https://art21.org/for-educators/tools-for-teaching/getting-started-an-introduction-to-teaching-with-contemporary-art/

Time: One class or aproximately 55 minutes

Goals for this section: Students will

• Work independently and collaborate to define contemporary art.
• Research contemporary artists and select an artists or artwork to inspire their graphic novel.

Please review the resources available on art21 website https://art21.org/for-educators/tools-for-teaching/getting-started-an-introduction-to-teaching-with-contemporary-art/

Options to explore in the Tools for Teaching include:

Contemporary Art in Context

Starting the Conversation

Contemporary Approaches to Teaching

Using art21 Resources in the Classroom

In the article, “Getting Started: An Introduction to Teaching with Contemporary Art: Contemporary Approaches to Teaching” on art21 contemporary artist processes, research, and approaches are applied to art curriculum:

“Integrating contemporary art and themes into teaching requires a shift from predominantly technique-driven instruction to idea-driven instruction. Many artists do not work in a single medium or technique and instead try to explore an idea, event, situation, or question through multiple media and visual strategies. Consider planning curriculum around a big idea, theme, or question first; then, decide what projects, skills, or materials will support meaningful investigation and expression. The big idea or theme should focus the investigation and create a unifying framework, in which you can include multiple resources, artworks, and artists”. (https://art21.org/for-educators/tools-for-teaching/getting-started-an-introduction-to-teaching-with-contemporary-art/contemporary-approaches-to-teaching/)

Additionally, the article suggest that teachers model contemporary artist and suggests:

“Give students options: introduce multiple artists and media sources.

Push beyond a media-driven curriculum.

Think and talk more; make less.

Emphasize process over product.

Use themes and big ideas driven by essential questions to frame your investigation.”

Time: One class or aproximately 55 minutes

In the T.E.D. talk, Why Comics Belong in the Classroom, Mr. Yang discusses his success with comic books he created to deliver algebra lessons to high school students. He claims that the students were able to participate with the information on a deeper level because it was visual, and the students are in control of information flow and can re-read as needed.

https://www.ted.com/talks/gene_luen_yang_comics_belong_in_the_classroom?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare

There are many resources avialable through libraries, colleges and universities, and on the internet. 

• https://guides.lib.campbell.edu/graphicnovels

https://guides.lib.campbell.edu/graphicnovels

• Free Library of Philidelphia
• https://libwww.freelibrary.org/explore/topic/graphic-novels

https://libwww.freelibrary.org/explore/topic/graphic-novels

Time: Three classes or aproximately 3 hours total (for 3. and 4.)

First Step

Objective

Student will plan, draft, design, and create the preliminary sketch for the graphic novel.

Goal

Design an character to create a visual story. Drawings successfully conveys an idea inspired by the contemorary artist or artwork student selected.

Activity

From thought to Form- Student will create a written plan and sketches. Student will create goals and identify areas in need of improvement by peer and teacher feedback. 

Answer the following questions:

What is the main concept or idea? How is the story inspired by the contemporary artists or artwork? Who is the character and what is the setting? Describe the story, plot, and/ or action? Is there an emotion or mood? How will I use symbolism? What is new and original in my design?

Student should have the preliminary sketch (to include the background) complete and submit the written plan to teacher for review.

Second Step:

Objective

Students will review feedback and revise as needed to create a storyboard and complete the graphic novel.

Goal

Successfully convey a story through the medium of a graphic novel that is inspired by a contemporary artist or artwork. 

Activity

Support students in drafting and creating graphic novel. Offer inperson feedback often and provide step-by-step instructions for drawing. Guide students as they research video tutorials on the internet. Let the students select mateials and processes. The graphic novel can be completed digitally.

ALTERNATIVE/ ADDITIONAL ACTIVITES

Character Development Exercise

• Select a story, myth, character from Pop Culture and re-design/ re-invent the character. How can you innovate and update the design? How can you improve it? What can you do to make the character new and exciting?
• Combine two or more characters together to create a new twist on the original(s).

Artists Statement

• Compose an artist’s statement describing the concept, meaning, ideas, process, and techniques utilized in creating the graphic novel.

Time: Three classes or aproximately 3 hours total (for 3. and 4.)

Students will create a graphic novel exploring multimodal storytelling inspired by a contemporary artist or artwork and complete a graphic novel responding to the contemporary artist or artwork of their choice. 

Time: One class or aproximately 55 minutes

Critique

Annie Irwin and Yves-Olivier Mandereau discuss the experience of an art critique.

Student will participate in a formal critique providing helpful and positive feedback encouraging students and highlighting successes. All students will be actively engaged in the critiquing process. Students will complete a one page reflection on the artistic process of creating the graphic novel.

Provide The Getty Museum handouts of the Elements of Art and Principles of Design to students to refer to during critique.

https://www.getty.edu/education/teachers/building_lessons/elements_art.pdf

https://www.getty.edu/education/teachers/building_lessons/principles_design.pdf