In our pilot year of this project(2021-2022) we were able to create this powerful graphic novel with a group of 6th grade students from Forest Grove Elementary.

Project Flow

#1 Night Diary by Veera HIranandani

The Experience:

Throughout this story we travel a path of change influenced by POWER, FREEDOM, and BARRIERS protected by a cultural belief system and established within a society. We will analyze the complexity of change within the human centered system and the layers of decision making that exist within the ever changing process. Change that champions humanity and empowers society is necessary, but does not always happen. This journey forces us to wrestle with the thoughtful balance between core beliefs and the appropriate reaction to change while continuing to silently question “rules”, ideas, and see understanding. This relentless quest to to discover a WHY while maintaining hope forces change. Change, both personal and societal are fueled by catalysts. Discovering catalysts gives us a greater understanding of the process and patterns that exist in the human and natural world.

The Work:

Dear Readers and Thinkers,

Throughout this story we travel a path of change influenced by POWER, FREEDOM, and BARRIERS established by society. We will analyze the complexity of change and the layers of decision making that exist within this process. Change that champions humanity and empowers society is most desirable. This journey forces our character to demonstrate the thoughtful balance between her core beliefs and the appropriate reaction to change as she continues to silently question "rules", ideas, and seek understanding. Her relentless quest to discover WHY and her hopeful heart become a catalyst for change!

#2 Blackbird Girls by Anne Blankman

The Experience:

Throughout this text, we focused on the PATTERNS (historical and human behavior) & COMPLEXITY. We realize problems can be complex with no clear answers. Humanity and decision making are also layered with complexity. We also begin to examine access to information and TRUTH. We used components of the framework below as we wrestled with complexity throughout the book.

1. What was visible (current state)? What was known?

1. What is the truth or the injustice that was exposed?

2. How did you take a situation and create “new”

3. How were you able to empower yourself or others? (locus of control)

2. What is the complexity of the situation?

   1. Relationships, laws, conflicting ideas, societal, differences, power between groups, people without, inequity

3. What are the implications of the situation? (cause/effect)

   1. What was “unbalanced”?

4. What is the piece of change?

   1. Awareness, breaking the cycle, support, movement (bringing situations to light), finding a platform, silent (to unite)

   2. How has this change transferred (immediate community vs. globally?

The Work:

Dear Readers,

Today we are going to follow individual stories that will allow us to face real world situations where individuals have questioned and sought understanding of an injustice or truth that has been exposed. These situations are often complex and shaped around conflicting ideas of how each group/individual sees their part of the “whole” (story). When this occurs there is an imbalance of understanding the WHY, so the question becomes how do we empower ourselves and others to support, break a cycle, or create awareness about the current reality in service for a better tomorrow?

Blackbird Girls - Thesis Art

Blackbird Girls

Student Work Thesis Art and Justification

#3 Biographies and WW2 Introduction

Tell Them We Remember by Susan Bachrach

The Experience:

We just read an individual’s story of survival through a lens of complexity, problems with no clear answers, and balance between core beliefs and an appropriate reaction to change. We identified catalysts for change, some in our own control and some not (society, government, rules and laws) and we understand humanity is complex as people face decisions that are layered with risk, unintended consequences, and circumstances out of an individual's control. TODAY we are going to continue to follow individual stories that will allow us to face real world situations where individuals have witnessed an injustice, imbalance, untruth or a problem that needed to be exposed - while also living within the larger system. This complicated relationship of interconnectedness requires us to pull apart how advocacy happens. Where does the change occur? How does power factor into the inequity that individuals experience? Can individual humans be a catalyst for change to expose truth and move new forward? What needs to be brought to light? How does support occur? What platforms can be used to ensure change transfers and moves forward?

What was visible (current state)? What was known?

1. What is the truth or the injustice that was exposed?

2. How did you take a situation and create “new”

3. How were you able to empower yourself or others? (locus of control)

2. What is the complexity of the situation?

   1. Relationships, laws, conflicting ideas, societal, differences, power between groups, people without, inequity

3. What are the implications of the situation? (cause/effect)

   1. What was “unbalanced”?

4. What is the piece of change?

   1. Awareness, breaking the cycle, support, movement (bringing situations to light), finding a platform, silent (to unite)

   2. How has this change transferred (immediate community vs. globally?

The Work

Dear Readers,

Today we are going to follow individual stories that will allow us to face real world situations where individuals have questioned and sought understanding of an injustice or truth that has been exposed. These situations are often complex and shaped around conflicting ideas of how each group/individual sees their part of the “whole” (story). When this occurs their is an imbalance of understanding the WHY, so the question becomes how do we empower ourselves and others to support, break a cycle, or create awareness about the current reality in service fo a better tomorrow?

Through the lens of a DISCERNING RESEARCHER:

Devise an approach using systems thinking by surfacing and testing mental models to leverage actions that lead to desired outcomes.

Devise an approach using systems thinking (awareness: this is HOW our work will develop and these are our responsibilities as learners)

• Drive process/purpose through questioning *

• Manage clear, relevant and accurate information *

• Anticipate unintended consequences *

• Recognize interconnection of communities/environments *

• Recognize interdependency among the parts of the system (NGSS CCC: Systems and System Models)

• Use multiplicity in design

  • Find more than 1 pathway

Find more than 1 solution

Biographies and WW2 : 4 Parts

This puzzle begins with a dive into Media Literacy

• Piece 1 - Human Case Study - Biographies

• Piece 2 - Human Case Study - WWII and Riva’s Story

• Piece 3 - Figge Museum: How does art tell a visual story

• Piece 4 - - Visual documentation of a human story

Introduction to ‘disinformation’:

Before embarking into the research process, it is imperative to further explore how we dissect information and how to unwrap today’s complicated landscape of ‘news’. As consumers of information ( media, news, written, audio, advertising, social media, etc.), we must learn strategies on how to engage effectively in order to make informed decisions, considering all angles and perspectives.

Students unwrapped the following perspectives for information:

• Trigger Lens

  • How information is designed to trigger an emotional response and how those responses drive our behavior

  • Strategies to navigate and evaluate information

• Forensics Lens

  • Authentic investigations to guide searchers for credibility clues

  • Curiosity fueled investigations

Media Literacy

• Piece 1 - Human Case Study - Biographies

• Piece 2 - Human Case Study - WWII and Riva’s Story

• Piece 3 - Figge Museum: How does art tell a visual story

• Piece 4 - Visual documentation of a human story

News is not just fake or true. Misinformation and disinformation are complex and multifaceted. Interacting with information, as a forensics detective, will further equip us to be successful media consumers. It is important to continue to ask many questions, read extensively and take time to participate in multiple layers of thinking. This process helps us unwrap truth. A discerning media consumer knows that research is more than just evaluating the credibility of a website, but involves being able to dissect layers and degrees of information, while also exposing motives and perspectives - all the while asking: What am I being told? What am I not being told? We look for balance, documentation, verification, context, accuracy and timeliness. Journalist freedom varies across the world, as well as access to human rights and information. Human, constitutional and journalistic freedoms vary across the world, again, impacting truth.

As a discerning researcher, It is our civic responsibility to strive for understanding, open avenues of conversation, and seek truth in service of digging into the complexities of the human experience.

THIS INFORMATIONAL research process laid the groundwork and foundation for delving into the Human Case study of biographies.

Human Case Study - Biographies

• Piece 1 - Human Case Study - Biographies

• Piece 2 - Human Case Study - WWII and Riva’s Story

• Piece 3 - Figge Museum: How does art tell a visual story

• Piece 4 - Visual documentation of a human story

We chose to look at WW2 as a human case study. We approached Night Diary and Blackbird Girls the same way. First , we needed to build historical background, think the timeline of events, so students had a place to anchor their new learning. We used the book, Tell Them We Remember by Susan D. Bachrach. It was important for our students to understand the global impact of WW1, how the Great Depression affected the world, and how Hitler rose to power. We selected specific sections of the book that unwrapped the vulnerability of a society that was craving stability, economic relief, and leadership. As leadership began to rise so did ideas that did not champion humanity. Students peeled back the layers of “why” and “how” as they read through the assigned sections and processed the complex layers of information, decision making, and humanity.

Inorder to understand Riva’s story and give her stroy context we had to understand what was happening in history at that time…application of media literacy, multiple sources, credible and reliable sources.

Students created short videos using Adobe Spark to share these messages.

As students worked through Tell Them We Remember, we began to plan for WW2 biography work. Students were able to choose from a deep list of individuals that were champions of humanity during WW2. Through sacrifice and immeasurable risk, these people advocated for equality and change. After reading and crosswalking the information from multiple sources, students worked as individuals and teams to develop a biography narrative that exposed truth or an injustice, showcased how an individual was given a situation and had to create “new”, revealed the complexity and implications of the given situation, and identified the piece of change and its immediate impact.

What was visible (current state)? What was known?

1. What is the truth or the injustice that was exposed?

2. How did you take a situation and create “new”

3. How were you able to empower yourself or others? (locus of control)

2. What is the complexity of the situation?

   1. Relationships, laws, conflicting ideas, societal, differences, power between groups, people without, inequity

3. What are the implications of the situation? (cause/effect)

   1. What was “unbalanced”?

4. What is the piece of change?

   1. Awareness, breaking the cycle, support, movement (bringing situations to light), finding a platform, silent (to unite)

   2. How has this change transferred (immediate community vs. globally?

Making a comic with Claire Napier

Character Design Student Examples

Visual Documentation of a Human Story: Riva’s Story

Experience

Stories. Stories connect and flatten the world, they provide a truth that enable us to see a piece of the bigger picture. These written words open doors, challenge perspectives, and provoke minds if we pause and take the time to listen and notice, allowing them in our hearts. Stories are often messy and showcase the complexity of humanity, society, and the struggle within. They expose the layers of decision making and problem solving needed for survival. Stories unlock our historical journey, these written documentaries help us reflect on the past, to change the present for a better future.

The Work

From MEMOIR to BOOK to VISUAL STORY

3 Parts

1. Riva’s Story

2. Anna’s Story

3. Synthesis of the Visual Story

PLANNING AHEAD - EXPERT #2:

**Next we meet Anna. Anna lives in Ukraine and is the author of Riva’s story. Anna is living Riva’s story again as events between Ukraine and Russia unfold. We listen. We connect. We think about the complexity of humanity. We empathize. We begin to understand the immense responsibility we have to share Riva’s story. Our world and our hearts need these stories”

Phase 3 - Synthesis of the Visual Story

Illustrating begins.

1. Determine the number of panels you will need to convey your message. Write what you expect to “see” in each panel, jot down ideas. Think about what “is not said”. Accurate historical context will require further research for many groups.

2. Create thumbnail sketches inside each panel - feedback from peers throughout this process was crucial. If this “second story,” the visual story, wasn’t clear to others, then reconfiguring had to occur. Students had to think about perspective (in a visual sense as well as with a human eye), color, size, texture, impact images/statistics, and cause/effect relationships as they planned their illustrations and how this visual component would support or add value to the story. Being historically accurate was important, but as artists, we also made decisions to represent the events in the story metaphorically. Students repeatedly used symbolism to create meaning and convey deeper concepts within the story.

3. Draw, Research, Details, Feedback, Redo - the cycle of improvement and iteration process was ongoing. Agile and flexible were necessary characteristics for this work. As artists we can become very protective of our work, but we had to remember, this work was representing someone us. This wasn’t about us, this was about sharing a story and a message for future generations.

Planning Ahead - Expert #3

Authentic, “in-time” feedback with Marissa and Anna

Approach Session for My Grandmother's Memories

Text of our conversation with Claire to help process how to break down a story into a more workable template to be able to tell a story through a visual medium.

How to color a comic with Marissa Louise

In this session we were able to work with Marissa to explore what she does for a living as a colorist in the comic industry. Additionally, she worked through an example with us of how to color a comic page. This was a powerful learning experience to not only learn about the job, but also the skills and insights that would help the students better prepare for the comic they are being asked to design.

Creativity and Handling Failure with Marissa Louise

This session provided us a chance to work with Marissa again. During this session we underwent several exercises that helped grapple with things not being perfect and how to handle situations not going as planned.

Additionally, we learned some insightful tips and ideas from her experience.

The best part about this session is that next year we can run these activities as we see fit on our own to as educators we have new tools in our toolbelt.

Value Study of a Painting and Final Feedback with Marissa Louise

This session provided us a chance to work with Marissa one last time. In this session she shared some stretches artists use to warm up.

We moved into ideas to help overcome the mental block that we might hit when trying to be creative.

A huge chunk of time in this session was on a value study of a painting which turned out to be incredibly helpful with our own art as we were nearing the end of process.

Finally, we were given some feedback and technique for our own comic panels.

Feedback Loop

We value feedback, We work to develop a culture at the beginning of the year and continue to nurture our human-centered system, where being honest and vulnerable while feeling safe and supported is expected and our “normal”. We embrace being agile and flexible while seeking “in the moment” opportunities to better the work, the thinking, and ourselves as humans. We also establish the expectation, that when provided with feedback, it is your job, opportunity, and responsibility to apply the feedback or ask clarifying questions to gain new understanding and perspective.

This continuous cycle of improvement approach becomes the “way we do business”. When this environment exists, students eagerly expect, crave, and continually ask for feedback from both their peers, as well as the experts that became facilitators and supporters of their work.

“Feedback needs to be timely, stated with clarity and precision, constructive, goal-related, and actionable (Martin-Kniep, 2015; Wiggins, 2012). Whether it is from a peer, teacher, mentor, or recognized expert in the field, the feedback must show students where they are in their work and how to close the gap between where they are and where they need to be. Students need to build the habit of striving for accuracy, with the full realization that they are also striving for excellence.”

Allison Zmuda, Students at the Center

Illustration Process - Thinking specifically about how we accurately convey a message/story

Additional revision/review was necessary. It was important to constantly look at the work in its entirety, to ensure that the body of work is consistent and flows smoothly. Citations of research and experts to ensure copyright and compliance and credit was a must.

Expert Feedback Final Round

EXPERTS matter. In this final opportunity for expert feedback, students shared their illustrations and captions with Anna, the author. The relationship between the author and the illustrator is powerful and important as it helps the reader see the connection between the written word and the visuals. Students explained their interpretation of the visual story while demonstrating their understanding of the written word. Anna asked questions about historical accuracy, she asked for clarification and noted the places where the images just didn’t make sense. Her feedback was honest, direct, and a necessary step in producing a final product that was accurate and respectful of the human story. This ongoing process with experts also helps students build confidence in their work AND their ability to take feedback to move the revision process forward.

Example of the feedback schedule:

Sharing Artwork & Feedback with Anna

Empowerment comes from an environment in which students recognize the power of their own ideas, and recognize the shift that can happen by being exposed to others’ ideas. The atmosphere is one of discourse in which multiple perspectives are encouraged.”

Allison Zmuda

Prompts for Reflection & Revision

After we worked with experts today, talk to me about your personal thinking process?

What shifts/changes will you make for tomorrow?

Your group had to work on revisions of your ideas today. Talk about that process. How did you do that? Was it effective? What are your next steps?

Accountability matters in this work. What are you bringing to the table today?

How did what you learned today about _______________ impact your group for tomorrow?

What shifts/changes will you make for tomorrow?

I’d like to hear more about your group’s research process.

• Which questions are priority ones for today?

• Do you have any ‘holes’ in the research?

• Is it all fitting together and does it tell a complete story?

• How can you justify that your information is accurate?

• Reliable?

We’ve had the theme of shifting and pivoting come up over and over.

• How did you see that theme in action today with your group’s work?

So what I hear you saying is that it is ok to abandon ideas and pivot to new ones.

What’s the benefit for your team with this type of attitude?

Today you have the opportunity to talk to _____(insert person here)

What do you hope to get out of this experience? What’s your overall goal? Expectations? Priorities?

What is a frustration your team has and what is your plan to move forward?

Experts

Allan Ross

One of the most famous quotes of all time was by the Spanish-American philosopher, George Santayana, who stated: “Those who cannot remember the past are condemned to repeat it."

That is why this book, Riva’s Reality: A Childhood Stolen by Hitler, and project based learning (PBL) are so important. By studying the horrific history of the Holocaust through Riva’s story, we can take the important lessons learned and work to prevent future Holocausts from happening.

Let us try to walk in Riva’s shoes and see our life through her perspective. What would you do? How would you cope?

PBL is certainly an important way for students, who will one-day become our future leaders, to investigate real-world problems and collaboratively find solutions that will benefit our communities whether locally, nationally or throughout the world.

As the son of a Holocaust survivor from Czechoslovakia, I have a vested interest in ensuring that these type of important stories are documented, shared and kept alive for generations to come, long after the last Holocaust survivor has passed.

Jewish tradition teaches us Tikkun Olam, which is Hebrew for repairing the world. Let us all commit ourselves to not make the same mistakes of the past, but instead to mend what is broken and make the world a much better place.

Allan G. Ross

Executive Director

Jewish Federation of the Quad Cities

Reflection Part 1: Art & Illustration

• Initially as we were thinking about organizing students and groups, we were going to take an “assembly line” approach. This would allow for students to showcase their personal strengths throughout this process. As we thought about productivity and accountability for all students, we felt it was better to have small groups of students experience the process as a whole. This meant that an individual team would have total control of the entire process - from start to finish - for 2 pages.

• Whole group critiques need to happen sooner in the illustration process. Feedback was happening all of time between groups of students, but when we created the space for whole group feedback toward the end of illustrating, we saw an element of professional accountability that we had not necessarily seen with the group to group feedback. Illustrators had to explain “why” they make the specific artistic decisions and were asked tough questions by their peers. This was a reflective opportunity with high accountability.

• Graphic novels include so much critical thinking. Understanding the many layers and decisions that go into designing a panel and image was eye opening. The symbolism and metaphoric elements, along with the other basic art concepts that have to be considered while designing the illustrations takes time and the synthesis of ideas in order to create the best visual representation.

• There is power in differentiation. Our student chose the modality that their team was most confident in pursuing. We were not sure how the hand drawn pieces would interact with the images that were designed using a tech tool. However, we found there was power in the hand drawn pieces and these illustrations added just as much value and meaning as the digital images. The combination of the different modalities in the final product was powerful, unique, and showed individuality. Again, the power of being flexible as an instructional team, listening to students, adds strength to the work.

Reflection Part 2: Instructional Moves

• Deadlines were tough. Working with and for multiple interconnected systems requires a succinct framework for organization (SCRUM or Productivity & Accountability framework) to help students not only see the immediate task, but to also have a visual awareness of what is ahead. As facilitators, we will be more intentional with the “look ahead” part of this framework.

• Keeping a steady focus on the driving questions anchor us and guide us throughout the work, especially when it becomes messy. These questions thread and anchor the thinking throughout the entire process.

• Relationships and connection/communication with experts is crucial. They become supporters and facilitators of the work. Their experience, presence, instruction, and feedback is irreplaceable. Their role in this work makes the work AUTHENTIC.

• Copyright is always important and making sure that students were copyright compliant in all of their work was crucial to the process. Students were specifically taught where and how to research, as well as how to locate, use and cite images with creative commons licenses

• .Keeping a steady focus on the client as well, kept the authentic work moving forward. We needed to remind students that this work was not ‘about them’. We were given the opportunity to tell someone’s story, and we needed to honor that human story with grace, professionalism, accuracy and care.

“If we are going to empower our students, we must help them find what they love and create learning experience that encourage them to develop their strengths."

George Couros - Innovator’s Mindset