Gesture Drawing / 5nd Grade
Overview

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    Students will create their own comic strip (four panel comic) using the various visual symbols used by cartoonists to tell a sequential story.

Rationale

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    There are many different ways to present information, such as in news articles, advertisements, pamphlets, road signs...etc. The message of some are more easily identifiable (road signs) than others (news article). By utilizing both verbal and visual ques, comics and cartoons are a way that students with a limited vocabulary can tell a story without being held back by the limits of their language.

Objectives

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• Students will be able to draw at least three root vegetables.
• Students will learn when to use speech bubbles, thought bubbles, and shout bubbles.
• Students will be able to create a four-panel comic strip.
• Students will learn about the comic making process
  

Addressed New York State Educational Standards

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• Standard 1
  Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.
• Standard 2
  Know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts.
• Standard 4
  Explore art and artifacts from various historical periods and world cultures to discover the roles that art plays in the lives of people of a given time and place and to understand how the time and place influence the visual characteristics of the art work. Students will explore art to understand the social, cultural, and environmental dimensions of human society.

Vocabulary

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• Comic-- A type of literature where the story is illustrated with pictures and text.
• Graphic Novel -- A book written in a comic format.
• Word Bubble -- A bubble with words that are spoken.
• Thought Bubble -- A bubble with words that are thought.
• Shouting Bubble -- A bubble with words that are shouted.
• Narratorfs Box -- A box that is not said by anyone in the frame.
• Comic Strip -- a type of comic that is one long line of images.
• Four panel comic -- a type of comic that consists of four boxes.
• Sequential -- in sequence, in a story, boxes that show things that happen one after another.
  

Evaluation

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Objectives	Excellent	Good	Fair	Poor	Incomplete
Panel Continuity	There is a clear sequential flow between the panels.	A sequential flow between the panels is evident.	A sequential flow between the panels is awkward, but does not interfere with the storyline.	A sequential flow between the panels is awkward and interferes with the storyline.	There is no evidence of a sequential relationship between the panels.
Appropriate framing of text	Word, thought, and shout bubbles are used as needed.	Word, thought, and shout bubbles are not used as needed, but changes could be made to improve the comic.	Only two kinds of text bubbles have been utilized as needed.	Only one kind of text bubble has been utilized.	There are no word bubbles, the bubbles are randomly placed with no regard of text.
Vocabulary	The student can demonstrate a knowledge of the vocabulary words.	The student can demonstrate a knowledge of the vocabulary words with help	The student is aware of the vocabulary words.	The student is aware of the vocabulary words with help.	The student cannot recall or define any of the vocabulary terms.
Panel Border and Alignment	The panels are even in height and aligned.	The panels are somewhat even in height and somewhat aligned.	The panels are somewhat even in height and misaligned.	The panels are unintentionally different sizes and misaligned. Panel borders are sloppy.	The panels are different shapes and sizes and misaligned with no deliberate sign of intention. Panel borders are very sloppy.

Extension

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• Students can learn about the inking process (thick lines, thin lines, speed lines, lines as expression) and color their comics. Students amy also help their friends.

Student Examples

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