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Graphic Novels in the Classroom Creative Learning Factory workshop

Graphic Novels in the Classroom Creative Learning Factory workshop. NERC April 3, 2012 Katie Furdeck. Personal and Political. How do we increase the relevance of historical events? How do we encourage historical empathy?. Why Graphic Novels?. They align to the standards!.

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Graphic Novels in the Classroom Creative Learning Factory workshop

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  1. Graphic Novels in the ClassroomCreative Learning Factory workshop NERC April 3, 2012 Katie Furdeck

  2. Personal and Political • How do we increase the relevance of historical events? • How do we encourage historical empathy?

  3. 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!

  4. Why Graphic Novels? They meet kids where they are! Relatable, Multilayered, Visual, Entertaining

  5. Visual Literacy • Reading or writing of visual texts 65% of the population are visual learners

  6. Mausby Art Spiegelman • VladekSpiegelman, a Jewish survivor of Hitler’s Europe and his son, the cartoonist • Nazis are cats and Jews are mice

  7. Barefoot Gen byKeijiNakazawa • Manga series from an artist born in Hiroshima City • Based on experiences of the atomic bombing in Hiroshima

  8. Onward Towards Our Noble Deaths by Shigeru Mizuki • Fictionalizes the real-life experiences of the author stationed in the Pacific in 1943 during WWII

  9. 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

  10. 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

  11. Creating a Graphic Novel • Main Characters • Secondary Characters • Plot • Conflict • Text • Illustrations

  12. 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

  13. 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)

  14. 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

  15. 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

  16. Text • Simple sentences and short paragraphs • Active verbs make it exciting • Literary tools: rhythm, alliteration, repetition, personification, etc.

  17. 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

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