Students will be able to:
- identify elements of storytelling in a graphic novel;
- identify elements of visual presentation in a graphic novel;
- create a graphic story about Viola Desmond;
- demonstrate technical accomplishment and creativity.
VIOLA DESMOND – Canadian Civil Rights Hero, Graphic Story
Steps
Step One
- Use resource books, primary source materials, and web sites to research Viola Desmond.
- Focus on the events of November 8, 1946.
- Identify the main characters in the story.
- List the actions and what the characters might have said in the order they occurred.
Step Two
- Make thumbnail sketches for each scene.
- Stick figures are fine for this step.
- Decide how many of your thumbnail sketches you want on one page.
Step Three
- Draw panels on your pages. They can be any shape, for example,
- square
- circle
- rectangle - Leave a space between the panels. This space is called a gutter.
Step Four
- Use pencil to draw in each panel.
- Draw important details to help tell the story. Think about:
- facial details and expressions
- specific visual details that are essential to the story - Draw speech bubbles, thought bubbles and narrative boxes. Leave them blank for now.
- Share your work with a partner to get feedback.
Step Five
- Make any adjustments to your design based on the feedback you received.
- Add emanata to show what the character is feeling, for example,
- @$%#$ to indicate anger
- ? to indicate confusion
- sweat beads to indicate anxiety - Add motion lines.
- Use watercolour pencil techniques to colour each panel.
- Add the words in pencil. Remember to:
- check spelling
- print neatly
- adjust the size of the speech bubble if necessary
Step Six
- Use a black, fine line marker to outline everything.
- Add any other details or more colour to complete the page.
- Gently erase the pencil lines.
Learning Goals
Extensions
Have students:
- work in small groups to turn the graphic story into another format of storytelling, for example, a puppet play, stop motion video, dramatization;
- present their stories to their peers;
- write about the presentations as if they were journalists.
Prepare
- Gather and make available a variety of graphic novels, for example, The Adventures of Venus, by Hernandez, Gilbert; The Last Kids on Earth, by Max Brallier, and Douglas Holgate; Awkward, by Svetlana Chmakova; Brave, by Svetlana Chmakova; Oddly Normal, by Otis Frampton; The Golden Compass Graphic Novel, Volume 1, by Philip Pullman; The Call of the Wild: The Graphic Novel, by Jack London; and A Wrinkle in Time: The Graphic Novel, by Madeleine L'Engle, and Hope Larson.
- Prior to this lesson have students work in pairs to analyse a graphic novel focusing on the elements of storytelling, for example,
- storyline - beginning, middle and end
- main character, and supporting characters
- conflict and resolution - Have students work in pairs to analyse a graphic novel focusing on the elements of visual presentation, for example,
- use of colour and line
- framing images
- background/setting details
- depiction of characters/drawing style
- panels - shapes and sizes
- layout - overall design of the panels on the page
- dialogue - types of bubbles and format of text - Provide sufficient time for students to research Viola Desmond using primary and secondary source materials.
Introduction
- Conduct a read-aloud using one of the graphic novels, for example, Awkward, by Svetlana Chmakova.
- Focus on the elements of storytelling and the visual presentation that helps to move the story along, for example,
- the drawing style
- depiction of main characters
- facial expressions
- framing views - medium, long, close-up
- details in setting
- layout of the panels on the page - use of white space - Introduce the challenge.
Activities
The Challenge
- Identify elements of storytelling in a graphic novel.
- Identify elements of visual presentation in a graphic novel.
- Create a graphic story about Viola Desmond.
- Demonstrate technical accomplishment and creativity.
The Process
- Ensure that everyone understands the challenge.
- Establish success criteria with your students. For example,
I know I am successful when I have:
- used a consistent drawing style
- made facial expressions help tell the story
- included background details that help tell the story
- balanced layout of panels
- drawn the panels carefully
- used watercolour pencil techniques effectively
- used speech bubbles and narrative boxes effectively
- included accurate elements of the story
- kept the paper is in good condition - Guide students through the steps outlined in this lesson plan.
- Observe students as they work.
- Provide individual assistance and encouragement.
Sharing
- Place students into small groups.
- Ask them to:
- Share their work and discuss the things that are especially effective and why.
- Talk about what they found satisfying about doing this project.
- Talk about what was difficult about doing this project and how they solved the problem?
- Talk about how they might use what they learned in a different way. - Share ideas with the whole class.
Assessment
- Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting
- Observe students as they discuss the graphic stories – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
- Use a checklist to track progress. (Downloads – GraphicStory_tracking.pdf)
- Have students use the self-assessment form to evaluate their work. (Downloads – GraphicStory_self-assessment.pdf)
