Cambridge TECHNICALS LEVEL 3 DIGITAL MEDIA Unit 9 – Comics and graphic novel storytelling DELIVERY GUIDE Version 1
ocr.org.uk/media 2 4 5 8 12 17 19
(LO1) Outcome Learning (LO2) Outcome Learning (LO3) Outcome Learning (LO4) Outcome Learning Introduction3 Activities Related Key Terms Misconceptions7 Activities: Suggested CONTENTS
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 9 33 http://www.ocr.org.uk/qualifications/ 2016Suite New for suite firstteaching September2016 content Externally assessed Eligible Stage for 5 performance Key points from 2018 Designed meet to DfE the technical guidance • • • • Know the graphic novels and comics industryKnow novels the graphic or comic novel graphic of an original plan the production Be able to a planned story character an original for ideas for develop Be able to comic or novel graphic an original produce Be able to LO1 LO2 LO3 LO4 Unit 9 Comics and graphic novel storytelling novel and graphic Unit 9 Comics UNIT AIM UNIT firstly to entertain but secondly, in the case of some comics, to purvey to in the case of some comics, those a message to entertainfirstly to but secondly, it. who read You world. novel By understand the comic and graphic will completing this unit, you its target to it relates or comic and how novel of a graphic content will understand the or comic, novel graphic an original one character develop for to be able You’ll audience. this character. or comic for novel graphic an original panels for and plan and produce cambridge-technicals-digital-media-certificate-extended-certificate-foundation-diploma- diploma-05843-05846-2016-suite Comic books and cartoon strips have been around for a very earliest the and cartoon books for Comic long time from been around strips have have Comics see today. we comics digital the paintings depicting to scenes graphic cave served purposes; have Comics many style, characterstheir own and following. developed To find out more about this qualification, go to: about this qualification, go to: find out more To
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www.ocr.org.uk the OCR website. assessment purposes. The timings for the suggested activities the suggested in this Delivery timings for The assessment purposes. Guide from within the Unit document available found guidance can be Assessment Please note note Please activitiesThe this Delivery in suggested Guide INTRODUCTION MATHS SKILLS DEVELOPMENT AND WORK WORK AND DEVELOPMENT SKILLS MATHS EXPERIENCE OPPORTUNITIES FOR ENGLISH AND AND ENGLISH FOR OPPORTUNITIES Work learners. your for deciding what is most appropriate Maths English English and maths skills practice within this resource. We have also identified any potential potential also identified any have We English and maths skills practice within this resource. guidance for suggestions are These work experience opportunities within the activities. subject own knowledge your replace and expertise to not designed are They in only. We believe that being able to make good progress in English and maths is essential to in English and maths is essential to make that being able to believe good progress We help you To learners in both of these contextson a range of learning and programmes. opportunities signposted for have we in these subjects, learners progress to enable your If you have any feedback on this Delivery Guide or suggestions for other resources you you Delivery on this other resources feedback any for Guide or suggestions If have you please email like develop, would OCR to impact on practitioners’ creativity to deliver excellent learning opportunities.excellent deliver creativity to impact on practitioners’ find hope you we an experienced practitioner are the sector, or newWhether you to learning opportunities. excellent deliver to which will help you something in this guide outcome so you can see how each activity helps you cover the requirements of this unit. each activity the requirements see how can so you cover outcome helps you them what works knowledgeable that practitioners for to are in relation appreciate We should not restrict or produced have we resources the Therefore, and their learners. as you plan your lessons. lessons. plan your as you that the ideas put forward in practitioners with current ensure OCR has collaborated to learning by Guide is structured The this Delivery dynamic. and realistic practical, Guide are This Delivery Guide has been developed to provide practitioners with a variety of provide to Delivery GuideThis been developed has Guide The support practical and ideas to delivery the creative of this qualification. helpful find may activities, which you is a collection associated of lesson ideas with
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 9 4 LO2 Be able to generate conceptual ideas and plan graphic design items in response to a to in response items design conceptual ideas and plan graphic generate Be able to LO2 client brief and comic industry Know novels the graphic LO1 or comic novel graphic of an original plan the production Be able to LO2 LO4 Understand the target audiences of media products target Understand the LO4 a planned story character an original for ideas for develop Be able to LO3 during the planning of a media be considered factors Understand the that need to LO1 product and comics industry Know novel the graphic LO1 ethical and regulatory media products with legal, issues associated evaluate Be able to LO6 plan the pre-production Be able to of a media product LO3 and comics industry Know novel the graphic LO1 plan the pre-production Be able to of a media product LO3 a to in response product, a media ideas and plan the script generate for Be able to LO2 client brief or comic novel graphic of an original plan the production Be able to LO2 a to in response items design conceptual ideas and plan graphic generate Be able to LO2 client brief a new pre-production and evaluate media product documents for create Be able to LO4 and comic industry Know novels the graphic LO1 or comic novel graphic of an original plan the production Be able to LO2 and comic industry Know novels the graphic LO1 LO2 Analyse the linguistic conventions used within different news articleswithin different used the linguistic conventions Analyse LO2 storytelling digital for Unit 13 Graphic design media products novel and graphic Unit 9 Comics storytelling Unit 1 Media and products audiences novel and graphic Unit 9 Comics storytelling and planning Unit 2 Pre-production novel and graphic Unit 9 Comics storytelling Unit 1 Media and products audiences and planning Unit 2 Pre-production novel and graphic Unit 9 Comics storytelling and planning Unit 2 Pre-production products media Unit 22 Scripting for novel and graphic Unit 9 Comics storytelling digital for Unit 13 Graphic design media products and planning Unit 2 Pre-production novel and graphic Unit 9 Comics storytelling novel and graphic Unit 9 Comics Other units/LOs Unit 7 Journalism and the news industry Character sketches, drawings Character sketches, Generating ideas and illustrations Drawings of a new comic story the feel Plan – layout Production – storyProduction and dialogue Planning – legal Planning – panels Planning Inside the panels Industry methods production standard Title of suggested activity of suggested Title comics between different Contrast style and purposeGenre, and meaning Panelling book creators - meeting comic Planning – the comic Planning
LO4 LO3 LO2 LO1 This unit (Unit 9) This RELATED ACTIVITIES RELATED delivery multiple parts learners planning and enable cover to units. of The Suggested Activities in this Delivery Guide listed below have also been related to other Cambridge Technicals in Digital Media units/Learning Outcomes (LOs). This could help with could This (LOs). Outcomes Media units/Learning in Digital Technicals Cambridge other to Activities in this Delivery related also been Suggested The have below listed Guide
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 9 5 is patriotic the weak. and protects Captain America Captain there is a backstory to how he gained his powers and what motivates him. backstory is a and what motivates there gained his powers he how to , Dorothy talks about there being no place like take if we home; talks about there denotation then the , Dorothy Spiderman The Wizard of Oz Wizard The Within a comic, a story a comic, Within that is a written account of connected events. a basic linear can range from This enable the story laid out to are flow. to Panels on the pages of the comic in which the characters appear. that are boxes The it. example a central panel with other panels around using for complex layout a more to design the words you’ve written do. you’ve the words and size, letter calligraphy, use of typefaces, letterer’s The text. the comic book’s drawing for responsible of comic book creators is a member of a team A letterer when hitting a villain. ‘POW!’ example in early Batman comics the use of For the impact all contribute to of the comic. layout signs, print, pictures, by writing, Libel is a method of defamation expressed be true. not to of defamation that can be proved form Libel is the written or broadcast or or ridicule, contempt public hatred, exposes a person to reputation, that is injurious a person’s to form in physical communication embodied or any effigies, a person in his/her business or profession. injures in a stylecentury. 19th in the late in Japan developed They are in the Japanese language. creators in Japan, or by created Manga comics are evoke to a particular or project intended pieces of text, that are etc images, style is an arrangement materials, of or concept. IfA mood board was a mood board feel. ‘gothic’ dark and a colours have would Batman then it being constructed for elements of print of animation combining a full comic books and animation. Individual a form comic) is expanded into animated A motion comic (or panels are more feature to typically removed bubbles are and sound effect boxes artwork. the original added to Text and animation are acting, voice shot while sound effects, artworkof the original being animated. To cut an image down to a required size to remove unwanted items from the image. from items unwanted remove to size a required to down cut an image To example in For can visually see on a page. What the audience she means Kansas. ‘home’ by of the tablet the advent With or downloadable. but rather than being paper based it is online comic is an extension of the comic, the digital Like novel the graphic it. enlarge click on a panel to it is possible to comic the digital Within or e-reader popular. this medium is becoming more etc. romance is a specific type be science fiction, of comic; this may A genre horror, as text portray to as well uses images novel the story. on the page a graphic Rather words with than a traditional novel grin. red face, white hair, example the Jokera subject; or illustrating is pictorial to with green for material relating Iconography definition. Only then does the image take shape. the image more Using a pen or a brush, the inker give depth and shading to adds count, but book doesn’t a an idea for example, For Intellectual An idea alone is not intellectual property. property create. physically is something unique that you Explanation storyThe that particular example within that precedes comic; so for example this; for they character the express and how What drives and motivates in some way; sound recordings artistic, work that is recorded applies to as films, rights as literary, such Copyright work musical and dramatic as well items exist in the work, Itand typographical taketo arrangements. unauthorised the author specific rights to the author legal and allows actions, in relation prohibits gives action against instances of infringement or plagiarism. 20th century most of the then used line art. which were brushes and dyes this was done using For black-and-white colour to adding for A colourist is responsible 20th century Since the late the printing electronically. plates. media, with printing produce it is most often separations produced done using digital as guides to
Panelling Narrative Mood board Motion comics Manga Libel Intellectual property rights Letterers Graphic novels Graphic Iconography Inkers Genre Denotation comics Digital Colourists Cropping Copyright Backstory traits Character Explanations of the key terms used within this unit, in the context of this unit the context in this unit, used within terms key of the Explanations term Key KEY TERMS KEY
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 9 6 With the onset of tablets and online content it is becoming easier for comic book creators to self-publish their own work. At comic cons there are many self- many work. their own self-publish are to comic cons there At comic book creators becoming easier for it is and online content the onset of tablets With creators. publishing comic book or communicated. meaning is created How of the person defamed. persons an untruth about another which will harm the reputation one or more Oral defamation, in which someone tells first act or setting up of the context,The second act the is the beginning is the contain a three-act A comic will often,novel, the same as a traditional structure. the conflict. to Sometimes the is a resolution there act conflict, goals and encounter achieve or the end is where the third to characters attempt middle where at the end of that comic. is not given and the resolution ‘cliffhanger’ story ends with a An outline of the plot in a comic. Explanation visual art and similar In the American novels, penciller is the forms. is an artistA penciller comic book industry, graphic books, of comic who works in the creation Jack Kirby famous pencillers in was one of the more with the writer. of feedback steps several the story in rendering require the first step and may in visual form, the comic book world. audience so it is important that the storyline its target A comic must ensure by age is taken age appropriate account and can be easily read into that reading in software. reading-ease tools using the likes and Flesch-Kincaid judged by of Flesch age can be well The language is used. if a performance each public Thus or for of a book sold copy each of a work. for an author or composer or to the use of a patent for a patentee A sum paid to this. could also come from comic gets turned then the royalties a successful film or game into Synopsis Structure Semiotics Slander Royalties Self-publishing Readability Pencillers Explanations of the key terms used within this unit, in the context of this unit the context in this unit, used within terms key of the Explanations term Key
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 9 7
Resources which could help which could Resources A selection those not made into books including of comic film. http://www.toronto4kids.com/November-2013/Age- Appropriate-Comic-Books/ http://www.comicbookresources.com/?page=article&id=24 http://marvelunlimited.blogspot.co.uk/2013/05/the-marvel- rating-system.html http://teach.com/comics-in-the-classroom/why-comics There should be an explanation of reader engagement. Just because the engagement. Just of reader should be an explanation There learner likes the concept it does not necessarily be that it may mean others will; an the sort within the centre popular will give that are of comics researching engagement. reader indication as to How can this be overcome? can How to them for research, learners to for could be made available books Comic the storylineunderstand Reference rather than the film. of the comic and narrative though learners even as much as possible; be avoided should the film versions to them (even disregard seen the films they be advised to should have well may fairly storyline). the original to true though some are must be and language used within the comic horror violence, Explain how targeted. the scenario or in line with the age group suitable for
How to show why comics are are comics why show to How popular How to ensure that the comic is the comic that ensure to How audience the target suitable for Confusion and overlap between between and overlap Confusion comics associated films and Some common misconceptions and guidance on how they could be overcome could they on how and guidance misconceptions Somecommon is the misconception? What MISCONCEPTIONS
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 9 8 Also related to related Also Unit 7 LO2 2 hours Suggested timings Suggested 2 hours and report back to the rest of the class on their findings as to how how findings as to of the class on their and report rest the back to The Incredible Hulk, Hercules, Iron Man, Astonishing X-Men, Superman, Batman, Man, Astonishing X-Men, Iron Hulk, Incredible The Hercules, Bob Kane Eisner Will Osamu Tezuka Kev F Sutherland Alan Moore. Stan Lee Stan Lee Jack Kirby http://www.cartoonmuseum.org/explore/history-of-cartoons-comics http://manga.about.com/od/historyofmanga/ • • • • • and could then add to their findings that others show could compose an online blog to Learners the group. access across a brief history links provide of comics: following The http://www.thecomicbooks.com/old/Hist1.html http://www.legionsofgotham.org/HISTORYcomplete.html http://www.tiki-toki.com/timeline/entry/344189/The-History-of-Comics/ Learners could also look at e-comics could Learners the comic industry and how tablet users and how catering is for and resolutions. e-readers sizes to adapted the medium has been and the screen the world of comics and how an insight into online comics that give some useful links for are Below the future: in develop may the comic book genre http://thegreatcomicbookheroes.blogspot.co.uk/2013/05/highly-contrasting-artists-steranko.html http://www.acomics.com/best1.htm but arranged the group to the same titles could give tutors the activity on from above, Following pencillers, writers, Possible has changed. the comic itself how show eras and writers to different into inkers, colourists could include: letterers, • • 1 industry and comics novels the graphic Know activitiesSuggested Learners writers/pencillers. different could arrange from a selection comic books that are of Tutors could look at two contrasting comics and each of these groups groups smaller could be divided into among titles such as from Dandy The Beano, The Judge Dredd, and writer. the hero depending on different these are
Comic titles and writers titles and writers Comic historically Contrast between different different between Contrast comics Title of suggested activityof suggested Title LO No: LO Title: LO SUGGESTED ACTIVITIES SUGGESTED
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 9 9 Also related to related Also Suggested timings Suggested 2 hours The links below gives some information on the history some information gives of the comic book companies: of some below links The http://manga.about.com/od/historyofmanga/a/mangahistory2.htm http://old.brokenfrontier.com/lowdown/p/detail/ipc-fleetway-or-whatever-they-were-called-this- week-the-confused-history-of-a-comics-publisher https://storify.com/aquaticcard752/the-top-five-comic-book-publishers-biggest-comics Suggested activitiesSuggested comics that produce companies different research to groups smaller be split into could group The Publications, Fleetway Thompson, Manga Entertainment, Comics, (such as DC Marvel DC Comics, Image Comics). at comparing look to likes the of DC, Manga the group It and Marveluseful for be would against some of the lesser known like comic book companies (exploring the Image and Fleetway Comics comics). humorous its pre-war – developed and post-war Press – then Amalgamated Fleetway way of a this could be in the format their findings a comparison complete could and share table Learners the whole group. to presentation Title of suggested activity of suggested Title Companies
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 9 10 Also related to related Also Unit 1 LO4 Suggested timings Suggested 30 minutes (in contrast to a more traditional ghost story) traditional a more (in contrast to (though this may need to be an annual as the comic may be hard to come by). to be hard be an annual as the comic may need to (though this may The Complete MAUS Complete The V for Vendetta Batman: Arkham Death Note Ghoul Tokyo Beano The Valiant Deadpool Judge Dredd evidence from the comics they have looked at (the photographs could come from the use of a could come from looked the comics they at (the photographs have evidence from the comics reviewed). smartphone images from capture to comic book styles of art some discussion as to looks at 50 different give link below The that may a briefaudience and purpose view of the artwork of the comic from and speech: https://www.smashingmagazine.com/2008/12/the-celebration-of-cartoons-and-comic-strip-art/ • • • • • • • humour, action and adventure, e.g. could look at the typeLearners of comic that has been produced take others may above, outlined the comics that are link into may some of these areas superhero; further research. style a report and purpose using scans or photographic the genre, that reviews could create Learners Suggested activitiesSuggested projecting maybe and styles of comics, genres looking could lead a discussion at the different Tutors American British and Japanese verses styles e.g. comment on to the group for a board samples onto each country styles mix of differing a good from should provide target and tutors Ideally, of comic. learners to a range of printed comics for should have tutors a board on as projecting well As audience. and review. look through (learners areas different for start a feel titles to give with to look at the following want to may Tutors that they can bring the session): into novels comics and graphic their own have may • • Title of suggested activity of suggested Title style and purpose Genre,
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 9 11 Also related to related Also Unit 1 LO4 1 hour Suggested timings Suggested 1 hour http://www.januarymagazine.com/features/comix.html http://www.thecomicbooks.com/old/Platinum.html http://www.aischool.org/uploaded/Library/Secondary_School/SS_Library/General_Comic_Book_ Proposal_no_budget.pdf Learners could research how backstories and personalities have developed over time and how they time and how over developed backstories and personalities have how could research Learners learners allow to It tutors audience. be useful for the target may keep changed to their appeal for have look at some of the messages comics portrayedto during periods the pre- the and how and post-war storylines. affected War Cold of the group. the rest their findings to could then present Learners on the history information comics including manga and British of many provide links below The time: changed over they have comics and how http://manga.about.com/od/historyofmanga/ http://britishcomics.com/History/index.htm http://www.internationalhero.co.uk/b/britcomicsoverview.htm Using the comics reviewed in the previous activity, learners could create a blog that looks at the use of learners could create activity, in the previous Using the comics reviewed that makepanelling and the elements Other could then up a single comic page. learners in the group looked they at. have it with the areas this and compare review impact: for way panels can be laid out and the most effective how links show following The http://www.creativecomicart.com/comic-panels--layout.html http://www.makingcomics.com/2014/05/07/panel-layout-golden-ratio/ http://whatculture.com/comics/20-powerful-comic-book-panels-time?page=2 characters such as backstories for and asked research to smaller groups could be split into Learners backstory Parker’s Peter example, with other characters; for relationships abilities and their their traits, these with Red May how and Uncle Ben and Skull), his Aunt crossover (and the with his parents he gained these. how his abilities and ‘superhero‘, a into and transformation impact on his life Suggested activitiesSuggested the comic book is explain how samples, using could, tutors the activityon from above, Following meaning and how placement etc box text text, bubbles, bubbles, thought panels, using created props, text, images, language, colour, and style elements of content (e.g. through is then created anchorage), and iconography, denotation, signification, connotation, (e.g. costumes), semiotics action of the drawn angle and choice of fonts, use of captions, sizing, cropping, (e.g. techniques characters). market e-comics this also look at the emerging could for Learners created tablets have and how marketplace the comic industry and how this audience. comics for designing is Purpose of comic characters characters of comic Purpose and books Title of suggested activity of suggested Title and meaning Panelling
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 9 12 Also related to related Also Unit 9 LO3 Suggested timings Suggested 2 hours Learning Outcome 3. Outcome Learning It be useful if learners may could video or get friends video on a smartphone to with conversations the to on returning the group the artists back to that could then be played and comic book producers a diary could create Learners blog of the activity centre. and what they did. any are could see if there Tutors companies that arrange to comic conventions. are links below The that these however learners visit them (note to and arrange for their centre local to conventions the major companies that arrange them within the UK;are often smaller local comic are there be advertised that may in the local press): conventions http://www.mcmcomiccon.com/ http://www.comicconventions.co.uk http://www.londonfilmandcomiccon.com/ 2 or comic novel plan the productionBegraphic of an original able to activitiesSuggested learners meet allow will to This learners visit a comic convention. to If it could be useful for possible, artists so that they of can get ideas and gain an understanding and independent comic producers independent many are there Often and designed. planned at these conventions, comics are how well-known comic as some more learners talk to as well be willing to who may comic producers activityThis could be linked with the Industry methods activity production book creators. standard in
Planning – meeting comic comic – meeting Planning book creators Title of suggested activityof suggested Title LO No: LO Title: LO SUGGESTED ACTIVITIES SUGGESTED
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 9 13 Also related to related Also Unit 2 LO1 Unit 9 LO1 Suggested timings Suggested 1 hour http://www.comicsbeat.com/market-research-says-46-female-comic-fans/ Learners could consider their target audience and how their characters would appeal to this audience to appeal their characters would audience and how consider their target could Learners their choices. for the reasoning the group to and then present Useful resources: language: Visual http://www.bigredhair.com/work/comics.html audience: on target Narrative and some information https://www.rci.rutgers.edu/~jbass/courses/402/402_spr10_sns.htm http://www.theguardian.com/books/2015/sep/18/female-comic-book-readers-women-avengers-a- force Suggested activitiesSuggested skills: scenario as a practice reinforce to brieffollowing could use the in order Tutors comic is 9–14-year-olds. The audience target The safety. road book for a comic to create required are You safety. road it who promotes within a superhero have book should Unit 2. on learning building from a brief, interpret could guide learners to in how Tutors interprets a mind map that scenario create to could use the above workingLearners, in small groups, construct need to include ideas about what they could a would This what the client is asking for. novel, graphic and the style plot, narrative (e.g. comic including: title, comic they of produce could on. focus they want to comic) and the genre comic or digital Title of suggested activity of suggested Title the comic – Planning
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 9 14 Also related to related Also Unit 1 LO6 Suggested timings Suggested 1 hour For information on copyright, the following may be useful: may on copyright,following the information For http://weeklycomicbookreview.com/2010/12/01/copyright-issues-in-comic-books-the-basics/ on intellectual property information be useful: link would rights following the For https://www.gov.uk/intellectual-property-an-overview/what-ip-is slander: on libel and information be useful for link may following The https://www.gov.uk/intellectual-property-an-overview/what-ip-is violence in comic books: article insight into some provide following The may http://www.geneseo.edu/~kirsh/vita/media.pdf Suggested activitiesSuggested as copyright, such the legal framework could explain operate which a comic must within Tutors language/behaviour/material, offensive violence, royalties, libel, intellectual property slander, rights, health and safety. representation, and language used within horror audience in terms of violence, suitability for research should Learners the comic. learners should construct two of the legal framework areas and information a table of the above From audience suitability the practice that they should consider when constructing from comic their own brief. Title of suggested activity of suggested Title legal – Planning
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 9 15 Also related to related Also Suggested timings Suggested 1 hour film from 1996 and the TV 1996 and the series film from started a much older comic. as has been adapted into an anime and products such as notebooks have been have notebooks such as products and anime an into has been adapted originated in the form of a manga series written and illustrated by Hajime Isayama in Hajime Isayama series of a manga by written and illustrated in the form originated Death Note only ran for three issues as a comic but became a successful film. issues as a comic but became a successful three only ran for Sabrina The Teenage Witch Sabrina Teenage The Attack on Titan popularity series an anime its increasing into due to it was adapted later years Four 2009. September and success. The manga The based on this series. produced in MarvelWitch the film version. for comics has changed her look ScarletThe Time Cop The in 2004. becoming a manga version in 1962, Comics in Archie Sabrina first appeared • or changed depending on the been created some of the characters have on how Useful resources below:viewing can be found medium http://screenrant.com/marvel-best-scarlet-witch-facts/?view=all http://www.creativecomicart.com/character-creation.html http://www.wikihow.com/Create-a-Comic-Character http://www.creativecomicart.com/step-by-step.html Suggested activitiesSuggested media different across developed characters are at how could look workingLearners, groups, in small the group. to their findings present could then They cartoon,such as film, games etc. below. listed Example characters which learners are could review • • • • Title of suggested activity of suggested Title development Character
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 9 16 Also related to related Also Unit 2 LO3 Unit 9 LO1 Unit 2 LO3 Unit 22 LO2 Suggested timings Suggested 2 hours 1 hour activity above, in order to produce their panel layout. panel layout. their produce to order in activity above,
that uses simpler and lighter colours for the humour it portrays). colours for that uses simpler and lighter Dennis Menace The Useful resource on creating the comic giving a step-by-step guide: guide: a step-by-step the comic giving on creating Useful resource http://www.creativecomicart.com/step-by-step.html The groups would then feed back to each other to show how they have used panels effectively. they have how show each other to back to then feed would groups The at: can be found creation on panel A useful resource http://www.creativecomicart.com/comic-panels--layout.html close-ups lead a session looking could world the comic uses camera angles e.g. of facial at how Tutors could be asked consider a cityscape. Learners to portray or wide angles for to expressions a feeling what supports terrain, objects and the colouring (Batman props, character: the main example, for and his gadgets and the terrain within Arkham and the colouring portray used to a dark environment to compared and then each learner identify and describe a comic and ask them to these features give could Tutors the group. their findings to present to Suggested activitiesSuggested use their practice could They audiences. different for panels could tryLearners different producing – the comic the Planning brief from could explain the theory using examples to ages (possibly behind scripting and reading Tutors this point). illustrate audience (where younger a e.g. audience a target and given groups be subdivided into could Learners be would layout the panel (where audience a teenage simplistic), be more would for the panel layout a story how as they and understand better can scan a page run). would complex and less linear, more Inside the panels Title of suggested activity of suggested Title panels – Planning
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 9 17 Unit 2 LO4 LO2 Unit 9 LO1, Also related to related Also Unit 9 LO2 Unit 13 LO2 1 hour Suggested timings Suggested 1 hour 2 hours http://www.rospa.com/about/history/tufty/ Using the practice brief learners comic in terms their of the main could work on constructing ideas for the chosen age group. to appeal they would how character look like, their ability, – what they would ages and target different given smaller working who are into groups the group could break tutor The could that age (the centre appeal to they their character would and how asked discuss ideas for to variety). more It give look at to be useful to may is large adjust the age range of the brief if the group and then how a message reinforce used characters to they have and how campaigns safety previous other advertising to mediums. sometimes transferred these have character or recognisable used a have campaigns safety road previous how show links below The engage their audience: to superhero http://www.mirror.co.uk/news/uk-news/stop-look-listen-green-cross-4665143 http://www.dailymail.co.uk/news/article-2843176/Back-roads-79-Green-Cross-Code-man-returns- Crusader-comes-retirement-encourage-adults-not-text-listen-music-crossing-road.html The following resources may be useful to help understand the process: the process: help understand be useful to may resources following The http://www.creativebloq.com/comics/guide-create-publish-comic-book-71515975 http://www.makingcomics.com/2014/09/24/10-things-start-comic-graphic-novel/ http://www.mykidsadventures.com/create-comic-strip-kids/ pieces of sugar paper on which they could trace large could be given workingLearners, in groups, including: drawn they characters are and how individual panels illustrate how show comics to over finished sheets could The and clothing. is portrayed, head and facial expressions, movement how the work and add could review so all members of the group the room around then be displayed notes. comments possibly using Post-it at: characters can be found on creating resource Useful step-by-step http://www.creativecomicart.com/step-by-step.html 3 story a planned for character an original ideas for develop Be able to activitiesSuggested con with learners or visit a comic could ask a guest speaker to If the centre tutors into possible, boards, mood industry using comic is planned, a how methods e.g. them to standard introduce activityThis could be linked with the Planning sketches. summary and rough spider diagrams ideas, of activity 2 above. Outcome creators – meeting comic book in Learning
Generating ideas Generating Character sketches, drawings sketches, Character Industry standard production methods Title of suggested activityof suggested Title LO No: LO Title: LO SUGGESTED ACTIVITIES SUGGESTED
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 9 18 Also related to related Also Unit 9 LO1 Unit 13 LO2 2 hours Suggested timings Suggested 2 hours 2 hours and create a new character with and create Superman , Batman portray a feeling. and illustrate guidance on mood boards: give Links below http://www.creativebloq.com/graphic-design/mood-boards-812470 https://designschool.canva.com/blog/make-a-mood-board/ http://www.webdesignerdepot.com/2008/12/why-mood-boards-matter/ Linking and create learners the activity into could take been given the comic idea they have above, characteristics, clothing and their physical show of a character to some visualisation diagrams look compared a comedic character would example, for could think about how, Learners movements. and of the group the rest their character to could then present Learners a futuristicto character. of a new comic meets the mood they their illustration looked had explain how the feel at in the Plan story activity. character and how they have combined what they have learnt into their own initial outline drawings. initial outline learnttheir own into what they combined have theycharacter have and how that is involved: the process show software to be useful but may Corel features link below The http://www.digitalartsonline.co.uk/tutorials/corel-painter/create-digital-comic-sketch-pencil-drawing- inks/#1 a comic story of comic ideas in terms of the feel different within the group, could be given, Learners story detective children, aimed at young set in 1920s America, a comic set in an humorous e.g. on another planet). a comic set on a space station (or industrial future, with the been given they based on the idea have a mood board Each learner then produce could discussion and a tutor by be preceded to have may This of the comic. the feel conveying mood board used within the industry they and how that are examples of mood boards used for and what they are Suggested activitiesSuggested titles and writers activity in the Comic 1, Outcome recommended in Learning websites Using the characteristics, physical show the illustrations learners and how character could review drawings head and body parts. and movement specific comic e.g. a be given could Learners they would how characteristics, and show this character physical including for new outline drawings if the character example portray of the body partspanel; for a movement across and also movement can fly or jump. their own and show of the group the rest character back their to reviews then feed could Learners Sketching comic ideas comic Sketching Plan the feel of a new comic comic of a new the feel Plan story Title of suggested activity of suggested Title and illustrations Drawings
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 9 19 Unit 9 LO1, LO2 Unit 9 LO1, Also related to related Also LO2 Unit 9 LO1, 2 hours Suggested timings Suggested 3 hours Useful resources for the creation of the comic and its story the creation are: for Useful resources http://www.creativecomicart.com/step-by-step.html http://www.makingcomics.com/2014/03/12/write-dialogue-comics/ http://comic-books.yoexpert.com/creating-comic-books-10448/how-to-write-interesting-comic- book-dialogue-38643.html http://comicsforbeginners.com/5-tips-on-writing-dialogue/ both hand drawn and digital layouts. and digital both hand drawn whereas in terms of story follow flow, complex and easier to audience will be less younger a for Panels nature. complex and not as linear in their be more older ages the panels may for comic book creation: Useful link for http://www.creativecomicart.com/step-by-step.html Linking activity the previous to practice and based on the scenario write learners to could look at how the comic producing they are the age group to again in relation dialogue and text within the comic, audience. the target activities comics match previous on how back to refer They could for. using the same story thinking age groups outline, about different a dialogue for could create Learners construction used in the narrative. language and sentence and the complexity of words 4 or comic novel graphic an original produce Be able to activitiesSuggested For facilities. on the centre’s a comic depending try could methods of creating Learners two different on panel ideas experimenting with different out panels, laying and digitally hand drawing example, Based on the practice activities. experienced in previous that they brief could give have tutors layout the original from age group be a different (this may for be designed the comic is to that an age group and using given the age group for scenario), appropriate asking panel layouts learners produce to
dialogue Production – storyProduction and Production – layout Production Title of suggested activityof suggested Title LO No: LO Title: LO SUGGESTED ACTIVITIES SUGGESTED
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 9 20 Also related to related Also 1 hour 1 hour Suggested timings Suggested 3 hours 1 hour brief: for example the audience and purpose, readability, layout, story layout, and message delivery, flow brief: readability, audience and purpose, example the for and styling. size panel placement and font learners ask about allow to which would a comic producer, from) (or a visit to organise could Tutors such as focus gain feedback they they a comic and find out what methods evaluate how use to that uses company any a guest speaker from and interviews. questionnaires Alternatively, groups, a could lead If then tutors audience evaluation could be beneficial. this is not possible, targeted used and then are these groups helping learners understand how to groups, discussion on focus (using open-ended good questionnaires compose closed questions and to versus discussing how methodologies). qualitative versus quantitative A useful resource for character appeal: for A useful resource http://johnkstuff.blogspot.co.uk/2008/12/appealing-character-design-goes-long.html self-evaluate a learner and how a product would review to their on how could lead a discussion Tutors work. could then self-evaluate Learners work they had carried thinking activities, out in previous about and weaknesses and the strengths of the the brief, the comic has matched how purpose, fitness for comic. the product: reviewing for Useful resources https://www.jisc.ac.uk/guides/transforming-assessment-and-feedback/self-reflection https://as.exeter.ac.uk/academic-policy-standards/tqa-manual/lts/peerselfassessment/ a provide wish to may tutor The review. their peers for their work to Each learner present could learners be looking what they may remind in terms of the practice sheet at this stage to for prompt Suggested activitiesSuggested is this appeal and how visual book’s could look at a comic small groups, divided into Learners, colouring characters of the images used, this should include audience; and the target to matched placement, bubble and box of speech and thought use and style, story size font flow, environment, carried could be This set of out using an annotated and sound effects. symbols perspective, lettering, the by could then be reviewed thoughts and ideas – this the learner’s comics that show pages from of the group. rest draft their own mini create then apply this knowledge could based on the practiceLearners brief, and, skillscomic book using the learned activities. during they have previous Review – by others – by Review Peer review Peer Review – self evaluation Review Title of suggested activity of suggested Title Production
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 9 21 Also related to related Also Suggested timings Suggested 1 hour Suggested activitiesSuggested grade Flesch–Kincaid could explain the Tutors comic. of a the readability could look at Learners badly, been produced with comics that have the group present could Tutor it shows. and what level poor each comic has where and punctuation. annotate could grammar Learners spelling, with poor readability. testing: on readability Useful resources http://comicbooklibrary.net/article/whebn0000848561/flesch%E2%80%93kincaid%20readability%20 tests https://readability-score.com/ Title of suggested activity of suggested Title for – readability Review audience
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