306 - Lesson 2 - Comic Book Research
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The lesson goals are to understand the purpose of individual comic books and how to identify the genre, audience, and reading age for comic books. Students will learn key terms like comic strip, comic book, and genre. They will practice identifying the purpose, genre, target audience, and reading age for comic book examples. Their task is to research five current and historical comic books and analyze these elements for each one.
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306 - Lesson 1 - History of Comics
Comic books originated from newspaper comic strips in the US. They differ between countries, with the US focusing on superheroes, Japan producing manga, France known for Asterix, and Belgium known for Tintin. Throughout history, comic books have been used for propaganda during wars, to promote government initiatives, as educational tools in classrooms, and for entertainment across various ages and genres.
Revision for mock exam 1B
The document provides information about two media products - The Archers radio soap opera and the Pokémon Go mobile game. It discusses the key details of each product, including their origins, platforms, audiences and how audience engagement has changed over time. For The Archers, it notes it is a 65-year old BBC radio program with over 5 million listeners weekly that engages audiences through various catch-up options. For Pokémon Go, it outlines it is an augmented reality mobile game that appeals to a wide demographic and encourages physical activity and social interaction through gameplay.
Away, by Michael Gow - Play Analysis
A Learning Object designed to prompt students as they create their own analysis and respond to the play, Away, by Michael Gow
Petals of Blood
Ngugi Wa Thiong'o is a renowned Kenyan author born in 1938 near Nairobi. He has written numerous novels, plays, short stories, and essays exploring postcolonial themes. A Grain of Wheat, published in 1967, is set in Kenya after independence and follows four characters retreating to the village of Ilmorog to escape city life. It depicts the ruthless exploitation of villagers by those in privileged positions and examines issues like the impact of capitalism, cultural conflicts between East and West, and the exploitation of women in colonial and postcolonial times.
Gender representation
- Judith Butler's theory of gender performativity argues that gender is not a stable identity, but something that is constantly created and reinforced through our performances of gender roles (1 sentence).
- Butler asserts that gender is a fluid variable that shifts depending on context, rather than a fixed attribute, and that there is no gender identity behind expressions of gender - identity is performatively constituted through expressions of gender (1 sentence).
- Evidence that supports Butler's theory includes examples of representations that reinforce repetitive gender performances as well as news that challenges or "queers" typical gender norms (1 sentence).
To Kill a Mockingbird
- The story takes place in 1930s Alabama and is narrated by Scout Finch, a young girl. Her father, Atticus, is a lawyer who defends Tom Robinson, a black man accused of raping a white woman, despite facing racism in the town. Throughout the story, Scout, her brother Jem, and their friend Dill are fascinated by their mysterious neighbor, Boo Radley, who never leaves his house. In the climax, Boo saves the children from being attacked and killed by Bob Ewell, the man who falsely accused Tom Robinson.
Dracula
Bram Stoker wrote Dracula in 1897. The novel is an epistolary novel told through diary entries and letters. It follows Jonathan Harker's encounter with Count Dracula and his pursuit of Mina Murray. A group including Dr. Van Helsing works to defeat Dracula and end his reign of terror. The novel was influenced by Vlad the Impaler and helped establish the modern vampire genre. It remains one of the most influential Gothic horror novels.
The Beauty Myth.
Naomi Wolf's book "The Beauty Myth" argues that as women have gained more social and political power, standards of beauty have become more demanding as a way to maintain control over women. Wolf asserts that the myth of beauty spreads the idea that there is an objective scale of beauty that women must conform to in order to be desirable to men, keeping women focused on physical appearance rather than their talents or ambitions. The book examines how the beauty myth pervades and reinforces patriarchal views of women in various spheres such as work, media, religion, and sexuality.
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306 - Lesson 1 - History of Comics
Comic books originated from newspaper comic strips in the US. They differ between countries, with the US focusing on superheroes, Japan producing manga, France known for Asterix, and Belgium known for Tintin. Throughout history, comic books have been used for propaganda during wars, to promote government initiatives, as educational tools in classrooms, and for entertainment across various ages and genres.
Revision for mock exam 1B
The document provides information about two media products - The Archers radio soap opera and the Pokémon Go mobile game. It discusses the key details of each product, including their origins, platforms, audiences and how audience engagement has changed over time. For The Archers, it notes it is a 65-year old BBC radio program with over 5 million listeners weekly that engages audiences through various catch-up options. For Pokémon Go, it outlines it is an augmented reality mobile game that appeals to a wide demographic and encourages physical activity and social interaction through gameplay.
Away, by Michael Gow - Play Analysis
A Learning Object designed to prompt students as they create their own analysis and respond to the play, Away, by Michael Gow
Petals of Blood
Ngugi Wa Thiong'o is a renowned Kenyan author born in 1938 near Nairobi. He has written numerous novels, plays, short stories, and essays exploring postcolonial themes. A Grain of Wheat, published in 1967, is set in Kenya after independence and follows four characters retreating to the village of Ilmorog to escape city life. It depicts the ruthless exploitation of villagers by those in privileged positions and examines issues like the impact of capitalism, cultural conflicts between East and West, and the exploitation of women in colonial and postcolonial times.
Gender representation
- Judith Butler's theory of gender performativity argues that gender is not a stable identity, but something that is constantly created and reinforced through our performances of gender roles (1 sentence).
- Butler asserts that gender is a fluid variable that shifts depending on context, rather than a fixed attribute, and that there is no gender identity behind expressions of gender - identity is performatively constituted through expressions of gender (1 sentence).
- Evidence that supports Butler's theory includes examples of representations that reinforce repetitive gender performances as well as news that challenges or "queers" typical gender norms (1 sentence).
To Kill a Mockingbird
- The story takes place in 1930s Alabama and is narrated by Scout Finch, a young girl. Her father, Atticus, is a lawyer who defends Tom Robinson, a black man accused of raping a white woman, despite facing racism in the town. Throughout the story, Scout, her brother Jem, and their friend Dill are fascinated by their mysterious neighbor, Boo Radley, who never leaves his house. In the climax, Boo saves the children from being attacked and killed by Bob Ewell, the man who falsely accused Tom Robinson.
Dracula
Bram Stoker wrote Dracula in 1897. The novel is an epistolary novel told through diary entries and letters. It follows Jonathan Harker's encounter with Count Dracula and his pursuit of Mina Murray. A group including Dr. Van Helsing works to defeat Dracula and end his reign of terror. The novel was influenced by Vlad the Impaler and helped establish the modern vampire genre. It remains one of the most influential Gothic horror novels.
The Beauty Myth.
Naomi Wolf's book "The Beauty Myth" argues that as women have gained more social and political power, standards of beauty have become more demanding as a way to maintain control over women. Wolf asserts that the myth of beauty spreads the idea that there is an objective scale of beauty that women must conform to in order to be desirable to men, keeping women focused on physical appearance rather than their talents or ambitions. The book examines how the beauty myth pervades and reinforces patriarchal views of women in various spheres such as work, media, religion, and sexuality.
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I Sit and Look out by Walt Whitman
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This document discusses Virginia Woolf's use of the stream of consciousness technique in her novel "To The Lighthouse". It defines stream of consciousness as a flow of thoughts represented through long sentences without grammatical rules or punctuation. Woolf pioneered this technique by focusing on characters' inner thoughts and mixing narration with different time periods. The document also analyzes specific passages from the novel that demonstrate Woolf's unique implementation of stream of consciousness to delve deeply into characters' changing perspectives and mental experiences over time.
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The dominant contrast is Enid, dressed in bright blue. After taking her in, the eye is drawn to:
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- The kitchen backdrop and appliances, which provide context for the setting of the scene.
So in summary, after Enid, the eye moves between Seymour as the other character, and the kitchen setting around them, which provides information about where this interaction is taking place.
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Gr 9 K3 3Kritiese Waardering 2018 met prakties
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I Sit and Look out by Walt Whitman
The poet silently observes the many sorrows and injustices of the world from his place of detachment. He sees oppression of the poor and disadvantaged, such as the neglect of mothers by their children or abuse of wives by their husbands. He also witnesses the anguish of young men remorseful for their misdeeds in war, as well as the workings of war itself, which leaves prisoners in its wake. The poet catalogs these agonies without passing judgment, instead leaving the reader to react on their own.
Stream of consciousness
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Year 11 english studies the big screen student booklet
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Unit 306 - Lesson 14 - Review
The document outlines steps for reviewing a comic book project. It instructs to:
1) Critically review the comic to check if it met the client brief requirements and identify any problems during creation.
2) Consider if the comic was fit for its intended purpose and audience, and if any constraints limited the project.
3) Solicit peer feedback on strengths, improvements, and how well the comic met the brief, then comment on feedback received.
Comic Book Terms and Definitions
A useful presentation to show before having elementary students read a comic book.
from http://makingvisualnarratives.com
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America
The document provides instructions for students to write a rough draft of a rant poem on a topic of their choosing, have a peer review and provide feedback using a review form, and potentially revise based on the peer feedback before submitting the final rant poem. Students are given guidelines on the length, content, and language for their rant poems.
Selection Tools for Graphic Novels
This document provides an overview of graphic novels and how to build a graphic novel collection in a library. It defines graphic novels as stories told in comic format that are complete, self-contained works, as opposed to comic books which are episodic and ongoing. The document discusses genres, rating systems, suggested resources for collection development, and review sources for evaluating and selecting graphic novels. It also lists some award programs and lists created by library associations that can help identify titles appropriate for libraries.
Graphic Novels And Your Library
This document discusses the benefits of including graphic novels in school and public libraries to promote reading. It argues that graphic novels appeal to reluctant readers by combining images and text, attract new readers of all ages and skill levels, and have been shown to increase overall library circulation. While some concerns about inappropriate content can be valid, the document provides tips for selecting age-appropriate titles and responses to potential objections about graphic novels in libraries. The overall message is that graphic novels are a valuable addition to library collections for promoting reading.
Graphic Novels A-Z : Action Comics to Zatanna
This document provides an overview of graphic novels for librarians, including definitions, formats, genres, visual literacy, and collection development challenges. It begins with an agenda outlining the topics to be covered, such as the graphic novel format, visual literacy, reader's advisory tips, genre examples, and collection development challenges. Examples of genres include superheroes, fantasy, mystery, and memoir. Challenges include patrons not understanding the format and space issues for housing series. Resources for selection include awards, reviews, and following major publishers.
Motivating Writing with Comic Strips - Elinda Gjondedaj
Comic strips can be used to motivate writing in three main ways:
1. They provide authentic materials that combine visuals and text, appealing to students of all ages.
2. Teachers can give students empty comic strips to fill in text for characters or write short stories inspired by the comics.
3. Students can also be encouraged to create their own comic strips or books to tell stories.
Classics to Comics Part 2
This document discusses using comics and graphic novels in the classroom. It provides background on comics through history and defines them as a format rather than a genre. Theories are presented on the educational benefits of comics, including engagement, efficiency, and effectiveness of learning from text and images. Reasons for using comics in the classroom are given, such as fun and variety in reading material. Responses are provided for concerns that comics are not classics or do not teach literary skills, citing research about developing reading comprehension. The goal is not to replace classics but to consider educational goals and how best to instruct and assess students.
NCompass Live: Manga and Graphic Novels in Your Library
NCompass Live - Sept. 8, 2021
http://nlc.nebraska.gov/NCompassLive/
Graphic novels and manga are everywhere: TV series, movies, and now coming to a library near you! Starting a collection or updating your holdings can be a challenge in this medium. Which superhero do I follow? Should I start purchasing this manga or wait until it’s complete? Graphic novels and manga are a great addition to any library, but it can feel intimidating to purchase items for this collection without having a knowledge base to work with. This presentation will cover what exactly makes up a comic or manga, the different types and genres, how to get started with your collection, and the logistics of getting into this particular art form.
Presenter: Brooke Zarco, Library Director, Blair Public Library & Technology Center.
Graphic novels presentation
Graphic novels can be used in curriculums to teach complex topics like history and social issues. They develop visual literacy and reading skills. Educators should select age-appropriate graphic novels relevant to their subject and grade level, and promote the graphic novel collection to encourage reluctant readers.
Graphic Novels YA: 2003 versionYa
The document discusses graphic novels and comics. It begins by defining what a graphic novel is, noting that it tells a fictional story in comic book format but with more length and focus on visual storytelling. It provides examples of pioneering graphic novels like Maus and A Contract with God. It discusses how graphic novels cover a wide range of genres and are continuing to grow in popularity and acceptance beyond just comics.
Examining the Visual Culture through the Fashion used by the pop-cultural gee...
This document discusses visual fashion trends among the pop-cultural geek community. It examines how cosplay at comic conventions allows geeks to creatively embody their favorite characters. It also explores how casual geek fashion, such as slogan t-shirts, helps geeks publicly express their fandom and find community. The document notes that geek fashion has grown from socially marginalized styles to influence mainstream fashion through trends like geek chic and geek couture fashion shows.
Serchay: What You Need to Know About Graphic Novels Workshop
This document provides an overview of graphic novels for librarians. It defines graphic novels as bound books in comic book format with an ISBN. It discusses the various types of comic books including ongoing series, limited series, and collected works. It covers genres like superheroes, science fiction, and humor. It addresses purchasing graphic novels, cataloging, shelving, and programming ideas. The document also discusses challenges like censorship and provides resources for librarians working with graphic novels.
Patersonpublicschools
Graphic Novels in the Schools– Beyond Independent Reading presents information on using graphic novels in the classroom. It defines graphic novels as full-length comic books that combine text and visual elements. The presentation discusses how graphic novels can be used to meet New Jersey Core Curriculum Standards and engage students through activities linked to themes. Examples are provided of how graphic novels covering topics in language arts, social studies, and Holocaust studies can supplement classroom lessons.
O surgimento das histã³rias em quadrinhos v (1)
The document provides an overview of the emergence and development of comics. It discusses the early creators like Richard Felton Outcault who created Yellow Kid, considered the first comic book character. It also mentions Maxwell Charles Gaines who devised the first four-color comic book format. The document then discusses different terms used for comics in various countries and languages. It examines the genres within comics like cartoons, charges, graphic novels. Finally, it outlines some of the major eras and developments in the comics industry over time.
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This document provides information from a Year 12 Parents' Information Evening at a sixth form college. It summarizes academic performance data, lists the sixth form staff, explains targets for student achievement, outlines subject choices and timetable changes, and details policies around attendance, learning support, careers guidance, and other opportunities available to students.
UCAS Finance Presentation
This document provides information about student funding for the 2015 academic year and beyond in the UK. It outlines that university tuition fees are up to £9,000 per year, and all students can take out a tuition fee loan. For living costs, students can receive a non-repayable maintenance grant up to £3,387 if their household income is below £25,000, as well as a maintenance loan. Additional funding may be available for disabled students or those studying certain healthcare subjects through the NHS. Student loan repayments are based on income after leaving education, and any outstanding debt is written off after 30 years.
UCAS Parents Information
This document provides information for Year 12 students about applying to university, including:
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LO1 - Lesson 1 - Use of Graphics
This document discusses uses of digital graphics. It outlines lesson goals of understanding where digital graphics are used, their purposes, and analyzing examples. Digital graphics can be used for entertainment, promotion, information, advertising, and education. They are often found in multimedia products. The task is to research and report on how digital graphics are used in the entertainment industry, why they are used there, and analyze examples by describing the graphic's purpose and fit for that purpose.
LO4 - Lesson 4 - Feedback
This document provides guidance on using feedback to improve a game review section. It outlines the key areas of the review to focus on: review, strengths, weaknesses, expected and actual testing outcomes, and immediate and future improvements. The review should evaluate what went well and what didn't for the intended target audience. Testing must validate the game meets requirements and identify any fixes. Suggested improvements should enhance the game. Using feedback from a previous review, the task is to strengthen the review section, testing plan, and proposed improvements.
LO4 - Lesson 3 - Feedback
The document provides guidance on using feedback to improve a game creation section. It outlines the key areas of environment, interaction, and scoring system that must be evidenced. Screenshots and annotations are expected to show how the creator has implemented feedback to enhance their game in these areas. The goal is to understand the needs of the client, know what evidence is expected, and apply feedback to iteratively improve the game.
LO4 - Lesson 2 - Review
This document provides guidance for reviewing and evaluating a game that was created for a client. It outlines the requirements of the client brief, including game features, objectives, and target audience. It also describes how to get feedback on the best and worst parts of the game. The review should identify what worked well, what didn't, and how the game addressed the client brief. Areas for potential improvement should also be discussed.
LO4 - Lesson 1 - Testing
The document outlines the goals, marking criteria, and tasks for a lesson on testing a digital game. The lesson aims to have students understand client requirements, develop a test plan, and test the functionality of a finished game. Students are to create a test plan that tests features of the game like doors, characters, and objectives against expected outcomes, identifying any improvements made.
LO3 - Lesson 6 - Algorithms
This document discusses the importance of providing clear instructions to players of a game and the use of algorithms within games. It defines algorithms as sets of instructions that must be carried out for things to happen in a game. The goals are to understand the need for clear instructions, know what algorithms are used for in games, and be able to create a winnable computer game. The task is to create suitable algorithms in a game to meet requirements and provide evidence of triggers, player actions, and rules to help or challenge the player.
LO3 - Lesson 5 - Popups
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LO3 - Lesson 4 - Pickups
This document discusses pickups in computer games. It defines pickups as items that players can collect in a game level. Pickups can have positive or negative impacts on gameplay by increasing or decreasing things like health, points, or time. The document provides examples of pickup properties that can be configured and instructs students to include relevant pickups in their own game, demonstrating both positive and negative pickup impacts.
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LO3 - Lesson 2 - Door Triggers
This document discusses using triggers in computer games, with a focus on door triggers. It outlines the goals of understanding trigger importance, knowing the available triggers in a chosen software, and being able to use a range of appropriate door triggers. It then discusses the different types of triggers available in Mission Maker software and instructs students to use various triggers to open and close doors, providing screenshots of the trigger types and door properties as evidence.
LO5 - Lesson 26 - Review
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LO4 - Lesson 25 - Testing
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LO4 - Lesson 24 - Feedback
This document discusses testing a website and providing constructive feedback. It outlines lesson goals of understanding testing methods, feedback, and conducting target audience user testing. The assessment criteria includes carrying out target audience testing on a website's navigation, hyperlinks, page load times, performance in browsers, and consistency of style. The document emphasizes that feedback should identify strengths and weaknesses, be constructive and respectful, and help others improve their work. Learners are tasked with creating questions to gather feedback from their target audience on these website elements.
LO3 - Lesson 23 - Contact Page
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LO3 - Lesson 1 - Level Map
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Predict The Score Leaderboard 2014
This document contains the results of a points competition with 211 participants ranked by their total points. Kimberley Bell finished in first place with 71 points and won £50, while D. Campbell and David Holly came second and third with 60 and 58 points winning £30 and £20 respectively. The document provides the full results listing all participants in descending order of points scored and notes that this is the final update, with winners to be contacted and prizes paid out after a deadline for contesting scores.
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306 - Lesson 2 - Comic Book Research
- 2. Lesson Goals Understand the purpose of individual comic books Know how to identify the genre, audience and reading age for comic books #comicbook #storyline #comicstrip #script
- 3. Key Words Comic Strip A sequence of drawings in boxes that tell a story in each frame. Comic Book A collection of comic strips in one publication Genre The overall theme of a comic book that it can be categorised into Audience The people who the comic book is aimed towards
- 4. What genre might a comic book fit into? Think about the categories…
- 5. Understand purpose of comics Comic Genre Identify genre and audience #comicbook #audience #comicstrip #genre
- 6. Understand purpose of comics Example Identify genre and audience What is the purpose of this comic book? What genre does the comic belong to? Who is the target audience for this comic book? What about reading age? #comicbook #audience #comicstrip #genre
- 7. Understand purpose of comics Example Identify genre and audience What is the purpose of this comic book? What genre does the comic belong to? Who is the target audience for this comic book? What about reading age? #comicbook #audience #comicstrip #genre
- 8. Understand purpose of comics Example Identify genre and audience What is the purpose of this comic book? What genre does the comic belong to? Who is the target audience for this comic book? What about reading age? #comicbook #audience #comicstrip #genre
- 9. Understand purpose of comics Your Task Identify genre and audience Research at least five current and historical types of comic books commenting on: Purpose Genre Target Audience Reading Age #comicbook #audience #comicstrip #genre