TIME: Four
to five 30-minute periods
MATERIALS:
- Authentic French comic books, workbook and student’s book.
- Ruler
- #2 pencil
- Eraser
- Colored pencils
- Fine black felt-tip marker
- Fine tip colored markers
- Templates (attached)
- Draft paper
- 9X12 white sheet of drawing paper
INTRODUCTION/PREPARATION/ANTICIPATORY
SET:
Comic strips are a big part of French culture (especially in Belgium)
and it is a fun way to introduce the students to art in French classes.
Leading up to this lesson, the students have been exposed to different
French comic strip books. For about 5 weeks (30 minutes a day, 5 days
a week), they have examined how to create a comic strip, and have studied
and worked on the components (character, scenery, narrator’s
box, action, dialog, noises). They have been introduced throughout
the unit to the basic elements of writing (characterization, setting,
action) and to the visual elements specific to comic strips (speech
bubbles, boxes). The students also have reviewed authentic comic strips
(Boule et Bill, Yoko Tsuno, Le Scrameustache, Marsupilami, les Schtroumpfs,
Tintin) and have worked on different ways to draw (and color) lettering
and bubbles in order to give different expressions and feelings. Using
a published comic strip, they have also completed a chart of each of
the elements needed to create one of their own. (See attached outline
of full unit.)
ACTIVITY:
The students are asked to bring one or two things that will inspire
them to be creative (small toys, pictures, other comics).
They then decide on the elements they will need; choose the characters,
scenery and actions; then, write in the dialogue, narrative comments
and sounds/noises.
In preparing the rough draft of their comic strip, the students first
write the dialogue, then draw the bubbles or boxes around the writing.
When the rough draft is complete, each student exchanges work with a
partner to proof read the draft and indicate needed corrections.
On a blank sheet of paper, the students complete their final comic strip
with a #2 pencil, using a ruler to draw their comic strip boxes. Once
they complete the writing and drawing, they add color with colored pencils,
and trace the outlines with a black felt-tip marker. They can also use
colored markers to outline some of the decor if they wish.
If they feel that they need to change a speech bubble or a narrator’s
box after the pictures have been drawn and it can not be erased, they
re-write the portion on a separate piece of paper, cut it out and glue
it onto the comic strip in the appropriate place
EVALUATION/ASSESSMENT:
A rubric that covers the following:
The students will be able to say the 7 components needed to create a
comic strip.
The students will name at least 3 authentic French comic book heroes.
The students will have included these components in their comic strip.
The students will use different lines to give character to their drawings
(bubbles, lettering, boxes).
ART
CONCEPTS:
(1) Lines:
stylization, simplification.
character of the lines: quality, expressive quality.
type of lines: rectilinear, curvilinear.
value with hatching to create shadows, darker areas.
(2) Color:
cold/warm to create a mood, to accentuate an expression. ? black/white to create “flashback”.
GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Louisiana Foreign Language Standards/Benchmarks:
CM1B6: Demonstrating comprehension of the main idea contained in various
media, such as simple announcements, illustrated texts, posters or advertisements.
CM3B3: Giving short oral and/or written messages about people, events,
place, animals, and things.
CM3B5: Preparing illustrated stories, posters, or advertisements about
activities or events in the native environment.
CL1B5: Demonstrating a comprehension of common words, phrases, and idioms
that reflect the target cultures.
CN2B1: Finding information in authentic materials.
CP1B2: Citing and using cognates.
CP1B3: Identifying idiomatic expressions in both native and target languages.
CT2B1: Reading materials and/or watching television programs (films,
spots) from the target language and cultures for enjoyment.
Louisiana Visual Arts Content Standards Benchmarks:
VA-CE-E1: Explore and identify imagery from a variety of sources and
create visual representations.
VA-CE-E5: Draw on imagination, individual experience, and group activities
to generate ideas for visual expression.
VA-HP-E2: Recognize universal symbols and how works of art communicate
a universal language.
VA-CA-E1: View works of art and express observations about how elements
and principles of design are used in the works.
VA-CA-E2: Identify images, colors, and other art elements that have specific
meanings in cultural contexts.
VA-CA-E4: Express and explain opinions about visual works of others using
basic art vocabulary.
VARIATIONS/ENHANCEMENTS:
This lesson was done in French but it can easily be adapted to different
subjects.
In Reading, a teacher might ask the students to draw the different sequences
of the story and have them write dialogues to tell the story or parts
of the story.
In Language Arts, depending on what is being taught (pronouns, adjectives…)
a teacher might have the students create a character and describe it.
Students can include any concepts in the comic strip.
For ESL, a teacher might have the students use what they have learned
in English to create a story.
For Social Studies, the students could draw an event in sequence and
write dialogue for the characters in bubble speech to present the
event.
In Science, students could explain an experiment by drawing the different
steps in boxes and add bubble speech to say how it was done.
RESOURCES:
Roba, Jean (1972). Album #8, des gags de Boule et Bill Papa, Maman, Boult
et Moi. Dupuis Editions.
Herge (1953). Les Adventures de Tintin: Objectif lune. Casterman Editions.
Herge (1954). Les Adventures de Tintin: On a marche sur la lune. Casterman
Editions.
Gos (1976). Khena et la Scrameustache: L’Heritier de l’Inca.
Dupuis Editions.
Franquin (1986). La Queue du Marsupilami. Dargaud Marsu Productions Editions.
Peyo (1983). Les Schtroumpfs olympiques. Dupuis Editions.
Leloup, Roger (1979). Yoko Tsuno: Le Trio de l’etrange. Dupuis Edition.
TEACHER'S REFLECTION:
This lesson was done with fifth graders in order to grab their attention,
motivate them and have fun working in French at the last period of the
day, a difficult time period for any subject. The students were hesitant
about the project at first, but as we progressed in the unit they started
to enjoy the idea of the comic strip. They worked really well in groups
drawing different characters and had fun doing it, but struggled with
the written component. Although a number of resources were available
to them (authentic comic strip books, some lettering books, etc), most
did not use the resources. They were also inconsistent in using their
rulers; as a result the finished products were not as sharp as they could
have been. In the future I might add instruction specifically on the
basic art of drawing the comic strips (use of the ruler, use of marker
to outline, how to use an eraser neatly, how to color smoothly, how to
trace the lettering nicely…). Overall though, for me, the project
was a success. The students came up with good ideas and the final copies
turned out well. I had the opportunity to teach the students the art
concepts and they understood what it all meant as they could give examples
of what we talked about out of the comic books. This was a very interesting
lesson for all of us.
The students had fun during the lessons; they learned and remembered well the content of this unit.
GALLERY
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