Reflection of how Cartoons Support Media Literacy in the Classroom
Title of cartoon
Patriot Women Part I & 2
Target audience and grade level
Cross-Curriculum: 8th Grade Students
Social Studies & English Language Arts
The instructional design process to develop the assignment
Storyboarding was used to create the layout for the cartoon. Before I began the project I literally “stepped away from the computer” (Hagen & Golombisky, 2013). I assessed my audience, what I hoped the students would learn from this project, what grade level I will be teaching and why, as well as what technologies and skills levels will my students need in order to be successful. Next, I read the book, Revolutionary Mothers. This book provided extraordinary details of events women participated in during the Revolutionary War.
Next, I developed the storyboard concept map for the students, I free handed dialogue and potential scene sequencess. I also used a “Beginning Middle End” thought process. This is a strategy I have used with elementary students in the past to teach them to identify the main idea in a story (who, what, when, where, why), as well as the sequence of events that occurred in the story. This process dramatically cut down on any wasted time I would have experience had I not thought through the story I am trying to tell in the cartoon. The cartoon generator ToonDoo was used to develop the cartoon. I chose it because it was free, and it allowed me to either print the cartoon, save, link, or embed it. Last year students were given cartoon assignments, and after working on them for a whole class period, the print option was not available. Many teachers still want students to hand in assignments, and ToonDoo offers the option of printing.
I use storyboarding when teaching students how to develop multimedia projects (see storyboard at bottom of page). It helps students to understand how to create a frame, and develop text or dialogue with the frame. (Frey & Fisher, 2008). It helps them with the planning and sequencing process of the cartoon. The panels in the concept map I developed for the students will provide them with the information they need to incorporate the principles and elements of visual literacy. I have provided a sample of the storyboard I used to create my cartoon at the bottom of the page under the cartoon examples.
The lesson to be taught
Women played many roles during the Revolutionary War. The bravery of women during war periods is often understated. It was not until I read the book, Revolutionary Mothers, did I realize that women disguised themselves, were spies, kept farms going, defended their homes, as well as were nurses and camp followers. It was interesting to think about how the women of the Revolutionary War and the Women of World Wars I and II had many similar experiences. Even during the Depression American women were called upon to be breadwinners and heads of households, only to be forced out of their roles when the men returned from war or the economy shifted again (Jardins, 2013).
How this project can be used for teaching or supporting a classroom lesson (instructional strategy), and the importance of using comics/cartoons/graphic novels in the classroom
Teaching cartoons can support literacy instruction, particularly, reading and writing. The domain for this project is comprehension and order of events, and can be used in grades 2-12. It focuses on the cognitive process of sequencing events. I used cartoons as an assignment because the images and text in cartoons help students produce meaning, and “become engaged in the search of meaning” This process can be especially helpful for English Language Learners (Frey & Fisher, 2008).
Georgia Standard ELACC8SL5 states students will: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest (Georgia Standards) This standard can be compared to McRel Language Arts Viewing Standards for Level III (6-8). Specifically students will:
a. Understands how symbols, images, sound, and other conventions are used in visual media (e.g., time lapse in films;
b. Set elements that identify a particular time period or culture;
c. The use of close-ups to convey drama or intimacy; and
d. Sequences or groups of images that emphasize specific meaning, differences between visual and print media) (Baker, 2012).
Principles/Elements of project
The project embraces teaching students to be visually literate. Students will learn about the principles and elements in developing their project. In this particular cartoon, I assigned a principle and element to each frame. The principles used in the cartoon were: balance; focal point/emphasis; movement; unity; and value. The elements used in the cartoon were: color; space; size/scale; and line (Hagen & Golombisky, 2013). The Gestalt theory also played a key role in the design process. The Gestalt theory of proximity and grouping in the cartoon allowed me to create meaning due to placement. It allowed me to demonstrate that the images belonged together in the frame (Hagen & Golombisky, 2013)
Definitions
Cartoons: Cartoons also use images and text like Graphic Novels. Cartoons, however, are much shorter. A cartoon is brief, created inside frames.
Comics: Comic Books have pictures and text like Graphic Novels, as well as multiple pages; however, they are much shorter and are like magazines or periodicals. Comics can tell a different story over a long period of time.
Graphics Novels: While a Graphic Novel is a comic, it is not a comic book because it is typically one or two books, and it is much longer. Graphic novels tell one story.
Reflection about challenges completing the assignment
Developing the cartoon took longer than I thought it would to develop. It took time to review the cartoon strip generators, and to test a few before I made my final decision. I was looking for a generator that was user friendly, accessible and printer friendly as well. After reading the text I now feel that I can confidently share with teachers the values of comic books/strips and graphic novels. Last year we had an older teacher openly criticize a student for reading a graphic novel in a parent conference. I was very disappointed with the very old fashioned and uninformed opinion of this teacher (Frey & Fisher, 2008).
There are several potential problems that might impact this project. From the technical side the building has a very unpredictable Internet connection, and is constantly disconnecting devices. Also, many of our students are not computer savvy and do not have adequate keyboarding skills or the knowledge to navigate the Internet. That being said, I am hopeful our English Language Learners will benefit from this activity by using images and text together.
References
Baker, F. (2012). Visual Literacy. Retrieved June 12, 2015, from http://www.iste.org/docs/excerpts/medlit-excerpt.pdf
Berkin, C. (2006). Revolutionary mothers: Women in the struggle for America’s independence. New York: Vintage Books.
Comic Strips. (n.d.). Retrieved June 12, 2015 from http://www.berkeleycountyschools.org/cms/lib02/wv01000962/centricity/domain/34/sequencing.pdf
Frey, N., Fisher, D., (2008). “Literary Literacy” and the Role of the Comic Book. In Teaching visual literacy: Using comic books, graphic novels, anime, cartoons, and more to develop comprehension and thinking skills. Thousand Oaks, CA: Corwin Press.
Grade Eight Georgia Studies. (August 1, 2012). Retrieved June 12, 2015 from
https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_ELA_Grade8_Standards.pdf
Hagen, R., & Golombisky, K. (2013). Step Away from the Computer. In White Space is not Your Enemy: A beginner’s guide to communicating visually through graphic, web & multimedia design (2nd ed., pp. 590-603). New York, NY: Focal Press.
Jardins, J. (2013) Lillian Gilbreth: Redefining domesticity. Boulder. Colo: Westview Press.
Storyboarding for Instructional Design (n.d.). Retrieved June 12, 2015, from http://www.tc.columbia.edu/idesign/images/Storyboarding%20Workshop%20.pdf
Patriot Women Part I & 2
Target audience and grade level
Cross-Curriculum: 8th Grade Students
Social Studies & English Language Arts
The instructional design process to develop the assignment
Storyboarding was used to create the layout for the cartoon. Before I began the project I literally “stepped away from the computer” (Hagen & Golombisky, 2013). I assessed my audience, what I hoped the students would learn from this project, what grade level I will be teaching and why, as well as what technologies and skills levels will my students need in order to be successful. Next, I read the book, Revolutionary Mothers. This book provided extraordinary details of events women participated in during the Revolutionary War.
Next, I developed the storyboard concept map for the students, I free handed dialogue and potential scene sequencess. I also used a “Beginning Middle End” thought process. This is a strategy I have used with elementary students in the past to teach them to identify the main idea in a story (who, what, when, where, why), as well as the sequence of events that occurred in the story. This process dramatically cut down on any wasted time I would have experience had I not thought through the story I am trying to tell in the cartoon. The cartoon generator ToonDoo was used to develop the cartoon. I chose it because it was free, and it allowed me to either print the cartoon, save, link, or embed it. Last year students were given cartoon assignments, and after working on them for a whole class period, the print option was not available. Many teachers still want students to hand in assignments, and ToonDoo offers the option of printing.
I use storyboarding when teaching students how to develop multimedia projects (see storyboard at bottom of page). It helps students to understand how to create a frame, and develop text or dialogue with the frame. (Frey & Fisher, 2008). It helps them with the planning and sequencing process of the cartoon. The panels in the concept map I developed for the students will provide them with the information they need to incorporate the principles and elements of visual literacy. I have provided a sample of the storyboard I used to create my cartoon at the bottom of the page under the cartoon examples.
The lesson to be taught
Women played many roles during the Revolutionary War. The bravery of women during war periods is often understated. It was not until I read the book, Revolutionary Mothers, did I realize that women disguised themselves, were spies, kept farms going, defended their homes, as well as were nurses and camp followers. It was interesting to think about how the women of the Revolutionary War and the Women of World Wars I and II had many similar experiences. Even during the Depression American women were called upon to be breadwinners and heads of households, only to be forced out of their roles when the men returned from war or the economy shifted again (Jardins, 2013).
How this project can be used for teaching or supporting a classroom lesson (instructional strategy), and the importance of using comics/cartoons/graphic novels in the classroom
Teaching cartoons can support literacy instruction, particularly, reading and writing. The domain for this project is comprehension and order of events, and can be used in grades 2-12. It focuses on the cognitive process of sequencing events. I used cartoons as an assignment because the images and text in cartoons help students produce meaning, and “become engaged in the search of meaning” This process can be especially helpful for English Language Learners (Frey & Fisher, 2008).
Georgia Standard ELACC8SL5 states students will: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest (Georgia Standards) This standard can be compared to McRel Language Arts Viewing Standards for Level III (6-8). Specifically students will:
a. Understands how symbols, images, sound, and other conventions are used in visual media (e.g., time lapse in films;
b. Set elements that identify a particular time period or culture;
c. The use of close-ups to convey drama or intimacy; and
d. Sequences or groups of images that emphasize specific meaning, differences between visual and print media) (Baker, 2012).
Principles/Elements of project
The project embraces teaching students to be visually literate. Students will learn about the principles and elements in developing their project. In this particular cartoon, I assigned a principle and element to each frame. The principles used in the cartoon were: balance; focal point/emphasis; movement; unity; and value. The elements used in the cartoon were: color; space; size/scale; and line (Hagen & Golombisky, 2013). The Gestalt theory also played a key role in the design process. The Gestalt theory of proximity and grouping in the cartoon allowed me to create meaning due to placement. It allowed me to demonstrate that the images belonged together in the frame (Hagen & Golombisky, 2013)
Definitions
Cartoons: Cartoons also use images and text like Graphic Novels. Cartoons, however, are much shorter. A cartoon is brief, created inside frames.
Comics: Comic Books have pictures and text like Graphic Novels, as well as multiple pages; however, they are much shorter and are like magazines or periodicals. Comics can tell a different story over a long period of time.
Graphics Novels: While a Graphic Novel is a comic, it is not a comic book because it is typically one or two books, and it is much longer. Graphic novels tell one story.
Reflection about challenges completing the assignment
Developing the cartoon took longer than I thought it would to develop. It took time to review the cartoon strip generators, and to test a few before I made my final decision. I was looking for a generator that was user friendly, accessible and printer friendly as well. After reading the text I now feel that I can confidently share with teachers the values of comic books/strips and graphic novels. Last year we had an older teacher openly criticize a student for reading a graphic novel in a parent conference. I was very disappointed with the very old fashioned and uninformed opinion of this teacher (Frey & Fisher, 2008).
There are several potential problems that might impact this project. From the technical side the building has a very unpredictable Internet connection, and is constantly disconnecting devices. Also, many of our students are not computer savvy and do not have adequate keyboarding skills or the knowledge to navigate the Internet. That being said, I am hopeful our English Language Learners will benefit from this activity by using images and text together.
References
Baker, F. (2012). Visual Literacy. Retrieved June 12, 2015, from http://www.iste.org/docs/excerpts/medlit-excerpt.pdf
Berkin, C. (2006). Revolutionary mothers: Women in the struggle for America’s independence. New York: Vintage Books.
Comic Strips. (n.d.). Retrieved June 12, 2015 from http://www.berkeleycountyschools.org/cms/lib02/wv01000962/centricity/domain/34/sequencing.pdf
Frey, N., Fisher, D., (2008). “Literary Literacy” and the Role of the Comic Book. In Teaching visual literacy: Using comic books, graphic novels, anime, cartoons, and more to develop comprehension and thinking skills. Thousand Oaks, CA: Corwin Press.
Grade Eight Georgia Studies. (August 1, 2012). Retrieved June 12, 2015 from
https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_ELA_Grade8_Standards.pdf
Hagen, R., & Golombisky, K. (2013). Step Away from the Computer. In White Space is not Your Enemy: A beginner’s guide to communicating visually through graphic, web & multimedia design (2nd ed., pp. 590-603). New York, NY: Focal Press.
Jardins, J. (2013) Lillian Gilbreth: Redefining domesticity. Boulder. Colo: Westview Press.
Storyboarding for Instructional Design (n.d.). Retrieved June 12, 2015, from http://www.tc.columbia.edu/idesign/images/Storyboarding%20Workshop%20.pdf
Storyboard - Concept Map
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