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Peanuts Paint By Numbers Full-color Sunday comics have been a long tradition in newspapers. Sundays were reserved for big, multi-panel comic strips printed in bright colors and featured in their own section known as the Sunday Funnies. Though Charles M. Schulz always drew his comics in black and white, he did have a hand in choosing the colors for his Sunday strips. Schulz sent his completed black-and-white Sunday strips to a local printing company to have a negative made. From the negative, a reproduction of the strip was made in a smaller size than the original. Schulz would hand-color this copy and have his secretary number the colors using a color chart, as shown in the example below. The newspaper syndicates used this numbering system to identify the correct color dye for the printing plates for the Sunday Funnies. Eventually, Schulz’s secretary took over the entire coloring and numbering process under his supervision. Top: an original color-coded Sunday reproduction from the Schulz Museum’s collection. Right: the full-color Sunday strip ﬁ rst published on June 13, 1965. Left: An example of a newspaper color chart. 1 Now it’s your turn! Look at the black-and-white Sunday comic strip below and use the numbers on the corresponding color chart to determine the correct color for each item. Color the comic strip and share it with us online @schulzmuseum or #schulzmuseum. This strip was first published on October 28, 1973. C6 C1 C13 C4 C13 C1 C3 C3 C11 C6 C4 C1 C12 C8 C3 C3 C2 C1 C3 C6 C10 C3 C13 C8 C13 C10 C11 C9 C9 C4 C3 C12 C6 C6 C1 C1 C13 C8 C3 C5 C3 C12 C8 C3 C9 C1 C9 C9 C12 C13 2 © Peanuts Worldwide LLC Color the strip! Ready to practice again? Just like on the page before, use the numbers on the color chart to color the Peanuts Sunday strip below. Share it with us online @schulzmuseum or #schulzmuseum. This strip was first published on May 18, 1975. C3 C1 C8 C8 C8 C12 C8 C13 C12 C12 C1 C3 C1 C10 C5 C6 C8 C8 C10 C8 C4 C13 C6 C6 C8 C6 C1 C1 C1 C13 C1 C1 C13 C3 C8 C1 C10 C8 C10 C10 C11 C11 C8 C11 C4 C13 C13 C6 C1 C6 C13 C8 C2 C13 C12 C5 C11 C3 C5 C8 C12 C3 C8 C3 C3 C8 C12 C8 C8 C1 C12 C1 C11 C8 C1 C8 3 © Peanuts Worldwide LLC.

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The Practical Use of Comics by TESOL Professionals By
Comics Aren’t Just For Fun Anymore: The Practical Use of Comics by TESOL Professionals by David Recine A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in TESOL _________________________________________ Adviser Date _________________________________________ Graduate Committee Member Date _________________________________________ Graduate Committee Member Date University of Wisconsin-River Falls 2013 Comics, in the form of comic strips, comic books, and single panel cartoons are ubiquitous in classroom materials for teaching English to speakers of other languages (TESOL). While comics material is widely accepted as a teaching aid in TESOL, there is relatively little research into why comics are popular as a teaching instrument and how the effectiveness of comics can be maximized in TESOL. This thesis is designed to bridge the gap between conventional wisdom on the use of comics in ESL/EFL instruction and research related to visual aids in learning and language acquisition. The hidden science behind comics use in TESOL is examined to reveal the nature of comics, the psychological impact of the medium on learners, the qualities that make some comics more educational than others, and the most empirically sound ways to use comics in education. The definition of the comics medium itself is explored; characterizations of comics created by TESOL professionals, comic scholars, and psychologists are indexed and analyzed. This definition is followed by a look at the current role of comics in society at large, the teaching community in general, and TESOL specifically. From there, this paper explores the psycholinguistic concepts of construction of meaning and the language faculty.
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Peanuts Paint by Numbers Full-Color Sunday Comics Have Been a Long Tradition in Newspapers
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