Exploring Storytelling: Accidentally Creating Comics (Part 1?)
I am currently working on a unit that explores different types of storytelling with my students. Over the next four weeks, we will try out different ways of telling stories with a focus on: comics, reader’s theatre, and oral storytelling. The unit will culminate in a storytelling festival.
I am also toying with the idea of having the students create a list of ‘modern’ morals that they can use to write new fables in small groups—but that is a kernel of an idea that might grow, based on how our unit moves. I have to be flexible and respond to the needs of the humans in my room.
This blog post will explore how I accidentally created comics, which I rolled it into the storytelling unit that I had already planned.
The Tactile Morning Challenge
The week before kids came back in January, our school talked extensively about new Covid-19 safety protocols. This meant that some things we had been doing needed to stop and we were putting in place more restrictions. I wanted to make sure that my kiddos remembered that even when working apart, they could work together. How did I plan for this? I created a few intentional task and one of them led to my accidental comics.
Task 1: On the Monday, we created group grid art together
Task 2: On Wednesday, we created playdough animals. The goal was to use the little tins provided to make a unique creature real or imagined.
How did it accidentally become a comic?
Step 1 Going with a Gut Feeling: Before school I thought about how much my little humans loved making comics. I checked the iPads for Book Creator to see if the app had a comic book setting—it did. I started to mull over the possibility of making a comic…..
Step 2 Making the Creatures: Each student had their own tub of mini playdough and some shared a bit of each colour after washing their hands. Some made fantastical creatures, while others created adorable real animals. The kids took this activity so seriously and they loved it. I chose playdough because it brings back childhood memories. I also thought it would be great for moving the creatures for photos.
Step 3 Talking to Classmates: After making their little beasts, the student shared with the people at their table. The kids talked so enthusiastically that I knew they would love to make comics. Until that point, I hadn’t fully decided. I did still think it would ALL be done in the two hours I had allotted, but as usual, it took a bit longer.
Step 4 Outlining the Comics: Once the humans had time to chat, I let the class know they would be using Book Creator to make a comic with their creatures. The catch was they had to design a comic that told the story of their creature and the other creatures at the table. Once the table groups had an idea, they could come get scrap paper to sketch out a 7-10 panel outline.
Step 5 Making the Backgrounds: While the kids were working on the outline…I had an idea…what if the kids could make backgrounds to place their characters in? So while they were working, I took out an 11 X 17 piece of paper, scissors, and tape to figure out how to make a background…then paused the kids and showed them…..and so, we had one to two backgrounds for each comic!
End of Day 1 (2 Hours)
Step 6 Taking the Photos: The students had their backgrounds, creatures, and their plans. They were able to use these to efficiently position their playdoh animals and take photos. A TTOC was in the class the day this happened and my kids were great.
Step 7 Making the Comic: One the photos were done, the students used Book Creator to create comics based on their photos and their plans.
End of Day 2 (2 Hours)
Step 8 Sharing: We shared three ways.
Digital Portfolio: Students downloaded a video of their comics and uploaded it to FreshGrade.
Class Boardwalk: Comics were set up on iPads and groups moved around the room reading each others work.
Class Book: Students download the comics as a PDF and I have taken the files to print off a comic book for our class.
End of Day 3 (1 hour)
Assessment
This activity is not being assessed based on performance standards or a rubric. It is not getting a ‘mark’. This activity is being used as a formative exploration. What do I mean?
This is part of our introduction to storytelling and different ways of telling stories. The students haven’t learned much about storytelling, so it would be inappropriate to use this activity as anything but a baseline.
Later in the unit, we are doing a diversity audit of old Archie Comics as well as graphic novels published I the last five years. We will then use the knowledge we gain from this audit as well as what we learned about making comics from this accidental comic, to create comics with representation and diversity. We will use what we have learned to build class-created rubrics about using comics as storytelling.
This activity allowed me to see who was actually able to tell a story, and who had fun, made something unique—but didn’t grasp the idea of a story.
Formative (for learning) and Self-Assessment make up most of my assessment. Even pieces that I consider summative assessment (of learning), are only useful to me if they inform my practice and help me plan for my students future learning experiences.
Why am I saying this? Well, earlier in my career, I might have felt pressure to ‘mark’ an activity like this because (1) it took 5 hours over three days and (2) it had a finished product. Those are not valid reasons, and my current self knows that.
You do NOT need to give everything a ‘mark’. I am not saying to not ‘assess’ activities, but the assessment should reflect your purpose. Your assessment informs your practice to help your students move forward—which might mean formative or self assessment. Please do NOT feel pressure to give every single activity a ‘mark’, it is not needed. Often, a ‘mark’ takes away from the joy and feeling of accomplishment if that ‘mark’ does not fit the personal effort the student feels they put in.
Final Thoughts: Voice, Choice, and Authentic Audiences
This activity was engaging from start to finish. The kids worked well together and were so excited to add more details like the backgrounds to their comics. Why? My guess is it is partially linked to student choice and voice.
My students love doodling and making little stories….so me even thinking about making formal comics was influenced by student voice.
The students had choice in their table groups and their animals. They had choice in their stories and in their backgrounds. All of the choices were ‘within the task’. Which means that in the end, all students were creating comics using book creator, but they had so many choices along the way.
Students could ask questions, try different ideas, and ask for help. They felt like they could talk to me and have their voices heard.
The students knew from the start they had an authentic audience. Yes, it would be shared with their families, but the real audience in many ways was their peers. They knew they would get to share their comics AND that I was going to print off a comic book. The kiddos also were super excited to share their comic with me.
Every student in my class was able to participate and feel successful. Every child found their entry point and persevered. How could they not when they all started with playdough and childhood memories?