Comic Creation  Beth Rajan Sockman PH.D.
Goal – It’s a Deal 21 st  Century Learn Technology Think  Deeply  about Content Engaging! 3 for 1
What Do You See?
What Do You See?
Why Comics Creation?  <ul><li>Builds Visual Literacy  (important for digital age) </li></ul><ul><li>Sustains interaction w...
What Do You See?
Why Comics Creation? - Inquire  <ul><li>Allows learners to reflect on material and to  create deeper  meaning  -  VISUALLY...
Why Comics Creation? – Safer  <ul><li>Creates a forum to  voice concerns  (questioning) </li></ul><ul><li>Allows  honest o...
Comic Pedagogy  (Decker, 2007) <ul><li>Sustains the a question until the learning has a place of understanding </li></ul><...
21 st  Century Learning <ul><li>Counter intuitive for most! </li></ul>
Structure with Comics <ul><li>Choose a comic making tool available in your school  (firewalls, flash, embedding?) </li></u...
Try Single Panel - Enjoy Them & Share!  <ul><li>Make one comic that addresses an issue </li></ul><ul><li>“ How do think ab...
Comic Builders
Use to Introduce Content <ul><li>21 st  Century skill – Video, reading or presentation </li></ul><ul><li>Give ideas on how...
Extension <ul><li>Discuss on discussion board </li></ul><ul><li>Ask if the teachers found it valuable and why </li></ul><u...
References <ul><li>Brookfield, S. (1995).  Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass. </li>...
Comic Builders <ul><li>Bitstrips:  www.bitstrips.com   </li></ul><ul><li>Pixton:  www.pixton.com   </li></ul><ul><li>Comic...
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  • As people come have a timed slide show running of the different comics….
  • Starter to Presentation: Teacher-created cartoons – what do the participants “see” in this cartoon? Title: Gap in Generations
  • Starter to Presentation: Teacher-created cartoons – what do the participants “see” in this cartoon?
  • Starter to Presentation: Teacher-created cartoons – what do the participants “see” in this cartoon? Title: An Analogy
  • For teachers Form of expression for teachers so that they honestly share their frustrations but don’t “sound” like to their colleagues/admin/supervisors that they are complaining or unwilling…their honesty can shine through their use of visuals not just verbal and text.
  • For teachers Form of expression for teachers so that they honestly share their frustrations but don’t “sound” like to their colleagues/admin/supervisors that they are complaining or unwilling…their honesty can shine through their use of visuals not just verbal and text.
  • 16 years of sit – lecture format Now need to engage , use multiple perspectives, differentiate, be creative…
  • I split into two slides…
  • I created icons for these and then hyperlinked them. Are we sharing PowerPoint on Ning? We could also share page at end with hyperlinks written out. I added Voki (combines comic (avatar creation) with audio).
  • I think we need to create our forum on Ning…I was going to put a link to it here, but I didn’t see it. I am registered for the PETE &amp; C Ning but haven’t done this part yet – can do later when I get home and put link here.
  • I created icons for these and then hyperlinked them. We are sharing PowerPoint on Ning? We could also share page at end with hyperlinks written out.
  • Comics

    1. 1. Comic Creation Beth Rajan Sockman PH.D.
    2. 2. Goal – It’s a Deal 21 st Century Learn Technology Think Deeply about Content Engaging! 3 for 1
    3. 3. What Do You See?
    4. 4. What Do You See?
    5. 5. Why Comics Creation? <ul><li>Builds Visual Literacy (important for digital age) </li></ul><ul><li>Sustains interaction with content </li></ul><ul><li>Enhances motivation </li></ul><ul><li>Has potential for dual controversy </li></ul><ul><li>Values multiple perspectives </li></ul><ul><li>Appeals to males </li></ul>
    6. 6. What Do You See?
    7. 7. Why Comics Creation? - Inquire <ul><li>Allows learners to reflect on material and to create deeper meaning - VISUALLY </li></ul>
    8. 8. Why Comics Creation? – Safer <ul><li>Creates a forum to voice concerns (questioning) </li></ul><ul><li>Allows honest observations (frustrations, fears) that may be difficult to verbalized </li></ul><ul><li>Safer - non-threatening environment that allows for expression, questioning </li></ul>What do I really think?
    9. 9. Comic Pedagogy (Decker, 2007) <ul><li>Sustains the a question until the learning has a place of understanding </li></ul><ul><li>Attends to complexity and discourages the search for the simple </li></ul><ul><li>Embraces a “punch line”, the counter-intuitive option </li></ul>
    10. 10. 21 st Century Learning <ul><li>Counter intuitive for most! </li></ul>
    11. 11. Structure with Comics <ul><li>Choose a comic making tool available in your school (firewalls, flash, embedding?) </li></ul><ul><li>Partner on Content </li></ul><ul><li>Start with single panel prompt </li></ul><ul><li>Introduce a “in-service issue” </li></ul><ul><li>Then try a multiple panel </li></ul>
    12. 12. Try Single Panel - Enjoy Them & Share! <ul><li>Make one comic that addresses an issue </li></ul><ul><li>“ How do think about technology?” </li></ul>
    13. 13. Comic Builders
    14. 14. Use to Introduce Content <ul><li>21 st Century skill – Video, reading or presentation </li></ul><ul><li>Give ideas on how to create a comic and an example </li></ul><ul><li>http ://mcom510.wikispaces.com/Why+Technology%3F </li></ul><ul><li>Write an explanation underneath comic </li></ul>
    15. 15. Extension <ul><li>Discuss on discussion board </li></ul><ul><li>Ask if the teachers found it valuable and why </li></ul><ul><li>Lead into ways that teachers could use it in their classroom. </li></ul>
    16. 16. References <ul><li>Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass. </li></ul><ul><li>Decker, E. (2007). Q. What's funny about teaching? A.Not Enough!: Arguing for a comic pedagogy. Educational Insights, 11(3). </li></ul><ul><li>Lamb, A., & Johnson, L. (2009). Graphic novels, digital comics, and technology-enhanced learning: Part 2. Teacher Librarian, 37(1). </li></ul><ul><li>Mezirow, J. (1990). How critical reflection triggers transformative learning. In J. Mezirow & A. B. Knox (Eds.), Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 1-20). San Francisco, CA: Jossey Bass Inc. </li></ul><ul><li>Muller, M., Ozcan, E., & Seizov, O. (2009). Dangerous depictions: A visual case study of contemporary cartoon controversies. Popular Communication(7), 1. </li></ul><ul><li>Peery, A. B. (2004). Deep change: professional development from the inside out. Lanham, MD: Scarecrow Education. </li></ul><ul><li>Reigeluth, C. M. (1999). Instructional-design theories and models (Vol. 2). Mahwah, NJ: Lawrence Erlbaum Associates. </li></ul><ul><li>Seglem, R., & Witte, S. (2009). You gotta see it to believe it: Teaching visual literacy in the English classroom. Journal of Adolescent & Adult Literacy, 53(3), 216-226. </li></ul><ul><li>Smetana, L., Odelson, D., Burns, H., & Grisham, D. L. (2009). Using graphic novels in the high school classroom: Engaging Deaf students with a new genre. Journal of Adolescent & Adult Literacy, 53(3), 228-240. </li></ul><ul><li>Sockman,B. R., & Sharma, P. (2008). Struggling toward a transformative model of instruction: It's not so easy! Teaching and Teacher Education 24(4), 1070-1082. </li></ul>
    17. 17. Comic Builders <ul><li>Bitstrips: www.bitstrips.com </li></ul><ul><li>Pixton: www.pixton.com </li></ul><ul><li>Comic Life: www.comiclife.com </li></ul><ul><li>Zwinky: www.zwinky.com </li></ul><ul><li>Voki: www.voki.com </li></ul><ul><li>Younger </li></ul><ul><ul><li>Disney Comic Creator - http://www.nfx.com/dcc.html </li></ul></ul><ul><ul><li>Build Your own comic - http://www.childrensmuseum.org/special_exhibits/comics/games.html </li></ul></ul><ul><ul><li>Read Write Think Cartoon Creator - http://www.readwritethink.org/files/resources/interactives/comic/ </li></ul></ul>

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