Classroom Resource

Creating Comics

Subject Area

Digital Literacy and Computer Science
Arts Education

Grade(s)

6, 7, 9, 10, 11, 12

Overview

Reading and creating comic strips and comic books are engaging ways to promote literacy at any grade level and across content areas. The students in this video are members of a high school comic book club and have access to drawing tablets and Adobe Photoshop, so they can achieve sophisticated results. Even without such software, however, teachers can still integrate digital comics into a wide range of teaching situations. This video comes with several support materials that include video discussion questions and project suggestions.

There are a number of comic books, especially contemporary ones, that are not “school appropriate,” so you might want to guide students’ web research on comic books. 

Digital Literacy and Computer Science (2018) Grade(s): 6

DLCS18.6.R3

Assess the validity and identify the purpose of digital content.

Unpacked Content

UP:DLCS18.6.R3

Vocabulary

  • validity

Knowledge

Students know:
  • not all information shared is valid; some information is skewed to sway readers' opinions.

Skills

Students are able to:
  • research information to confirm whether the given information is true and unbiased.

Understanding

Students understand that:
  • individuals and/or groups can manipulate information to meet an agenda.
  • it is important to verify information.
Digital Literacy and Computer Science (2018) Grade(s): 6

DLCS18.6.R6

Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content

UP:DLCS18.6.R6

Knowledge

Students know:
  • feedback is important in a design process.

Skills

Students are able to:
  • create a multimedia artifact.
  • critique the work of others.
  • revise their work based on feedback received.

Understanding

Students understand that:
  • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
Digital Literacy and Computer Science (2018) Grade(s): 7

DLCS18.7.R3

Assess the validity and identify the purpose of digital content.

Unpacked Content

UP:DLCS18.7.R3

Vocabulary

  • validity

Knowledge

Students know:
  • not all information shared is valid; some information is skewed to sway readers' opinions.

Skills

Students are able to:
  • research information to confirm whether the given information is true and unbiased.

Understanding

Students understand that:
  • individuals and/or groups can manipulate information to meet an agenda.
  • it is important to verify information.
Digital Literacy and Computer Science (2018) Grade(s): 7

DLCS18.7.R6

Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content

UP:DLCS18.7.R6

Knowledge

Students know:
  • feedback is important in a design process.

Skills

Students are able to:
  • create a multimedia artifact.
  • critique the work of others.
  • revise their work based on feedback received.

Understanding

Students understand that:
  • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.R3

Assess the validity and identify the purpose of digital content.

Unpacked Content

UP:DLCS18.HS.R3

Knowledge

Students know:
  • not all information found online is valid.
  • some information is shared online to promote an agenda.
  • all information has a purpose.

Skills

Students are able to:
  • assess the validity of digital content.
  • identify the purpose of digital content.

Understanding

Students understand that:
  • not all information available digitally is accurate, valid, and/or unbiased.
  • some users/groups misrepresent information in an effort to skew perceptions.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.R6

Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content

UP:DLCS18.HS.R6

Knowledge

Students know:
  • feedback is important in a design process.

Skills

Students are able to:
  • create a multimedia artifact.
  • critique the work of others.
  • revise their work based on feedback received.

Understanding

Students understand that:
  • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
Arts Education (2017) Grade(s): 09-12 - Visual Arts

AE17.VA.N.10

Identify and compare ways in which art influences cultural values and trends.

Unpacked Content

UP:AE17.VA.N.10

Vocabulary

  • Artistic processes
  • Traditional Media
  • Contemporary Media
  • Craftsmanship
  • Experimentation
  • Aesthetics
  • Perception
  • Scale
  • Proportion
  • Develop artistic ideas and work
  • Build upon prior knowledge
  • Explore creative art-making goals
  • Communicate ideas
  • Artists create works of art that implement the art elements and principles of design - regardless if the artwork is traditional or contemporary.
  • Artists employ technical skills and craftsmanship when creating works of art.
  • Artists act responsibly when handling of tools and materials, following safety guidelines and are conscious of the environment which they work.
  • Artists reflect and revise upon their artwork throughout the creative process.
  • Develop excellence through practice and constructive critique.

Essential Questions

EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?

Skills Examples

  • Research and present the ways that characteristic attributes of visual arts (choices, steps, processes, and perseverance) can be connected to other academic subjects.
  • Show how the creative process applies to all subjects, careers, and technical education, through increasing imagination and innovation.
  • Produce and analyze an arts presentation that integrates other content areas.
  • Analyze how the visual arts influence creative, critical thinkers and problem solvers.
  • Explain how art impacts and reflects choices in society, such as choices involving environmental issues, family, school, community, businesses and consumers, advertisers, and cultural issues.
  • Compare specific attributes of artworks from different cultures, places, or times; then, evaluate how the artworks (or particular attributes) have shaped or influenced specific people, cultures, historical periods, or events.
  • Apply an understanding of the concepts, elements, and vocabulary of visual arts and the principles of design when analyzing and interpreting artworks.
  • Demonstrate a responding process by forming significant criteria (with particular attention to applying and justifying aesthetic criteria) when evaluating and interpreting visual artworks.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Link to Resource
https://aptv.pbslearningmedia.org/resource/media_arts_classroom11/creating-comi…

CR Resource Type

Audio/Video

Resource Provider

PBS
Accessibility

Accessibility

Video resources: includes closed captioning or subtitles
License

License Type

Custom

Custom License Type (URL)

https://www.pbslearningmedia.org/help/terms-of-use/

Approved Date

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