Njemele Bush

MEDT 7490
Assignment 3: Comics, Cartoons and Graphic Novels

Fall 2015

Reflection
The title of our comic strip is The Supply and Demand Report. The target
audience would consist of students in grades 6 thru 10, who are studying economics or an
economically related unit (I.e.: business or math courses). The lesson that we are
teaching is an introduction to the law of supply and demand. I work with Alyce Logan. We
decided to use the supermarket business in order to display real life application. We felt
that this will help students as they may go to the supermarket with their parents to fulfill
the needs of the household.
Our instructional design process was based on the ADDIE model. We begin by first
figuring out what the learner should learn from the comic strip along with its purpose.
Then, we associated supply and demand with a real life example: the supermarket
industry. We then designed our lesson around the concept. We developed the content
with details and features within the comic. Creating the comic strips allowed us to show
displays of implementation. We would later use the comic strip as an evaluation tool
within our instruction and curriculum time. Students may later create their own comic
strip to show what their learned as they would create a graphical representation of the
content of their own understanding.
We used the Learning to Look (LOL) strategies when developing the comic strips.
From experience, we have noticed how students commonly associate words with visual.
We created chose to display items that students would associate supply and demand with.
We found that students may attend the grocery store, so at times; they may associate
each item with the idea of how a business executive may note pricing. In the comic strip,
we defined each principle and then displayed the content with the image. As L.O.L.
strategy requires that the reader sees the image, the words are shown with the image to
create a relative connect. The reader are then able to build a connection, learn details

Njemele Bush
MEDT 7490
Assignment 3: Comics, Cartoons and Graphic Novels

Fall 2015

and then if needed, apply what they are learned from the association. Using the terms
and content, they then can describe the information along with use it to further interpret
and analyze their information. The comic strips provide background and depth from an
introductory standpoint.
Many students learn by seeing the visual object. We chose the comic strips to
display the notion of the words associated with the graphics to further employ the needed
information. The comic strip can be used to (1) provide information on the topic, (2)
motivate students and (3) capture their attention. It can serve as an informational piece,
due to the fact that the characters can discuss the concepts using student-friendly, easy
to read language. Pictures with words also tend to be motivation as the human mind
responds to words and can display messages to inspire students. It is human nature to
enjoy reading with pictures and the mind responses to words commonly associated with
text. Lastly, comic strips can be used to capture their attention as they also provide
reinforcement to content learning in the classroom setting.
Our definitions of comics, cartoons, and graphic novels are that they all are
graphical representations of content and educationally related information for the purpose
of learning and comprehension. The differences are that comic strips and cartoons are
scene by scene displays with characters and action project. However, graphic novels are
page by page displays of information used to display a full process of information. Each
displays knowledge as well as gives different perspectives of information so that students
will receive reinforced knowledge as well as understand a different perspective of the
material that they learn in class. All three are unique and have the same purpose,
however they also reach the brain differently based on its display and the students
learning style.

Njemele Bush
MEDT 7490
Assignment 3: Comics, Cartoons and Graphic Novels

Fall 2015

We did not have many challenges but they were evident factors of our success. My
partner and I both had different time schedules and availability, but were able to work to
complete our tasks efficiently. Also, we noticed that as we both were well versed on the
topic, creating the graphic needed adjustment. The third challenge knew how to use the
Pixton software, which we found out that it was all about practice, which in the end
worked out to our advantage. We both acquired a new skill and hope to use it in the
future in our classroom with students.

Njemele Bush
MEDT 7490
Assignment 3: Comics, Cartoons and Graphic Novels

Fall 2015

References:
What Is Visual Literacy by Toledo Museum of Art- https://www.youtube.com/watch?
v=O39niAzuapc

Frey, N., & Fisher, D. (2008). Teaching visual literacy: Using comic books, graphic novels, anime, cartoons, and
more to develop comprehension and thinking skills. Thousand Oaks, CA: Corwin Press.
Golombisky, K., & Hagen, R. (2013). White space is not your enemy: A beginner's guide to communicating
visually through graphic, web & multimedia design. 2nd edition, Boston, MA: Focal Press