Graphic Novels in the Classroom Creative Learning Factory workshop
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Transcript of Graphic Novels in the Classroom Creative Learning Factory workshop
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Graphic Novels in the ClassroomCreative Learning Factory workshop
NERCApril 3, 2012Katie Furdeck
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Personal and Political
• How do we increase the relevance of historical events?
• How do we encourage historical empathy?
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Why Graphic Novels?They align to the standards! • They are also
interdisciplinary!
They encourage historical thinking!
They encourage 21st Century Skills like Media Literacy, Collaboration,
Creativity, Communication, and Critical Thinking!
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Why Graphic Novels?
They meet kids where they are!
Relatable, Multilayered,
Visual,Entertaining
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Visual Literacy
• Reading or writing of visual texts
65% of the population are visual learners
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Maus by Art Spiegelman• Vladek Spiegelman, a Jewish survivor of Hitler’s Europe and
his son, the cartoonist• Nazis are cats and Jews are mice
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Barefoot Gen by Keiji Nakazawa
• Manga series from an artist born in Hiroshima City• Based on experiences of the atomic bombing in
Hiroshima
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Onward Towards Our Noble Deaths by Shigeru Mizuki
• Fictionalizes the real-life experiences of the author stationed in the Pacific in 1943 during WWII
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Alan’s War by Emmanuel Guibert
• Following a chance meeting, it’s the story of Alan Cope’s experiences as an American G.I. during WW II
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Why Graphic Novels?
• Offers more of a holistic picture of events than the typical survey approach provided by most textbooks– Multiple characters = multiple perspectives– Multiple perspectives = weighing evidence– Weighing evidence = critical thinking
• Opportunities for new voices
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Creating a Graphic Novel
• Main Characters• Secondary Characters• Plot• Conflict• Text• Illustrations
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Main Character
• Main character should have one or two easily identifiable dominate traits
• Present traits through text and illustrations• The audience should be able to identify with
the denominate traits• Let the illustrations present physical details of
the main character
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Secondary Characters
• Villains: Block the main character from reaching goals. (The Green Goblin in Spider-Man)
• Allies: Assist the main character in reaching goals. (Robin in Batman)
• Mentors: Wise characters that help the main character. (Obi-Wan Kenobi in Star Wars)
• Jokers: Lighten things up! Often the main character's best friend is a joker. (Donkey in Shrek)
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Plot
• The resolution should teach a lesson but not be didactic
• Jump right into the main conflict of the story• Flashbacks can be confusing– May need creative visuals to signal flashbacks
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Plot: Conflict
• Limit to one conflict the main character has to overcome
• The main character should deal with the main conflict in concrete terms
• The main character should resolve the conflict herself• Four common types of conflict: IvI, IvSelf, IvN, IvSoc• Common concerns of children and young adults:
acceptance by others, family dynamics, physical growth, fear of the unknown
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Text
• Simple sentences and short paragraphs• Active verbs make it exciting• Literary tools: rhythm, alliteration, repetition,
personification, etc.
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Graphic History Studio
• Using one of the primary sources in your packet as inspiration, create one page from a graphic novel
• Use the activity sheet to organize your thoughts– Building Your Characters– Brainstorming Your Plot
• Draw a page!• After 15 minutes, you’ll share your story with the
larger group