NO. OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
|WA CLOCK HRS:
PENNSYLVANIA ACT 48:
Creating comics is powerful teaching tool that sparks interests with struggling readers, writers, and creative visual artists. Discover the engaging pedagogical super power that an innovative comic creation and publication curriculum provides as repellent to any dull art studio kryptonite. Participants will be introduced to one of the best comprehensive storytelling curricula, Pop Culture Classroom “Storytelling Through Comics,” and Fable Visions online publishing tool, “Get Published” which features resources from New York Times best seller, Peter Reynolds, author of “The Dot and ish”. By blending these two powerful resources, participants will focus on how to apply, produce and publish collaboratively created comics in their common core art studio classes.
Participants will come away with hands-on creative ready-to-use comic lessons, assessment tools, rubrics, comic vocabulary, character development, creative story ideas, art studio activities, online resources and ideas for developing a one of a kind published, collaboratively created comic book. Request Fable Visions “Get Published” and "Story Telling Through Comics" resources from your instructor: firstname.lastname@example.org.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
Pop Culture Classroom Presents: “Storytelling Through Comics”. Comprehensive Teacher’s Guide.
Digital Download contact instructor at: email@example.com for access
Fable Visions "Get Published!" for access to publishing videos and worksheets. Contact your instructor at: firstname.lastname@example.org for access.
None. All reading is online.
“Storytelling Through Comics”. Comprehensive Teacher’s Guide and "Get Published!" Contact instructor at: email@example.com for access.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #1: Course Forum, Introduction
Getting To Know You:
Post your document in the online response box.
Assignment #2: “Storytelling Through Comics” (STC) and “Get Published” Introduction
Upload this document in the assignment response field.
Assignment #3: Brainstorming
TEDxGateway (2013)Stan Lee. What Makes A Superhero? Stan Lee at TEDxGateway. YouTube (7:54)
TedxWanaka (2014) How to Build A Superhero in 5 Easy Steps, Michelle Dickinson. TedxTalks. YouTube 13:22
Upload this document and any illustrations in the assignment response field.
Assignment #4: Early Storytellers and Character Sketch
Kondoleon, C. (2012) Greek Studies: Vase paintings, Telling Stories with Pictures. YouTube Video (5:59)
BBC News: Preserving Prehistoric Art. YouTube 2:44 “Chavet Cave paintings of France”.
Post your document and any illustrations to the assignment response field.
Assignment #5: Map It Out from Get Published
Attach your word document and any illustrations to the online response field.
Assignment #6: Editing
Assignment #7: Studio Days and Promotion
Assignment #8: Online Projects
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #9: Meeting the Writing and Visual Arts Standards with Storytelling in Comics & Get Publi
Post your comic book curriculum/unit Group Response field.
Assignment #10: Create and Implement a Unit Reflecting What You Have Learned In This Course
Use this option if you do not have a classroom available.
Assignment #11: (500 Level ONLY)
In addition to the 400 level assignments, complete one of the following:
Post to the online response box and attach any Power Point, Keynote or video presentation.
C. INTEGRATION PAPER
Assignment #12: (Required for Clock Hrs, PDUs, CEUs, Act 48, 400 and 500 level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 400-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Debora Supplitt M.F.A-A.Ed./M.Ed. received her Masters (M.Ed.) and Bachelor of Art (B.A.) degree from San Francisco State University and Masters of Fine Arts in Art Education (M.F.A.-A.Ed,) from Boston University. She has worked with students of all levels, including preschool, elementary, middle school, high school and professional educators, since 1980. She is certified in Washington, Oregon and California in Pre/K-12-Adult Special and Elementary Education and is highly qualified in the core areas of Art, Music, Reading, and Special Education as well as being a trained Intervention Specialist. Debora knows the importance of providing a creative environment where all students and teachers can thrive. Presently she is working in her dream position as a full time middle school Art Teacher. Debora provides classroom teachers with the tools and resources needed to integrate art into the daily curriculum and is always busy developing new, creative and fun workshops for teachers. She is passionate about providing exciting, meaningful, useful and fun filled continuing education for all teachers.
CREATING & PUBLISHING COMICS IN THE CLASSROOM
Bitz, M. (2009). The Comic Book Project. http://www.comicbookproject.org
Comic Rocket (2016). Sequential Story Comics. https://www.comic-rocket.com/genre/gag-a-day/
Comic Strip Creation Tools (2015). An interactive online tool for comic creation. Select one and create and print out your comic. Explore Student-Friendly Searches at the bottom of the site. http://www.infotopia.info/comic_strip_creation_tools.html
Corley, M. (2013). How to Create a Comic Strip With Your Kids in 7 Easy Steps. http://www.mykidsadventures.com/create-comic-strip-kids/
Donovan, M. (2014). Writing Forward Write on Shine on! 25 Creative Writing Prompts. http://www.writingforward.com/writing-prompts/creative-writing-prompts/25-creative-writing-prompts
Duke University (nd). Visual Rhetoric/Visual Literacy: Writing About Comics and Graphic Novels. http://twp.duke.edu/uploads/assets/comics.pdf
Edutopia (2015). Bookmaking Across Subjects: Making Learning Last Longer 5:03 Video Symonds Elementary uses school wide projects like bookmaking to combine academics and art in ways that excite and engage students, and make learning feel more personalized and fun. https://www.youtube.com/watch?v=kXn_ef9T1oE
Eidman-Aadahl, E. (2013). Elyse Eidman-Aadahl on Writing in the Digital Age (Big Thinkers Series) 7:33 Video. Co-director of the National Writing Project Elyse Eidman-Aadahl describes how the craft of storytelling is evolving, as new digital tools and communications technologies enable connections for content creators around the globe.
Normal Park Magnet School (2014). Travel Journals: Student-Created Textbooks (2014) 4:18 Video. Each student at Normal Park Museum Magnet School creates a unique “travel journal” to explore the themes of science and social studies units. http://www.edutopia.org/practice/creating-travel-journals-assess-learning
Finley, T. (2014). Common Core in Action: 10 Visual Literacy Strategies, Edutopia. http://www.edutopia.org/blog/ccia-10-visual-literacy-strategies-todd-finley
Galliger, J. (2015). Kids Love Comics. Explore web site. http://www.kidslovecomics.net
Gardner, T. (2006). Read, Write, Think. Interactive Comics vocabulary and examples. http://www.readwritethink.org/files/resources/interactives/comic/comicdefinitions-text.pdf
Gardner, T. (2006). Voices in History. Graphic Novel Vocabulary. https://voicesinhistory.wikispaces.com/file/view/Graphic_Novel_Vocabulary.pdf/135212281/Graphic_Novel_Vocabulary.pdf
Gonchar, M. (2015). 301 Prompts for Argumentative Writing. New York Times. http://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/?_r=0
Gonchar, M. (2014). 500 Prompts for Narrative and Personal Writing. New York Times. http://learning.blogs.nytimes.com/2014/11/13/500-prompts-for-narrative-and-personal-writing/
Groovey T.V. (2014). Comic Book Classroom’s Director of Education Illya Kowalchuk Interview. 11:04. https://www.youtube.com/watch?v=Nj5HFu5YDfw
ILA/NCTE (2016). Read, Write, Think Comic Creator K-12. Select grade level. Read any three lessons of your choosing. Write a one-two page paper describing how you set up a comic unit in your class. http://www.readwritethink.org/classroom-resources/student-interactives/comic-creator-30021.html?tab=3#tabs
Mctighe, J. (2016) Unit and Lesson Plan Template download. http://jaymctighe.com/resources/downloads/
Mayer Elem. School (2016). Tech Literacy: Making It Relevant Through Content Learning. 4:44 Teaching technology at Meyer Elementary School goes beyond showing kids how to use email and apps. It gives students a context for learning technology through subject areas, making all learning more relevant. https://www.youtube.com/watch?v=oW6j0_Z65aE
National Writing Project (2016). 30 Ideas for Teaching Writing. http://www.nwp.org/cs/public/print/resource/922
Noonan, M. (2011). Ms. Noonan: Making Students into Better Writers. 4:43 Ms. Noonan highlights very specific strengths and choose two areas of focus and affect students in the classroom. https://www.teachingchannel.org/videos/improving-student-writing
Pun of the Day (2015). Selection of puns, categories and funny people. Make a list of 30 puns for your class. Illustrate one of these pun into a six panels your strip cartoon. http://www.punoftheday.com/cgi-bin/disppuns.pl?ord=F
Rank, L. (2016) Making Writing Meaningful to Middle School Students. http://www.readwritethink.org/about/community-stories/making-writing-meaningful-middle-47.html
Scholatic Art (2011) Make a Comic. 6 panel book. http://art.scholastic.com/resource/uploads_art/Issues/1111/ART-1111-pp14-15.pdf
The Classroom Comic Strip (2015). Comics about the classroom. Read and select 3 and discuss five comics from the classroom that pertain to your class. In a one to two page paper discuss the layout, the 5 w’s and 1 H within the panels. http://www.thecomicstrips.com/subject/The-Classroom-Comic-Strips.php
Tiemensama, L. (2009). Visual Literacy: To Comics or Not To Comics? Promoting Literacy Using Comics. http://www.ifla.org/past-wlic/2009/94-tiemensma-en.pdf
Versaci, R. (2011). Graphic Novels: Books that Matter. http://www.randomhouse.com/highschool/RHI_magazine/pdf/versaci.pdf
videocourses4teachers (2014). Differentiation and Literacy: Teaching Reading and Writing 3:06 Video Dr. Tomlinson, University of Virginia, describes how differentiated instruction can be best used to teach reading and writing in today's diverse classrooms. She gives examples of successful differentiated literacy lesson plans, shares personal experiences, and answers questions about the best ways to apply differentiation to literacy instruction.
Warner, J. (2013). Mrs. Warner’s 4th Grade Classroom Comic Creator Website/Blog. http://mrswarnerarlington.weebly.com/comic-creator.html