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Creating Character Through Visual Arts

Creating Character Through Visual Arts. Demo for the MWWP Jo. Robles Lugo Graduate Student June 22, 2011. About me. Bachelors degree in English Education with use of multimedia resources from UPR Aguadilla. Currently in the MAEE program in UPR Mayaguez.

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Creating Character Through Visual Arts

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  1. Creating Character Through Visual Arts Demo for the MWWP Jo. Robles Lugo Graduate Student June 22, 2011

  2. About me • Bachelors degree in English Education with use of multimedia resources from UPR Aguadilla. • Currently in the MAEE program in UPR Mayaguez. • Third year as a Teaching Assistant in UPRM currently teaching 3202, but also taught 3101, 3103 and 3201 in previous semesters.

  3. Current Classroom • Public university classroom (shared with other fellow Teaching Assistants and professors) • Course: INGL 3202 • Around 30 students per group (mostly second and third year students) • Class period: 50 minute class • Blackboard • Projector • Computer (Very slow, barely works)

  4. Theoretical Framework • Howard Gardner- Multiple Intelligence Theory • The interrelation of a variety of cognitive abilities for the practical value of incrementing the students’ learning possibilities. • Charles Sanders Peirce – Pragmatic Theory • Theory is put into practice to gather better understanding of a the discussed topic. • William James- Radical Empiricism • Philosophical worldview is flawed if it stops at the physical level. Meaning, values and intentionality must arise for the sake of relevance.

  5. The Purpose • George’s “Visual Communication in the Teaching of Writing” and Buckley Carter’s “Building Literacy Connections with Graphic novels” argue on the advantage of visual arts in helping the students visual representation of a text or using them to employ new and innovative writing activities.

  6. Cont. • Frey and Fisher address how the integration of anime, graphic novels and the internet can break away of the traditional basic skill programs for students who struggle with reading to more multiple literacies exploring activities. • Making use of pop culture instead of remedial skills of instruction will have positive results as the “students not only become better writers, but also better consumers of ideas and information.”

  7. D.E. Expectations • R.12.2 Argues on characterization techniques and character development using text evidence to justify responses; evaluates the setting in fiction and nonfiction; classifies point of view using text evidence to support responses. • W.12.2 Evaluates and applies a variety of organizational techniques to write effective narrative, expository, and persuasive essays using the writing process; demonstrates a preferred style of writing. • W.12.3 Uses creative writing styles to produce poems and other literary forms.

  8. Overview • This demo is a section of a four part unit which deals the teaching of narrative through the creation of comic strips. • Setting • Characters (discussed today) • Plot • Final installment (creation of narrative through original comic strips) • This activity ranges from 1 to 2 class meetings depending on the understanding and participation of the students.

  9. Lesson Plan Topic taught: • Unit goal: By making use of a guided handout and images the students will develop an original character for a creative narrative. (Please keep in mind this goal is part of the final product of the unit.) • Lesson goal: After discussing the 8 character elements and an oral discussion of these elements in various images of cartoon characters, students will be able to develop their own original characters.

  10. Strategies Addressed • Visual literacy (making use of various images) • Spatial intelligence (drawings) • Creative Writing (Character development) • Pragmatism (putting into work skills discussed)

  11. Materials • Computer • Projector • Power Point • Handouts • Tracing paper • Color pencils or crayons

  12. Anticipatory step • Before presenting this activity it is recommended that the basic part of a narrative such as story elements and settings have been presented to add relevance to the topic which is about to be discussed.

  13. Procedure • First 10 - 15 minutes • Start off by asking the students what are characters and what is their role in narrative. Following these questions, the eight elements of narrative present in their handout will be discussed. (D.E. Standard R.12.2) • Following 5 - 10 minutes • Various images of various cartoons will be presented • Students will contemplate and identify various characteristics (of the eight previously discussed) of the characters presented. • This will guide the students and help them generate ideas for the creation of their original characters. (Multiple Intelligence, Radical Empiricism)

  14. Cont. • Remaining 30 minutes • Character creation activity. • First part of the activity will consist of creating a paragraph describing a character that must include the eight elements of the character previously discussed. * The teacher as well as the students will assess themselves by using the handout as a guide to identify that they used each of the elements (except for change) in the creation of their character. (D. E. Standard W.12.2 and W.12.3) (Pragmatics, Multiple Intelligence , Radical Empiricism)

  15. Cont. • Following this activity, the remainder of the time the students will draw the character with their own imagination or by making use of the template provided in the handout. The student will then present their characters, depending on the time remaining. (The students that did not present their characters will have to opportunity to present them in the following class meeting) (D. E. Standard W.12.2 and W.12.3) (Pragmatics, Multiple Intelligence , Radical Empiricism)

  16. Activity • By making use of the 8 elements of the character discussed in the handout, create you very own character. • Draw it to life making use of you imagination! (If having difficulties on drawing or what to draw, make use of the templates provided on the handout)

  17. Additional Home Assignment • Students will create an additional character with an additional drawing of a character (this will facilitate the process when the moment of creating the plot comes). (D.E. Standard W.12.2) (Pragmatics, Multiple Intelligence , Radical Empiricism)

  18. Author’s Chair

  19. References • http://msansbach.edublogs.org/the-study-of-english/8-elements-of-character/ • Identifying the eight elements of characters. • http://www.drawingcoach.com/how-to-draw-cartoon-characters.html • Learn how to draw cartoon characters through freehand or templates. • http://yaymicro.com/vector/cartoon-face-parts/605380 • Cartoon face templates to create original characters.

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