Page 1 of 8. Curriculum Map: Visual Storytelling, Storyboard and Cartooning Course: Visual Storytelling Sub-topic: Uncategorized. Grade(s): 10 to 12

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1 Curriculum Map: Visual Storytelling, Storyboard and Cartooning Course: Visual Storytelling Sub-topic: Uncategorized Grade(s): 10 to 12 Unit: Writing to the Visual Timeline: Week 1 To allow students to explore, show and enhance their writing skills and talents by captioning a variety of selected images and cartoons....an understanding and appreciation for the written segment of any piece of visual art, be it as a way to influence an audience as in captioning a cartoon, writing a critique or synopsis, or writing a screenplay for a motion picture....writing and art are closely related, especially in storytelling. What is a Mime? How can I interpret a visual and influence the viewer to see my interpretation? Are there more than a single and definitive interpretations that can be applied? Who determines the best written message for stories or captioning? I can write a brief story based on a life s event. I can examine a visual and express my perception/thoughts in written form as in a Mime. I can examine the writing of a colleague and provide feedback that is pertinent and helpful. I can respond to an information gathering questionnaire. STATE: PA Core Standards (2014) CC E (Advanced) Analyze how the structure of a text contributes to the development of theme, setting, and plot. MA:Re7.1.6a (Advanced) Identify, describe, and analyze how message and meaning are created by components in media artworks. MA:Re9.1.1a (Advanced) Identify the effective parts of and possible changes to media artworks, considering viewers. MA:Cn10.1.Ia (Advanced) Demonstrate and explain how media artworks and ideas relate to various contexts, purposes, and values, such as social trends, power, equality, and personal/cultural identity. Page 1 of 8

2 Unit: Drawing to the Written Timeline: Week 2 To allow students to explore, show and visually represent through imagery the essence of a written phrase, line or passage. To find and/or create a picture that best portrays a caption....an understanding and appreciation for the visual as a source of enhancing a written description, be it a character description, assemblage instructions, description of an object, place, or thought. How can I find or create a picture expressing, matching, visualizing what the writer is describing? How is a visual helpful to lend support and capture the essence of a written passage? How are people influenced, stimulated, or swayed by the use of a visual, especially when writing may be interpreted in different ways? I can find samples of images which have been used for captions, phrases that are provided. I can select the best image for a written phrase. I can analyze the writing and produce the best visual which corresponds to my perception and thought(s). I can draw a picture(s) that expresses the interpretation of the writing and helps to align my thoughts with that of the viewer. I can influence the viewer s point of view through visual stimulation. MA:Cr1.1.Ia (Advanced) Use identified generative methods to formulate multiple ideas, develop artistic goals, and problem solve in media arts creation processes. MA:Re7.1.Ib (Advanced) Analyze how a variety of media artworks manage audience experience and create intention through multimodal perception. MA:Re9.1.Ia (Advanced) Evaluate media art works and production processes at decisive stages, using identified criteria, and considering context and artistic goals. MA:Cn10.1.Ia (Advanced) Demonstrate and explain how media artworks and ideas relate to various contexts, purposes, and values, such as social trends, power, equality, and personal/cultural identity. MA:Cn11.1.Ib (Advanced) Explain and demonstrate the use of media artworks to expand meaning and knowledge, and create cultural experiences, such as learning and sharing through online environments. Page 2 of 8

3 Unit: History and Development of Political Cartoon Timeline: Week 3 to 4 To inform of and determine the social, political and historical events which were the direct cause(s) for the advent of satire in the form of political cartoons. To weigh and evaluate the overall effect and change this artform can cause....historical awareness of how and why this art form took shape and why it had a direct and profound effect on the public s opinion about a variety of disparaging political and social inequalities, which can be directly compared to many issues currently affecting today s society. How was this artform able to criticize established hierarchies without censorship, or were they? Why was there such a wide public acceptance for these political/social barbs? What effect, if any did the political cartoon have on change? I can describe how the term cartoon evolved. I can explain the atmosphere in the late 18th century which in effect brought about the political cartoon. I can understand the effect that the political cartoon had/has on political and social reform. I can create a political cartoon for a current issue. VA:Cr1.2.Ia (Advanced) Shape an artistic investigation of an aspect of present-day life using a contemporary practice of art or design. VA:Cr3.1.Ia (Advanced) Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress. Page 3 of 8

4 Unit: History and Development of the Cartoon Strip Timeline: Week 5 To inform of and show the evolution, purpose, variety and structure of the cartoon in strip form. To help the student understand how and why cartoon strips were/are created. To help allow the student to analyze and critique a cartoon strip....historical awareness of how and why this art form took shape and why it had a direct and profound effect on the audience....use of character traits (personal or others), daily life events past and present, situations in and around various arenas, can all be relied on as a basis/motivation for the creation of a cartoon strip and can be directly compared to many issues currently affecting today s society. Why and how did this art form evolve? When was the use of visuals with the purpose of storytelling first seen and for what purpose? In what era did the beginning of the cartoon strip as we know it begin? What other forms of this storytelling art form were spawned by the cartoon strip? I can know how and why visuals became tantamount with written word. I can pinpoint and describe the very first cartoon strip. I can analyze and critique a past or current strip. I can begin to develop ideas and characters for my own strip. MA:Cr3.1.Ib (Advanced) Refine and modify media artworks, honing aesthetic quality and intentionally accentuating stylistic elements, to reflect an understanding of personal goals and preferences. MA:Pr5.1.Ib (Advanced) Develop and refine a determined range of creative and adaptive innovation abilities, such as design thinking, and risk taking, in addressing identified challenges and constraints within and through media arts productions. MA:Re8.1.I (Advanced) Analyze the intent, meanings, and reception of a variety of media artworks, focusing on personal and cultural contexts. MA:Re9.1.Ia (Advanced) Evaluate media art works and production processes at decisive stages, using identified criteria, and considering context and artistic goals. MA:Cn10.1.Ia (Advanced) Demonstrate and explain how media artworks and ideas relate to various contexts, purposes, and values, such as social trends, power, equality, and personal/cultural identity. Page 4 of 8

5 Unit: Character Development Timeline: Week 6 To allow students to create, design, and produce an individual(ized), visual, detailed character which will become the focal figure of a cartoon strip and/or comic sequence/book. To give personality, emotions, strengths and weaknesses to a made up visual character, albeit person, animal, vegetable, or thing. To allow/show growth and development of the character for future work....the basis for stories, and cartooning, and/or comics are the characters which live and deal with the experiences that life brings them....the character(s) has to be interesting and have qualities and drawbacks which are associated with real life....the audience must care about a character in order to invest their time in his/her/its being, and keep them wanting more....the character, must develop, make mistakes, learn, fail, succeed, hurt, be happy, and grow in order to spark continued interest. How can I formulate a character which is of continuing interest? Where can I find samples/personalities which will help me to model my own creations? Who are some of the better known characters and what about their make up is so enduring? What situations and alter egos will make my character multi dimensional? Why is my character essential to the story? I can contrive a blueprint for a unique character that I can use in my cartoon strip and/or comic. I can develop my character as I see fit to conform to situations, events and interaction with other character(s). I can provide my character(s) with situations which will help to develop their personality(ies). I can show growth in my character(s) to keep viewer interest. VA:Cr1.1.Ia (Advanced) Use multiple approaches to begin creative endeavors. VA:Cr2.1.Ia (Advanced) Engage in making a work of art or design without having a preconceived plan. VA:Cn10.1.Ia (Advanced) Document the process of developing ideas from early stages to fully elaborated ideas. Page 5 of 8

6 Unit: Cartoon Strip Timeline: Week 7 to 11 Take the character that was developed and place it into a cartoon strip you create. Have the character begin to develop in a succession of daily adventures. Show my character's multi sides when dealing with situations. Create additional characters as needed to aid or detract from my character's abilities....characters who face adversity take on a life by coming up against many situations both difficult and interesting and this helps/allows the character grow, and allows the audience to be more involved with the character, hoping that they will succeed or even fail at times. What type of existence does my character have? Where/how do they live? (Time period, location, financial well being, and social status are very important to character and story line.) Who are their friends and enemies? What day to day events dictate/control their actions and reactions? How do they endure? What's their motivation/goal? I can title my own comic strip which will involve the character I've developed. I can decide on a format of three or four panels in order to create each day's strip. I can create settings, situations and additional characters as needed to tell my story. I can read and evaluate the strips created by my peers and critique each based on content, understanding, and style. VA:Cr1.1.Ia (Advanced) Use multiple approaches to begin creative endeavors. VA:Cr1.2.Ia (Advanced) Shape an artistic investigation of an aspect of present-day life using a contemporary practice of art or design. VA:Re9.1.Ia (Advanced) Establish relevant criteria in order to evaluate a work of art or collection of works. VA:Cn10.1.Ia (Advanced) Document the process of developing ideas from early stages to fully elaborated ideas. Page 6 of 8

7 Unit: Color Comic Timeline: Week 12 Take the character(s) that was developed and place it into a color cartoon strip of eight or nine panels. Have the character(s) continue from the daily adventures that were portrayed in the daily strip or begin and end a short story/tale within the confines of the format. Show character(s) in color and within a somewhat extended arena to reveal more interest of style and story line. Daily comics are usually followed up at the end of the week in a Sunday color section....comic strip characters, like real characters, progress to new levels....the addition of panels and color help to give the character(s) a different look and allow for an extended story....the color "Sunday Strip" can be separate in story content from the daily strip and begin and end in the eight or nine panels or continue from week to week as in a serial. How can I use color in a way to enliven my character/story? Are people more prone to look at, enjoy, embrace a cartoon that has color elements? What tools do I use to add color to my cartoon strip? How can I use the extra panels to add more story line to my strip?...the audience needs to be recharged by your story and characters is essential in continuing their interest and involvement because repetition and stagnant situations will only serve to make the viewer lose interest. Will adding alternate characters add interest to my main character and story line? I can view samples of professional comic strips in a Sunday format and choose between two typical Sunday comic format styles for my comic. I can transition my character(s) and story to fit additional panels in a sketched out rough. I can transition my characters and story to include color. I can begin and end my story line in one Sunday strip or create a sequence event which will lead into a follow up Sunday strip. I can finalize my story from rough to tight pencil, ink and color to complete. MA:Re9.1.Ia (Advanced) Evaluate media art works and production processes at decisive stages, using identified criteria, and considering context and artistic goals. MA:Cn11.1.Ia (Advanced) Access, evaluate, and integrate personal and external resources to inform the creation of original media artworks, such as experiences, interests, and cultural experiences. VA:Cn10.1.Ia (Advanced) Document the process of developing ideas from early stages to fully elaborated ideas. Page 7 of 8

8 Unit: Comic Book Creation Timeline: Week 13 to 20 To allow students to collaborate in the creation, design, and production of a comic book. To bring together the multi talents of the artist, writer, storyboard and page designers, inkers and color artists in a full on, studio environment where all members are working toward the completion of their own comic book. To show that the whole is better able to work towards a tight deadline to succeed....each person brings value to the effort and they should be given responsibilities that will ensure success....no job is unimportant and the creative skills are only as good as the production skills....teams exist to share the workload and effort capitalizing on the combination of skills and talents - no man is an island. Where do I fit into the group? What skill/ability am I able provide within my group that will be key in producing a completed comic book on schedule? How can I contribute in ways other than what I am expert in? Can I accept responsibility, take a leadership role, be a follower, take criticism, provide feedback, be a vital part of the team? What will I need to know, and what skills will I need to show, If I want to proceed to the next level as a comic book artist? I can brainstorm within my group to plan a comic book. I can take an integral part in the format and design of the 16pg comic. I can be a part of the creative process through speaking my thoughts/ideas. I can provide feedback where necessary to my team in a constructive way. I can use my skills and talent to keep the production of our book on schedule. I can help where I am needed. Page 8 of 8