction to Genre Study:

Comics manipulate space on a page to guide the reader and affect theinterpretation of the story.

Page layout and design can represent different organizational models, especiallyfor storytelling. For example, a page with many frames can represent an ongoingscene with a lot of action. Larger frames with a great deal of detail may be anartist's attempt to set a forthcoming scene. Even page divisions add a certainelement of story organization.

Comic "storytellers" are careful not to include too many disjointed scenes on onepage; as with a written narrative, such a mixture would make for a confusing andjumbled story.

Layout is important when combining images and text, and with comics, studentscan transfer knowledge of visual organization to verbal and written organizationalmodels.

The concept of exploring one idea fully before moving onto the next could belikened to the page-break concept in graphic art.

(Fink, 2011)

Introduce students to commonly used terms including:

speech balloon caption thought bubble

gutter panel border

long shot medium shot close up

inset panel splash page vignette

title motion lines emanata

(Terms taken from Abel & Madden, 2008, pg. 7)

Show examples and discuss. Have students find examples.

S: Show examples with projector and label on SmartBoard, make labeled copies

available to students.

A: After labeling as a class, let students work with comics in shared network drive folder

to find and label items. Print out labeled comics and discuss.


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M/R: Return to online blog created by students in Class Two. Have students download

images in blog, label them then upload to a shared gallery space for comment. Have

students either work to find all terms or work to find multiple examples of one term.

Have students sort gallery images together to find exemplars of some of the odder

terms. If students wish, have them go back to paper and online comics to find examples

of terms.

Introduction to Comic Life: Sandbox Time!

After the vocab and sorting activity, spend some time with Comic Life demoing various

tools and abilities. Have students practice putting images from their self portrait work

into panels and writing text. Play with Style, Design, Lettering, Font and Color options.

As students discover different options and techniques, they will demo for others using

teaching station. The outcome is not to have a finished clear comica mishmash ofimages with text will be fine for this first activity. This is purely sandbox time a time

to play, share ideas and get our Comic Life hands dirty without worrying about breaking

the software.


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CLASS FIVE: Choices, choices

McCloud identifies five choices which the cartoonist must make in designing his/her

comic. These choices can make the difference between clear, convincing storytelling

and a confusing mess. (McCloud, 2006) They are:

Choice of Moment

Choice of Frame

Choice of Image

Choice of Word

Choice of Flow

Introduce the concepts of these choices and show examples (possibly by borrowing

McClouds tale of the man, the key and the hungry lion, pg. 13-37.) Present mock-up

storyboards for evaluation of clarity. What works? What doesnt?

S: A lecture with accompanying images projected.

A: Provide students with images in a shared folder illustrating each choice to view as

they learn the concepts. Provide mock-ups in the folder as well so they can mark them

up as discussion progresses.

M: Prior to class, teacher finds online exemplars of the choices and directs students to

them via class webpage or blog. As each choice is introduced, students analyze online

comics for clarity created by cartoonists good decisions. Then students search their

blog picks for examples of choices that their favorite cartoonists made which added to

or possibly subtracted fromthe clarity.

R: Not entirely sure how this would work, but it would be pretty amazing if after students

completed the activities in M, students could actually discuss with a working cartoonist

the sorts of choices which he/she makes when storyboarding. Possibly contact the

Center for Comic Studies to see if there are any cartoonists who would be willing to

share a work in progress and the decisions they are making via Skype or WebMeeting.

Planning first panels:

As a follow-up to this discussion, brainstorm initial comic ideas. Let class suggest topics

and use topics suggested in Drawing Words and Writing Pictures and on accompanying

website www.dw-wp.com. Assignment: come up with an initial idea for a one page

comic.


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CLASS SIX (and possibly seven...): First Comics

This class will focus on gathering and creating images for a first comic, deciding on

order of images, working between Comic Life and graphic design tools and generally

getting a hang of how it all works. Instructor will serve as coach and facilitator, assisting

students in making choices of moment, frame, image, word and flow. The students

goal is to create a coherent, clear one page comic which tells a story or gag.

Finished comics will be exported and published to class blog for comments. Comment

focus will be on clarity:

Did my comic tell a story?

What could I have added or left out to make my comic more effective?

Time will be made

available for onlinecommenting by class

members. At this point,

blog will only be open to

class members to allow

risk taking and freedom

to explore.

I am uncertain how to

apply the SAMR model to

this particular lesson. Ithink this is one I will

have to teach and

evaluate to see what

needs to be changed!

After everyone has

finished and commented

on the comics, we will

have a reflective wrap-up

conversation about things

we have learned and

plans for future comics.


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CLASS SEVEN: Transitions and Word/Picture Relationships Mini-Lessons

As students continue working on their first comics (as I really think it will take more than

one day to get familiar with the software and get images perfected, etc.) we will take

time outs for a few mini-lessons about craft. The format of these lessons will be to focus

on student work as examples along with work chosen for blog. As these will be lessons

on the go they are not as formally planned as previous lessons. I find that the

movement from active work to reflection on craft helps students better integrate ideas

into their work.

Panel Transitions Mini-Lesson:

McCloud identifies six panel to panel transitions in Understanding Comics (McCloud,

1993), whereas Abel and Madden add one more to the list in Drawing Words and

Writing Pictures. These transitions help to tell the story and to create time andmovement. They are:

Moment to Moment Scene to Scene

Action to Action Aspect to Aspect Symbolic

Subject to Subject Non-sequitur

Ideally, the instructor would find examples in the students works in progress and use

them to demonstrate the concepts. Blog examples could also be used. Students could

work to find examples and arrange them in the online gallery to demonstrate the

different transitions.

Word/Picture Relationships

McCloud identifies categories of ways that words and pictures can combine in comics,

again to clearly tell a story. These categories are:

Word Specific Additive

Picture Specific Parallel Interdependent

Duo-Specific Montage

(McCloud, 1993),

How these are used varies from strip to strip and artist to artist, but again, helping

students to find and identify these and try them out in their own comics will help them

tell more effective stories. As above, ideally, the instructor would find examples in the

students works in progress and use them to demonstrate the concepts. Blog examples

could also be used. Students could work to find examples and arrange them in the

online gallery to demonstrate the different transitions.


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CLASSES EIGHT-ELEVEN: Cartooning Exploratory Challenges

In every choice class I teach, we have at least a few days of exploratory timetime to

play with the software, try new things and share what we are learning. The goal is to be

thinking towards the big final project, but to also let students have time to take risks in

a supported environment. The class time runs in similar ways:

We start with a group assignment which everyone works on to make sure we all

have the basics.

Then I issue challenges which the students can choose to try.

Students add to my list of challenges.

Students use the teaching station to show work and teach their peers.

I function as a class member, creating work along with them, learning from them

and teaching them what I figure out.

We have added mini-lessons as needed. The work isnt graded but the process is assessed. Are you using time wisely?

Are you creatively solving problems? Are you adding to the group knowledge?

(Not surprisingly, almost every student does very well during exploratory time )

Publication options are open to the student: either protected blog/gallery or online

for others to see.

Our group assignment will be:

Can you make a comic with no words that tells a story?

Can you make a comic with no images other than lines and dots that tells a

story?

(These activities were adapted from Making Comics (McCloud, 2006) and

provide an opportunity to discuss the power of chosen images and words. It also

will allow students to really focus on the style and design options in Comic Life.)

Thus far, my challenge list goes like this:

Can you create a comic with only the images in the shared network folder labeled

Comic Challenge? (I stole this idea from Five Card Flickr but will give the kids

slightly more coherent images.) Can you create a comic with one repeated image? (Either clip art images or like

the famous Doonesbury White House comics in which you only saw the exterior

of the White House repeated over and over.)

Can you create a comic that is scary without being gruesome?

Can you create a comic that makes at least five other people laugh?

Can you create a comic about a secret?


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Can you create a comic that uses all seven panel to panel transitions? (This is

stolen from Abel and Madden. They suggest telling the story of Jack and Jill in

this manner.)

How about all the word/picture relationships?

Can you create an unlikely superhero?

Can you turn yourself into a superhero?

Can you create a comic about life if you were very small or very large?

(Photocollage would be a good route to go for this one.)

It will certainly grow as I continue to research and read about cartooning skills and

comics. I plan to borrow ideas from McCloud, Abel and Madden and the Adventures in

Cartooning Activity Book (Sturm, Arnold, & Frederick-Frost, 2010).

Likely mini-lessons include:

Legally obtaining, using and citing images from the Internet (see my instructional

page at http://sites.google.com/site/gemslab/image-searching )

Using online image creation and manipulation programs (see my page at

http://sites.google.com/site/gemslab/graphic-design )

Photoshop, Photoscape and GIMP tricks and tips

Nontraditional choices to add intensity to your comics (framing, asymmetry,

diagonals, fourth wall breaks, contrast, etc.)

Adding and subtracting frames to intensify and clarify the story

Exciting word choicescomics arent blah!

As students publish finished work, either to the closed class blog or in the community

gallery on our SchoolFusion website, they will have the option to accompany their

comics with explanations or specific questions for the readers. The class or community

members can give students direct, targeted feedback. (These comments will be teacher

monitored as the content management system used in our school does not allow

unmonitored commenting.)


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CLASSES TWELVE-THIRTEEN: Story and Thumbnails: A Roadmap for Big Projects

The final class project will be to create a multipage comic or graphic novel using all the

skills learned thus far in the class. Finished comics will be presented at a celebration

and shared with peers and the school community for review and comment. Students will

be told that their final comics will be evaluated by both the instructor and their peers for:

Clarity of the story (did you understand the story clearly?)

Flow (did the layout of the panels aid your understanding or were there points

where you were confused and had to re-read the comic to understand?)

Layout (was there a pleasing combination of text and images?)

Creativity (was the comic creative and new or same-old, same-old?)

Mechanics of writing (did the grammar, spelling and punctuation help aid your

comprehension or did errors distract?)

The first thing we will discuss (review hopefully from Language Arts class, but you never

know) is the Narrative Arc.

(Abel & Madden, 2008, pg. 130)


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Students will rough out a story that they wish to tell, then share it electronically or on

paper with a partner(s) for feedback. Then we will discuss the use of storyboards or

thumbnails in comic creation. Examples from Drawing Words and Writing Pictures will

be shared, along with thumbnails from cartoonists websites and history pages.

The next step will be to create a rough draft of the actual graphic novel using any

medium they wish: not written in stone, but basic ideas of layout, flow, etc. Students will

share these rough plans again to ascertain that their story is clearly structured.

Finally, the remainder of class time will be considered and work flow charts will be

developed so students can make certain that they are on track for publication day! (The

only GTD software that we currently use is GoogleTasks and flowcharts made in

Inspiration, but we are currently researching cloud apps that students can easily use in

all classes.) Students will share thumbnails and work flow plans with the instructor for

feedback on achievability (which ends up being an issue in other classes such asGameMakers. Six work days isnt very long!)

SUN MON TUES WED THURS FRI SAT

12

Plan

Day!

13 14 15 16 17

18 19 20 21

Publication

22

Celebr

ation

23

The

end!

24


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CLASSES FOURTEEN-NINETEEN: Cartoonists Away!

These classes will provide time for students to work on their independent graphic novel.

They will be given access to all tools and software and allowed time to perfect their

work. If they need photos from school, they will go take them. If they need photos from

home, their cameras, their phones, Facebook or other resources, they will be able to

gather them. Drawing and scanning images will also be a possibility, or photocollages

with a combination of photos or drawings and photos can be created. The emphasis will

be on creating images which tell the story.

Students will then work in Comic Life to create their comics, moving between programs

as needed. They will work to develop concise, clear text and story flow using their

thumbnails and story plans.

They will be encouraged to share ideas and works in progress with their classmates.Classes will end with share-outs of work completed, successes and questions about

both craft and story.

They will also use the plans created with their storyboards to check off tasks completed

and keep on track. Exit cards will be used to monitor self-evaluation both of the work

and of the students progress.

Students will also be encouraged to visit the I want to know more about website as

they work. This site will have resources about cartooning, drawing, character

development, history and style of comics and other topics of interest that arise. Usingthis site and the materials on it as a springboard, students will be invited to add

resources to the list for their peers use.

I generally find during this time in choice classes that my job becomes facilitator and

coordinator of problem solving. If a student is having trouble, I can suggest a peer who

can help. When students are falling behind on their work plans, I can work with them to

develop catch up strategies. If I am very, very lucky and all is going smoothly, I will be

working on my personal graphic novel (which at this point is rather hazyI think about a

school with unusual students, though I am not sure where it will go. Not X-Menish or

Harry Potterybut I have a year to decide!)


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CLASS TWENTY: Last Changes and Publication

Class Twenty will be the day for final peer review. Students will share their finished

comics with the group for general feedback as well as feedback on the five aspects that

will be evaluated:

Clarity of the story (did you understand the story clearly?)

Flow (did the layout of the panels aid your understanding or were there points

where you were confused and had to re-read the comic to understand?)

Layout (was there a pleasing combination of text and images?)

Creativity (was the comic creative and new or same-old, same-old?)

Mechanics of writing (did the grammar, spelling and punctuation help aid your

comprehension or did errors distract?)

Final edits will be made and publication options (html, pdf, movie, etc.) will bediscussed.

Students will publish their final comics to the class gallery. They will create GoogleForm

surveys which ask readers to evaluate the five aspects listed above on a 1-5 scale.

They will add any feedback items they would like to their GoogleForms and add a field

for general comments. They will share their GoogleForms with the instructor and make

a link from their gallery publications to their forms (see sample below.) This will prepare

the class for Class Twenty-one!

Dayles Graphic Novel

Posted 4-5-2011

Click on my graphic novel to see what

happens to a typical girl when she

encounters a mysterious woman with a

shocking background. Then fill out the

survey to tell me what you think. I hope

you enjoy my first attempt at being a

cartoonist. I really loved making this!

Click here to take my survey or make a

comment below. Thanks!

Make a comment on this post


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CLASS TWENTY-ONE: Celebration Day

On Celebration Day, students bring one peer with them to class to be their guest. The

guests move around the room reading and evaluating the finished products; in this

case, the graphic novels and comics. They fill out the creators surveys and talk to the

creators about their work. We also invite some dignitaries to join the fun: classroom

teachers who are free at the class time, the principal, the librarian, the superintendent,

etc. This is an informal and generally LOUD time when students are able to interact with

a very real audience.

GameMaker Celebration 2010


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CLASS TWENTY-TWO: Reflections and What Next?

The final class session will have three main goals.

1. Allow students time to read over evaluations on GoogleForms and consider

comments. At this point, students will also do a self evaluation by entering theirratings and comment on their GoogleForm, including grading themselves. The

instructor uses all this data in assigning a final grade for the class.

2. Allow students time to write a reflection of what they have learned in this class

and to evaluate the class. Many interesting tweaks have been performed on

classes with student input!

The traditional way that this has been achieved is with a GoogleForm which each

student fills out independentlya very S level of technology use! Although it

would be preferable for students reflections about their own learning to continue

to be private, it could be interesting to have students do a group online class

evaluation on a tool like Titanpad. Their comments and ideas could be fleshed

out in conversation with their peers and the instructor. Often the individual

feedback is one dimensional (more time to draw) or general (it was good.) Would

a class discussion online yield even more content for consideration? It would be

worth a try!

3. Brainstorm how comics could be used in future academic work. As students take

computer choice classes, they gain knowledge about tools that they can use in

other classes. The hope is that they apply that knowledge across the curriculum.

This exercise asks them to think about projects that they have completed or that

they know will be coming up and plan ways that comics and Comic Life could be

used to meet those project requirements. Publishing the list of ideas on the class

blog will allow students to revisit their ideas as projects come up.

As a final class wrap up, options for continued work will be mentioned, such as the

summer camp for students at the Center for Comic Studies and websites that publish

student comics.


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BIBLIOGRAPHY

Abel, J., & Madden, M. (2008). Drawing Words and Writing Pictures. New York and

London: First Seond.

CCS. (2011, 3 10). Vermont Cartoonist Laureate To Be Appointed. Retrieved 3 29,2011, from The Center for Cartoon Studies:

http://www.cartoonstudies.org/index.php/2011/01/24/country%E2%80%99s-first-

cartoonist-laureate-to-be-appointed-in-vermont/

Fawkes, R. (2010). Possessions: Unclean Getaway. Portland, OR: Oni Press.

Feazell, M. (2011). Matt Feazell's Homepage. Retrieved March 27, 2011, from The

Amazing Cynicalman: http://home.comcast.net/~mattfeazell/

Fink, L. S. (2011). Comics in the Classroom as an Introduction to Genre Study.

Retrieved 4 4, 2011, from ReadWriteThink:http://www.readwritethink.org/classroom-resources/lesson-plans/comics-

classroom-introduction-genre-188.html?tab=6#tabs

Mannino, G., & Masterson, M. (2004). Dorothy. Morgan Hill, California: Illusive Arts

Entertainment, LLC.

Marvel. (2011). Thor Character One Sheet. Retrieved 3 29, 2011, from Marvel

Characters, Inc.:

http://marvel.com/images/gallery/story/15486/new_thor_character_posters/image

/864239

McCloud, S. (2006). Making Comics. New York: Harper.

McCloud, S. (1993). Understanding Comics:The Invisible Art. New York:

HarperPerrenial.

Simmons, S. (2011). Comics. Retrieved March 27, 2011, from Shane Simmon's

Eyestrain Productions: http://www.eyestrainproductions.com/es/content.php

Sturm, J., Arnold, A., & Frederick-Frost, A. (2010). Adventures in Cartooning Activity

Book. New York: First Second.


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Comics in the Classroom http://www.learnnc.org/lp/pages/631 How to Teach Graphic Novels http://www.suite101.com/content/how-to-teach-graphic-novels-a37453

But This Book has Pictures! Rational for Teaching Graphic Novels in the APClassroomhttp://apcentral.collegeboard.com/apc/members/courses/teachers_corner/158535.html

50 Great Ways to Use Graphic Novelshttp://www.onlineclasses.org/2011/01/09/50-great-ways-to-use-graphic-novels-in-the-classroom/

Graphic Novels for Multiple Literacieshttp://www.readingonline.org/newliteracies/jaal/11-02_column/

Graphic Novels http://www.education.wisc.edu/ccbc/books/graphicnovels.asp

Comics in the Classroom http://www.teachingdegree.org/2009/07/05/comics-in-the-classroom-100-tips-tools-and-resources-for-teachers/

National Association of Comic Arts Educators http://www.teachingcomics.org/

The Center for Cartoon Studies http://www.cartoonstudies.org/

Graphic Literature Libraryhttp://www.time.com/time/columnist/arnold/article/0,9565,547796,00.html

Graphic Novel Resourceshttp://library.buffalo.edu/libraries/asl/guides/graphicnovels/

Graphic Novels Rule!http://www.schoollibraryjournal.com/article/CA6536654.html

A Teachers Guide to Comic Book Creationhttp://www.brighthub.com/education/k-12/articles/60323.aspx

Technological Knowledge:

Create Your Own Comic Strip with Comic Lifehttp://www.peachpit.com/articles/article.aspx?p=446796

Getting Started with Comic Lifehttp://www.larkin.net.au/comic_life/docs/03_comic_life_colour.pdf


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Creating with Comic Life http://blogs.ksbe.edu/ets/files/2007/11/comic_life.pdf Comic Life in the Lab and Classroomhttp://t4.jordan.k12.ut.us/professional_development/digitalphotography/ComicLife.pdf

Photoshop Roadmap: Tutorials http://www.photoshoproadmap.com/Photoshop-tutorials/Photoshop-Elements-tutorials/Most-popular/1/

Photoshop Elements Tutorialshttp://www.adobe.com/designcenter/photoshopelements/articles/tutorial_index.html

20 Insane Comic Book Style Photoshop Effectshttp://psd.tutsplus.com/articles/web/20-insane-comic-book-style-photoshop-effects/

PhotoScape Tutorial http://www.photoscape.org/ps/main/help.php?id=intro

ArtRage Tutorial http://www.artrage.com/artrage-tutorials.html

ArtRage Tutorialshttp://www2.ambientdesign.com/forums/showthread.php?t=12938

Technological Pedagogical Knowledge:

Constructivism and Technology http://www.teach-

nology.com/currenttrends/constructivism/and_technology/

Are You a Techno-Constructivist?

http://www.educationworld.com/a_tech/tech/tech005.shtml

Technological Content Knowledge:

Seven Uses for Comic Life in Education http://tsbray.posterous.com/seven-uses-for-comic-life-in-education

How to Use Comic Life in the Classroom http://www.macinstruct.com/node/69

Comic Life in Your Classroomhttp://homepage.mac.com/charlenechausis/comiclife.html

Technological Pedagogical Content Knowledge:

The Digital Media Arts: Tools for the 21st Centuryhttp://www.towerofyouth.org/DASPNEW/dasp2/tools1.htm


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Implications for Art Education in the Third Millennium: Art Technology Integrationhttp://www.sherrymayo.com/mayo_naea_article2007.pdf

The Effect of a Computer-Based Cartooning Tool On Childrens Cartoons and

Written Stories https://dspace.lboro.ac.uk/dspace-jspui/bitstream/2134/3468/1/madden%20chung%20and%20dawson%20-%20computers%20and%20eduacationarticle.pdf

graphic novel design: the class

Documents