Motion/Comics: 2-3

Lesson Plan

Morgan Hughes

Drawing

Grade 2-3

Aim

Students will draw a comic strip that represents movement

Objectives

Demonstrate and understand how to draw with color pencils and markers

Learn to utilize graphite paper

Create a comic strip drawing that represents movement. 

To compare/contrast various ways movement or motion is depicted within comic strips through references such as Understanding Comics by Scott McCloud, The Art of the Funnies by Robert C. Harvey and relative current newspaper comics. 

To be able to draw manipulate objects to appear as if they are moving.

Vocabulary/Key Words

Comic Strip, Picture Frame, Movement, Motion, Repetition, Diagonal, Horizontal and Vertical line

Materials

4.5”x 12” and 4.5”x3” paper (half of 9x12), pencils, graphite paper, color pencil, tape and markers

Motivation 

Show examples and discuss comic strips:

What are comic strips?

What shape is around each comic picture?

In the frames, can you explain what is going on or happening?

What seems to be moving?

Why does it seem to be moving?

Which way are the drawn lines going?

Presentation of Content

Teacher will ask questions:

                When I continuously move my arm up and down what kind of movement is this?

                Who can show me a repetitive movement?

                When I draw repetitive separate lines on the board what does the line look like it’s doing?

                What do you see around you everyday that moves? (Cars, people, clouds, birds)

Teacher will demonstrate:                

                -How to fold 4”x16” paper in half and then in half again, making four sections on the paper

                -How to draw an object with pencil on the 4x4 inch paper

                -How to tape down graphite paper to the papers and trace and transfer image over on to the 4x16 paper

                -Repeat tracing with graphite paper in each box in various areas or positions within each box to create movement

                -Fold another paper, hold it vertically and add repeated tracings to show how objects can look like when they are down                

                -Draw diagonal, vertical, circular or horizontal lines to depict further movement

                -Color in objects

Assessment and Evaluation

Teacher will guide and help students decide what object each student wants to draw.  The object can be as simple or complex as the student chooses

Teacher will walk around room holding up examples of work that shows variation in line and interesting object choices.

Teacher will hold up works that are both horizontal and vertical examples

Teacher will show students work that depicts various color choices

Teacher will make sure all directions are being followed

Possible Extensions

Students will continue to work on projects involving movement such as flipbooks and begin to create a narrative as an introduction into illustration.

NYC Strands of Arts Learning:

I.  Arts Making: construct a comics using elements of art and the principle design of movement

II. Literacy in the Visual Arts: Discuss elements of a comic strip, compare and contrast movement and motion in visual art while observing actual comics

III.  Making Connections: Learning how to describe, remember and observe everyday events around you.  Appreciate historical aspects of comics.

V.  Careers and lifelong learning:  recognize professionals that create comics.  Are aware of the way these professionals who can cleverly communicate through visual strips of information.