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Visual and Performing Arts - 1.3.D.1: Compare and contrast innovative applications of the elements of art and principles of design. Visual and Performing Arts- 1.2 C. 2 Interpret a script by creating a production concept with an informed, supported, and sustained directorial choices.
 * Compare and contrast the use of the standard "four color" process in comics to current comics that use more technologically advanced color processes.
 * Using the graphic novel __Inside Out__, rewrite the novel in script format to create a social play, using the pictures from the work as backdrops (projections), and perform in front of live audience.

Social Studies

6.1.12 A. 1 Formulate questions and hypotheses from multiple perspectives, using multiple sources.
6.1.12 A. 5 Evaluate current issues, events, or themes and trace their evolution through historical periods.
 * Examine several war comics; consider how they were utilized as propaganda. What images did these comics frequently include? What themes did they exclude? How were they a reflection of American attitudes before, during, and after World War II?
 * Examine graphic adaptations of literary works. Compare selected text passages with the graphic work; evaluate the effectiveness of each in conveying the intended message. Do the visuals enhance, detract, or alter the intended message of the literary work?
 * Mix photographs and comic art. Ideas include providing several photographs to students and ask them to continue the story with graphic art, or ask students to combine photographs and graphic art into a unified whole.
 * Extract words from the speech balloons and assign students to write their own suitable dialogue to match the action.
 * Have students read segments of "Arab in America" to foster a discussion on ethnocentrism and discrimination.
 * Have students create a graphic short story where a character faces discrimination written from the perspective of an individual that has a different race or ethnicity than the author of the graphic short story.
 * Have students read segments of Hiroshima by John Hersey (American writer) and compare to Barefoot Gen by Keiji Nakazawa(Japanese graphic story). Students can compare and contrast the perspective being presented as well as the style used by each author.
 * Analyze several comics from a particular time period for stereotypes (race, gender, etc.) Ex. What roles do the different characters play? Which group(s) are depicted as the bad guys? Then compare the historical comics to contemporary ones to determine similarities and differences.

[Freshmen Short Story Unit]- 3.1.12.G.12 A nalyze the elements of setting and characterization to construct meaning of how characters influence the progression of the plot and resolution of the conflict.; 3.2.12.B.10 Employ relevant graphics to support a central idea


 * Compare and contrast graphic versions of short stories to the original text.
 * Construct one of Poe's poems into a graphic representation using the skills learned from previously reviewed graphic novels.

3.1.12.G.22 Summarize informational and technical texts and explain the visual components that support them. Visual Art 1.1.12.B.2 Compose specific and metaphoric cultural messages in works of art, using contemporary methodologies.
 * Analyze graphic novel version of classic literary work. Evaluate what was deemed siignificant enough to "make the cut" and what was removed; discuss the editor's decisions.
 * Update the graphic novel version of __Jane Eyre__ by designing a modern "Jane" and how she would fit into our society.

Students will use the graphic novel technique of panels to show a figure in action. The figure should represent an action that represents their personal strength. This may be a physical strength (such as kicking a soccer ball) or an intuitive/emotional strength (such as supporting my friends). They should identify that strength first and then develop sketches of actions from life to show the strength. They will be encouraged to use monochromatic color to unify the panels and to further express the concept of their strength. They must show at least three panels to illustrate their strength in action, but could possibly draw more if it better illustrates the concept.

ENGLISH/SPECIAL EDUCATION

Visual Arts 1.2.12 D.2 Perform various methods and techniques used in the production of works of art.
 * Close-read visuals (and text) of scenes to extrapolate deeper meaning.
 * Create a contemporary graphic narrative of the “classic” work being read (//Macbeth//, myths, //Odyssey//).
 * Compare and contrast moral beliefs and actions of characters in graphic and traditional literary works. Draw conclusions about our creation of social and moral codes.
 * Discuss what makes a hero? Define hero. Explore the role motivation plays in our definition of heroism.
 * Research and explain literary and historic allusions made in graphic text.

Students will research the elements of art. They will then create a superhero for each element. They will create panels inspired by graphic novels starring the art element superhero. These panels will be edited together into a movie that describes the elements of art. They will need to develop a character and create three panels that show the element of art in action. They can add color or keep it black and white … .depending on the element. The panels will then be edited into a movie to be watched together.

ENGLISH


 * Using the "United States Constitution" graphic novel, we can examine how culture and conflicts shaped American values and American writing.
 * Explore the influence of historical events and the evolution of ideas on other works of American literature.
 * Compare and contrast two texts by the same author - one in its original text form, and another re-told as a graphic novel.
 * Character development - examine the side-by-side characterizations of Francine and Katchoo in "Strangers in Paradise" - what can we surmise or predict about the characters?
 * Analyze the significance of the title - "Strangers in Paradise" - and how it applies to the characters' lives.