Scholars disagree on the definition of comics some claim its printed format is crucial, some emphasize the interdependence of image and text, and others its sequential nature. Note: Although it takes the form of a plural noun, the common usage when referring to comics as a medium is to treat it as singular. However, today's form of comics (with panels, and using text within the image in speech balloons, etc.), as well as the term comics itself, originated in the late 19th century. In the first two forms the comics are secondary material usually confined to the entertainment sections, while the latter consist either entirely or primarily of comics.ĭepending on the definition of the term, the origin of comics can be traced back to 15th century Europe. The most common forms of printed comics are comic strips (most commonly four panels long) in newspapers and magazines, and longer comic stories in comic books, graphic novels and comic albums. Originally used to illustrate caricatures and to entertain through the use of amusing and trivial stories, it has by now evolved into a literary medium with many subgenres. Related subjects: CartoonsĬomics (or, less commonly, sequential art) is a form of visual art consisting of images which are commonly combined with text, often in the form of speech balloons or image captions. Have you created comic strips with your class? How did it go? Share your tips in the comments below.2007 Schools Wikipedia Selection. When the lesson is finished, you may choose to compile copies of your students’ strips into a classroom comic book or post them online on your school’s website to share with family and friends. Finally, finish by having your students colors their comic strip, if they wish. When all panels are complete (and dialogue is spell checked), students can trace their work using black pens or Sharpies, adding balloon shapes around any dialogue.Ĭover any mistakes with correction fluid. Now students are ready to move to comic strip boards or comic cells they’ve pre-drawn, sketching each panel one at a time and adding the dialogue or story lines in pencil. Starting on scratch paper, have students sketch the characters in their strips, then roughly sketch out the scenes for each panel, leaving room for any dialogue or story lines. Students will divide their stories into pieces to match the number of panels in their strips and will need to be able to tell their story in just a few frames. Once they’ve got a topic in mind, your students will start by writing their stories-remind them to keep it simple and broad. Next, brainstorm the different kinds of stories your students might choose to tell in their comics. Discuss the number of frames used, the use of color versus black and white, the different drawing styles, the plot lines, and continuing stories versus one-off strips.
Step 1: Get Inspiredīefore you begin, gather a good sampling of comic book styles, from classics like Hagar the Horrible and Peanuts to super hero comics to Garfield, Bloom County, and The Far Side, to share with your students.
Comic books are also a great way to reach students who may not be interested in more traditional art projects. And kids love them! Why not try a comic book art project? The perfect cross-curricular combination of drawing, writing and storytelling, creating comics is a fun way to shake things up.