Understanding

by Design: Advanced Art Comic Book Project

Age Group: High School, grades 9-12
Minnesota Arts Standards:
9.1.1.5.1 Analyze how the elements of visual art including color, line, shape, value, form,
texture and space; and principles such as repetition, pattern, emphasis, contrast and
balance are combined to communicate the meaning in the creation of, presentation of, or
response to visual artworks.
9.1.2.5.1 Integrate the characteristics of the tools, materials, and techniques of a
selected media in original artworks to support artistic purposes.
National Art Standards:
VA:Cr1.2.HSIII Choose from a range of materials and methods of traditional and
contemporary artistic practices, following or breaking established conventions, to plan
the making of multiple works of art and design based on a theme, idea, or concept.
VA:Cr2.1.HSII Through experimentation, practice, and persistence, demonstrate
acquisition of skills and knowledge in a chosen art form.
VA:Cn10.1.HSIII Synthesize knowledge of social, cultural, historical, and personal life
with art-making approaches to create meaningful works of art or design.
STAGE 1 IDENTIFY DESIRED RESULTS
Established Goals (e.g., content standards, course objectives, learning outcomes, etc):
As a result of this unit, students will understand the basic history and characteristics of
comics and cartoons. They will be able to describe the various aspects of comic art and
discuss how important themes in life are also transcribed into a comic book format.
Students will be able to enhance their own visual literacy, reading, writing, and artistic
skills through this unit, as comics combine those many skills into one format.
What essential questions will be considered? (Provocative questions to foster inquiry,
understanding, etc.)

What are the characteristics or elements that compose a comic book?

How do comic books combine aspects of art and literature?
How do comic books reference popular media culture or cultural stereotypes?

What understandings are desired? (big ideas, specific understanding about them;
predicable misunderstanding)
Students will understand that

Comic books are a combination of both writing (literature) and visuals (art)
Comic books are often built on stereotypes or shared knowledge, and so are a
part of popular culture

What key knowledge and skills will students acquire as a result of this unit?

Students will know

How to create a comic, using the basic elements of comics and comic vocabulary
How to use themes from life or from popular culture to create comic content

STAGE 2 DETERMINE ACCEPTABLE EVIDENCE

What evidence will show that students understand?
Performance Tasks:

Creation of a comic, either individually or as a collaborative team

Written reflection on the comic-creation process and what the comic is about
Quiz on comic vocabulary at end of the unit
Students will be able to

Talk about comics using key vocabulary terms and visuals to describe various
parts of the art form
Bring in outside or prior knowledge, as well as consider popular stereotypes or
meanings, to create a comic that will be understood by others
Create stylized comic or cartoon imagery (develop a style)

What other evidence needs to be collected in light of Stage 1 Desired Results?

Other Evidence: (e.g., tests, quizzes, prompts, work samples, observations,
homework, etc.)

Pre-test on comic vocabulary on first day of unit (no grade)

Post-test on comic vocabulary at the end of the comic unit (graded)
Formative Assessment of students as they are working, to determine who
understands the comic art techniques and who needs further assistance.
Rubric self-assessment and instructor assessment of final comic
Completion of a Critical Response activity with the class/a peers comic
Student Self-Assessment and Reflection:

As part of class warm-ups, students will reflect on the comic creating process
and assignments. Warm-ups will link the previous days learning to the new day.
Critical Response with classmates comics, both with Post-It notes and in each
students process journal.

Classroom Management
Students in these classes are generally very self-motivated once they know directions.
At the advanced level, they are responsible for choosing and taking care of any
materials that they use in their pieces. They are allowed to use their phones so long as it
is for the purpose of referencing images of comics. Off-task students will be reminded of
the assignment and asked to continue working on it in some capacity.
Plan for Diverse Learners
This class has a large number of English Language Learner students, 9 total out of 17
students, so most instructional resources are available as hard copies for students to
read and refresh their memory with at their own pace. Additionally, all class warm-ups
are accessible online on the school website for students who need to see them or who
were absent from class. I will also check in with all students one-on-one to determine
whether students are acquiring project understandings.