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Hagar qim wicked comics presentation
The document discusses the role of comics and manga in promoting comic culture in Malta, highlighting their educational value and popularity. It traces the history of comics from their origins as political cartoons to their current use in education, noting both benefits and criticisms. The document also suggests various ways comics can be utilized in the classroom to enhance learning and engagement across multiple subjects.
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Hagar qim wicked comics presentation
- 1. History of Comics AndComics as an Educational Tool By: Samantha Abela
- 2. Who are we? • A group of people who Like comics and manga We organize various activities through out the year and participate in others in order to promote comic culture in Malta and abroad.
- 3. What do we do? We promote comic c ulture. We provide various opportunities of We encourage the c reation expos ure for Maltes e of c omics artis ts . We inform the public about We organize activities new comic publications to bring comics through reviews on our webs ite clos er to the public and provide a We provide a platform for ‘cultural encounter’ dis c us s ion about c omic s with foreign comic and their us e in education. creators .
- 5. A typical Comic S hop
- 6. • “A comicbook or comicbook is a magazine or book containing sequential art in the form of a narrative. Comic books are often called comics for short. Although the term implies otherwise, the subject matter in comic books is not necessarily humorous, and in fact its dramatic seriousness varies widely.” • - Wikipedia, The Free Encyclopedia
- 7. C omic Books are wildly popular! • p From 2001-2006, comic books have grown from • a $75 million to a $330 million industry • a Movies and novels are now being made into • comic books specifically aimed at children • c Many popular writers, musicians and creative • designers are working with comics. • d Google Chrome presented by Scott McCloud.
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- 9. C o mic s c o m e in d if f e r e n t s iz e s
- 10. G r ap h ic N o v e ls & C o lle c t io n s ( H a r d C o ve r o r Tr a d e Paper B ac k)
- 11. Dis s ectinga C omic (the bas ics )?
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- 14. C o mic S t r ip
- 15. We b C om ic A comic that is not ‘publis hed’ but is s hared online us ually for free others agains t a s mall payment. E as ily read on ebook readers , pcs , tablet pcs and s mart phones .
- 16. A M alt e s e W e b c o m ic A webcomic written by Adam Cassar and illustrated by Samwel Mallia
- 20. Planning S crip writing C haracter des ign S ketching Fine tuning A dd dialogue
- 21. C haracter Des ign
- 22. B a sic P la n n in g • Name: • A ge: • S ex: • Phys ic al des cription: • Pers onality:’ • J ob: • B ackground s tory:
- 25. The C omic Audience? They are for everyone, from toddlers , pre-readers up to grandparents ! A s long as you like a good s tory, reading and A rt!
- 26. Why create comics? • To s e nd a m e s s age • F or fu n • To re cou nt tru e s torie s
- 34. Ame ri can
- 35. E urope an
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- 37. H IS TO R Y
- 39. C omics forS atire C omics Politics C omics for C hildren/boys & girls
- 40. THE GOLDEN AGE 1930’s tomid 1950’s
- 41. A d venture C o m ic s
- 42. S upe rher o C o m ic s
- 43. Th e H ero es w e nt to w a r.
- 44. THE SILVER AGE MID 50’sTO EARLY 70’s
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- 46. Th e 70 ’ s - s o c ia l & p o lit ic a l - f ilm s
- 47. TH E M ODE R N A GE
- 48. Th e 80 ’ s - T H E B R IT IS H IN V A S IO N & DARKER HEROES
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- 54. C o sp la y
- 55. C o mic C o n v e n t io n s
- 56. COMICS • FUN • SATISFACTION • INVESTMENT • COLLECTION READ and CREATE COMICS
- 57. Mike Perkins Tim Collins Warren David Llyod Pleece Sean Azzoppardi
- 59. Events … • 5-6June 2010 – Earth Garden • Malta Comic Con at Notte Bianca
- 60. @Earth Garden Notte Bianca
- 61. Dave Windett & Renee Witterstaette Workshops and Audience
- 62. Some M altes e Publications •The Golden Lizard - Fabio Agius, Mark Ellul and Chris Le Galle (Sierra Books) •The Tsar - Issue 1 - Joseph Bugejia and Joseph Whizz Farrugia (BDL) •Hal Mudlam - Issue 1 & 2- Joseph Bugeja (BDL) •Arcana Crusade – Bernard Micallef •For Gallantry Issue 0 & 1 – Fabio Giangolini •Apocalyse Rocked – Dean Fenech •Pilot – The Steampunk ed. – The Pilot Group •RPG Game – Jeanelle Zammit and Bernard Micallef •Komiks tas-Sikkina
- 63. Contact Us • FacebookGroup : http://www.facebook.com/profile.php?id • Website: http://www.maltacomic-con.com/
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- 65. A brief historyof Comics in Education • The first comics used to ‘educate’ people were the political cartoons used to send messages about politics and social issues to the illiterate public
- 67. T h ef ir s t c o m ic s • They were issued in the 1930’s (pre- WWII) and by the 1940’s an estimate of 95% of all 8-14 year olds read comics. • 65% of the 15-18 year olds read comics too!
- 68. Whilst some seethe positive in the use of Comics in education others criticize… • A stumbling block to literacy • Impede reading comprehension • Reduce imagination • Provide eyestrain
- 69. Nonetheless… • A ‘Scholarshipon the Educational Value of Comics’ was established in America in the second half of the 20th century
- 70. Still… • Some criticizedcomics as promoting ‘violence’ and ‘delinquency’ • Of using ‘slang’ and ‘dialect’ too much…
- 71. Can comics beused as an effective medium in education? • Yes! Comics can be used to transfer Knowledge! • They can be used as a ‘TOOL’ or • Use ‘Educational Comics’.
- 72. What are Educational Comics? • These are comics devised on purpose to teach a subject / with a clear intent and message. • = a comic on Maltese legends / important events – Great Siege + Consalvo Monroy
- 73. Comics as educational tool • These are comics that their initial purpose was not to ‘educate’ but for leisure. Nonetheless teachers and parents use them to teach:
- 74. • History • Science • Reading • Social studies • Language • Culture context • Science • Story telling
- 75. Why use comics inthe classroom? • For pre-readers they provide practice for: • - sequencing • - prompts for language use (visual cues) • -connect words with images
- 76. • For AdvanceReaders • - complexity of normal written word with visuals • - a step-stone to more complex texts • -make reading more approachable
- 77. Comics meet theneeds of Students in a variety of learning styles
- 78. L e ar n in g It is a product of the agreement between teaching strategies and the individual differences among learners. According to Dr.Steve Hunt, every learner use his own unique style of learning and thinking At last, this is not true which differentiate anymore! him from others.
- 79. L e ar n in g s t y le s • Information processing • Instructional preferences • Learning Strategies
- 81. Learning Modalities: This isthe theory that all learners have a preference for receiving and storing information through one or more of the sensory modalities.
- 84. How to usecomics in the classroom? • The teacher provides the material • The students create their own comic • Use IT Skills through various software to create comics
- 85. Advantages of using comic assignments • Story telling • Character analysis • Plot analysis • Biographical work • Timelines
- 86. The use of GraphicNovels • They offer value, variety and a new medium for literacy that acknowledges visuals. They are useful across the curriculum depending on the creativity of the teacher and students. • (Lavin 1998) suggested that reading Graphic Novels employs more cognitive skills. • Graphic Novels present an alternative view of culture, history and human life in accessible ways giving voice to minorities and those with diverse view points. • Ex: Classic Comics lead to the reading of the full ‘novel’
- 87. Graphic Novels: •Brain Food • Gentle Persuasion • Think small (don’t go into the big titles) • Improve reading comprehension • Promote Socialisation • Motivate • Help students with reading difficulties • Leave a permananet mark • Provide intermediary link to other subjects • Are popular and cool – bring youth culture to the classroom • Ideal for differentiated teaching
- 88. S ome e xa m p le s http://www.thechesscomic.com/
- 89. “Why?” is aKorean science comic book series. The series had 20 million copies sold over the last six years, which is a new record in the local publishing industry.
- 92. • Comics makelanguage manageable and language profitable for beginners. They help to engage students. The brain seeks patterns/association/ links… comics help to provide them! • Comics provide the ‘spark’ for attention which will help knowledge to be embedded.
- 93. • Comics usedas a means to teacher dialect • To engage reluctant readers • Also a defence against the enemy of literacy - TELEVISION
- 96. Winner of PulitzerPrice in 1992 (the first comic to win such a prize!) Experience of a prisoner at Auschwitz Cats – Nazis Mice - Jews
- 97. Comics for awareness campaigns • A comic by a US hospital about testicular cancer using patient stories • Marvel / DC campaign against breast cancer • ‘Donate Blood’ campaign – Malta Blood unit
- 101. C o mic s a n d h e r it a g e • Exercise in Empathy • Help to illustrate ‘Causes and Consequences’ • Offer visual aids to ‘Chronology’ in history • Political Cartoons offer a platform to discuss ‘bias’ and ‘perspectives’ • Make history more exciting and engaging
- 102. S o me id e a s : • Time traveller • Bios of Historical Figures • Re-telling of an important battle • Adventure story leading to discovery of artefacts – Indiana Jones style
- 103. Tim Perkins- British Comicwriter and artists Special Guest at the Malta Comic Con Created a comic strip as a promotion for his own comic using as inspiration HAGAR QIM!