Unit: Sequential Art
Grade 9
Visual Arts
Pre-Assessment
After taking the following quizlet to assess the students prior knowledge the students
were divided into three groups. Pre-Assessing the students allows the teacher to
ascertain current student knowledge and then to differentiate from that point. Usually for art, I do pre-Assessments in the form of practical art exercises to see what student skill
levels are. In this assignment I created a quiz to test students knowledge about the art
form studied.
were divided into three groups. Pre-Assessing the students allows the teacher to
ascertain current student knowledge and then to differentiate from that point. Usually for art, I do pre-Assessments in the form of practical art exercises to see what student skill
levels are. In this assignment I created a quiz to test students knowledge about the art
form studied.
Pre-Assessment: https://quizlet.com/_32rwc9
Group 1: 5 students who answered most of the questions correctly
Group 2: 12 students who have some knowledge of the subject but need to further
develop their higher order thinking skills
develop their higher order thinking skills
Group 3: 5 students who have limited knowledge of the topic
Lucid Chart showing the differentiation:
https://www.lucidchart.com/documents/view/6eac6c40-eef5-48ce-8914-7e3e90b93f90
Group 1:
Task: Reading and Annotated Observational Drawings
This group already has an understanding and knowledge of the concepts and art form
studied. They are ready to begin the practical application of their knowledge. They are asked to read and analyze two chapters of Scott McCloud's Understanding comics and
identify the use of panel transitions by creating annotated artist copies (observational
drawings from the work with annotations). The annotations would reflect on the concepts presented in the original artwork, detail the techniques used, and include the student's
interpretation of the effect.
studied. They are ready to begin the practical application of their knowledge. They are asked to read and analyze two chapters of Scott McCloud's Understanding comics and
identify the use of panel transitions by creating annotated artist copies (observational
drawings from the work with annotations). The annotations would reflect on the concepts presented in the original artwork, detail the techniques used, and include the student's
interpretation of the effect.
Above: sample annotated drawings showing process, research, and student reflection working in tandem.
The student annotated comic pages will show copies of McCloud's work that the students will select. They will illustrate the techniques of each of the six panel transitions. Then the students will complete annotations that identify the techniques being used, what effect they have, and how they communicate with the reader. These pages will be presented to class to visually represent and reinforce the concepts.
Group 2:
Task 1: Visual Dictionary The students will be introduced to the work of Scott McCloud and read the chapters on the introduction to sequential art. They will work with partners to find definitions for the terms that they missed from the reading. The students will created a short dictionary of terms that has a written definition and an illustration showing the
concept. The students can use visual examples from the text, but they are also
encouraged to create their own visual concepts to illustrate the terms. Along with each
definition the students will create a category called applications. This category will
evaluate and articulate how the concept or technique is used or applied in Sequential Art.
concept. The students can use visual examples from the text, but they are also
encouraged to create their own visual concepts to illustrate the terms. Along with each
definition the students will create a category called applications. This category will
evaluate and articulate how the concept or technique is used or applied in Sequential Art.
They will present their work to the class as a way of sharing their research.
Group 3:
Visual Scavenger Hunt: The students will be given a copy of the graphic novel text
Understanding Comics by Scott McCloud. They will be given a scavenger hunt sheet that has visual excerpts associated with each concept. The visuals in the graphic novel have
text associated with them explaining the concept or technique that McCloud is discussing. The scavenger hunt sheet will have all of the text whited out. The sheet will have two
additional columns with a space to fill in the name of the concept and the definition. They will have to skim or read through the text to find the visual excerpt and then read it,
identify the concept, and the definition.
Understanding Comics by Scott McCloud. They will be given a scavenger hunt sheet that has visual excerpts associated with each concept. The visuals in the graphic novel have
text associated with them explaining the concept or technique that McCloud is discussing. The scavenger hunt sheet will have all of the text whited out. The sheet will have two
additional columns with a space to fill in the name of the concept and the definition. They will have to skim or read through the text to find the visual excerpt and then read it,
identify the concept, and the definition.
Flash Cards: From their Visual Scavenger Hunt the students will create flashcards to
study the concepts and techniques in greater detail.
study the concepts and techniques in greater detail.
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