by Sol Papandrea

Creating Comics

Note: This lesson is planned to be delivered online. Students have already worked on the present continuous and this lesson is thought to be the final outcome of the project/unit.

Activity 2: (10 minutes)

T will show a comic about an adolescent and start a discussion about what questions adults usually ask them. T will ask students what is the typical answer to the question “What are you doing?” and if they remember any situation in which an adult asked them this question. (When they are locked in the room, when they are not paying attention in class, when they are on their phones, when they are a lot of time in front of the screen, etc)

Afterwards, T will introduce general ideas about comics by asking students what type of text is the one about Jeremy (a comic) and what characteristics they know about comics. (Story told with pictures, very short texts).

T will tell students that they are going to learn how to create a comic.

Activity 3: (10 minutes) Steps to create a comic strip.

Brainstorming: T will ask students what steps they think are essential to create a comic. Afterwards, T will create two break-out-rooms and share with students the steps to create a comic strip. The steps will be disorganized and, in groups, students must put them in order. Once they finish, we’ll compare the results.

Step ___ : Add detail to your cartoon.

Step ___ : Go over your comic in pen.

Step ___ : Write your ideas for your comic. A comic strip is no different from writing a short story.

Step ___ : Draw the frames. (drafting stage)

Step ___ : Use basic shapes to draw.

Step ___ : Add in the speech and lettering.

SS will post their comix in the shared padlet. Every student must post their comic and also interact with the creations of their classmates. They must provide feedback by commenting on their classmates’ posts and giving them likes.

Bloom’s Digital Taxonomy

This theory is adaptation of the original Bloom's taxonomy to a new millennial generation. It is a hierarchical set of cognitive processes which are designed to structure an appropriate learning experience. The aim is to inform instructors of how to use technology and digital tools to facilitate student learning experiences and activities. Connecting characteristics of bloom’s taxonomy is necessary for creating online learning activities that are in accordance with students’ needs.

Students have to make use of their analytical skills before creating the comic strip. Since they will analyse the way a comic works, brainstorm ideas, draft and check to see if it’s valid. In addition, the students will have to apply the new knowledge (of the new tool) when creating the comic. They will also be evaluating, as they will see their classmates’ work and post on the Padlet the comments they have about it. What is more, they will reach the highest level of the taxonomy, creating, by not only creating an original piece of work, but also by blogging about it in the Padlet, sharing it to a real audience.

After having done some research about what other teachers say about this tool, I’d like to share with you some of my findings, ideas and conclusions.

Make Beliefs Comix is a great tool to foster creativity and a fun way of including material in the learning environment. What is more, as the social media editor of Education World, Jason Tomaszewski, claims, “When put in the hands of a talented teacher, it can be even better. English language arts lessons will take on a whole new dimension with this site, as students can create visuals to match original stories, or craft the images to fit existing prose.”

One of the points that I find very important to highlight is that this website provides plenty of ideas for teachers to include in their lessons. Moreover, it provides support for teachers that work with children with special needs which complies with the theory of Differentiated Instruction. In this sense, the article written in Education World states “Educators serving special-needs students will appreciate the area of the site designed especially for them. There, users can read ideas and tips sent in by teachers of students with an array of learning challenges.”

Another teacher, Jennifer, from Community Reviews says, “The option to use Make Beliefs Comix incentives students to write complete and interesting vocabulary sentences. Homework and word study became more meaningful and enjoyable. Students were able to use the reasonably sized (for a free program!) graphic library to create a surprisingly large variety of contexts! When I realized the unanticipated potential of this straightforward creative tool, I started using it in other areas as well.”

Having analysed some research on the website chosen and after having used it for the sake of the creation of the project, it is possible to say that Make Beliefs Comix is a wonderful way of including technology in the classroom or Language Learning Environment since it provides the possibility of creating content in a fun, engaging and motivating fashion.

References:

Community Review of Make Beliefs Comix. (2017, 1 enero). Common Sense Education. https://www.commonsense.org/education/website/make-beliefs-comix-teacher-review/4140241

Site Review: Make Beliefs Comix.| Article by Jason Tomaszewski, EducationWorld Social Media Editor Education World. (2012). Education World. https://www.educationworld.com/a_tech/site-reviews/make-belifs-comix.shtml

Bloom’s Digital Taxonomy Verbs For 21st Century Students (2016) https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs-21st-century-students/

Hockly, N., & Dudeney, G. (2007). Chapter 3: Using websites. In How to Teach English with Technology. Essex: Pearson.

H.L. (2017). SAMR Model: A Practical Guide for EdTech Integration. Retrieved from: https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration

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