Subject Area

Grade Level
Topic
Length of Unit
(days)

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

Stage 1 Desired Results

Established Goals:
Drawing:
GLO 1: RECORD-examine and simplify basic shapes and spaces.
GLO 4: COMMUNICATE-Students will use expressiveness in their use of elements in the making of
images.
1A. Line can be used freely and rhythmically to add mood or movement to a two-dimensional image.
2F. The principles of repetition or emphasis can be applied to achieve unity in two-dimensional works.
Composition
GLO 3: RELATIONSHIPS-Investigate the use of pattern and emphasis in the creation of compositions
GLO 5: ORGANIZATIONS-Experiment with value, light, atmosphere and colour selection to reflect mood
in composition.
5A. Mood in composition can be affected by proximity or similarity of selected figures or units.
2A. Techniques and media that students have used to make their images can be identified and described.
2B. Dominant elements and principles or applications of media can be discussed by students in relationship
to the effective solving of their visual problems.
Understandings:
Students will understand that

Essential Questions:

U1 Line quality and gesture (style) can

suggest movement, energy and mood.
U2 Forms can be simplified and suggested
with an economy of line.
U3 Forms and the elements of composition
are inseparable from meaning in visual arts

Q 1 What style or quality of line best serves to

communicate my intent?
Q2 What is my purpose in including more or less
information (line/detail) in my depiction? Does it clarify
or confuse meaning?
Q3 Does the composition of my image serve to
communicate my intent and meaning.

Students will know

Students will be skilled at

1. Line and style create and suggest

meaning.
2. Blind contour and gestural drawing.
3. The elements of composition, especially
focus, movement and unity.

1. Modifying line and style as appropriate to their

purposes and intent.
2. Suggesting forms with a minimum of line and
detail.
3. Using elements of composition to reinforce
meaning.
4. Combining composition and style to create
clarity.
5. Interpreting visual narratives

EDUC 3604 Unit Assessment Plan Template

ED 3604 Evaluation of Student Learning

Unit Assessment Plan

Learning
Outcomes

Title
Type
(Formative/Sum
mative)

Weighting

(1)1A. Line can be used

freely and rhythmically to
add mood or movement to a
two-dimensional image.
(2)2F. The principles of
repetition or emphasis can
be applied to achieve unity
in two-dimensional works.
(3)5A. Mood in composition
can be affected by proximity
or similarity of selected
figures or units.
(4)2B. Dominant elements
and principles or
applications of media can be
discussed by students in
relationship to the effective
solving of their visual
problems.
(5)2A. Techniques and media
that students have used to
make their images can be
identified and described.

Subject Area
Grade Level
Topic
Length of Unit (days)

Art
Grade 8
Cartooning
5 classes+ (more time for final project)

Anecdotal
Observations List

Checklist

Conferencing

Final Project
Full page comic strip
+artist statement

Formative

Formative

Formative

Summative

N/A

N/A

N/A

100%

yes

yes

yes

yes

yes

yes

Yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

Assessment Tool Overview

Assessme
nt Tool
Title

Outcom
es

Anecdotal
Observatio
ns List

1,2,3

Checklist

1,2,3,4,5

Conferencin
1,2,3,4,5
g

Final Project
full page
comic strip 1,2,3,4,5
+artist
statement

Brief Description
I will keep a brief set of notes observing
students style and more importantly their work
process. Process is always an important aspect
of arts production but is not always apparent in
a final product. I will use these notes during
conferencing.
The checklist will consist of a number of I can
statements tied to outcomes, students can
mark yes, no, not sure. I will collect these
before beginning the final project to determine
if more teaching is required.
Using students checklists and my observations
I will have a 2-5 minute chat with each student.
I may not cover all outcomes with each student
rather I will be addressing areas of strength and
areas for improvement based on their checklist
and my observations.
Students will design, draft and then ink a full
page comic strip detailing some experience or
memory they have. The work itself will inform
assessment of objectives 1 and 2. I will also ask
that they complete a guided artist statement to
clarify their decisions in composition and use of
technique. This will be used in conjunction with
visual evidence in the piece to assess
objectives 3-5. Students will get a chance to
see and discuss the rubric ahead of time.

Fo
r

AS

OF

Rationale:
The class this unit is intended for is a grade 8 introductory art class. The arts options in the school are
further divided into disciplinary subjects such as drawing and colour. The class may include many

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

students who do not have a significant background or basic skills in art. I decided that the initial unit
should work towards building basic literacy in visual arts and building confidence in drawing skills.
The unit does not focus on development of drawing skills, although that is a component, rather it
focuses on building basic self expression through visual arts. The first lesson introduces students to
gestural drawing and blind contour drawing focusing on expressiveness. The basic technical skills
introduced in the first lessons are those used throughout the unit.
Many of the students may not be confident in their drawing skills, many students of their age have a
very narrow definition of what makes art good. Most students tend to view photographic realism as
the gold standard of artistic accomplishment. The first lesson attempts to provide an alternative by
focusing on line quality and its ability to suggest movement energy and mood. This alternative will
continue to be reinforced through the examination of composition, especially focus and unity. Students
will be encouraged to strive for clarity in their images through simplicity. Throughout the unit student
learning is scaffolded in successive steps the early lessons being quite prescriptive and mostly
technique based. Students move through the elements of creating a visual narrative initially with many
prompts to provide direction, as the students comprehension increases the projects become more open
ended.
I feel that the subject matter will be motivating as graphic novels have become a very popular medium
recently, evidenced by the spate of Hollywood releases based on graphic novels. Students will also be
motivated at the chance for self-expression. The final project asks students to recount an episode from
their own lives. Many students at this age are very self centered, if we think of the basic premise of
social media such as facebook one of its major components is the presentation of the self. It is in many
ways a platform for the construction of self-identity. A project centered around the student's life offers a
similar opportunity. Furthermore, because the content of the final project revolves around each
student's own subjective experience the motivations should be equally applicable to both genders.
Grade 8: Cartooning
This unit focuses on the development of line quality and expressiveness, (Drawing GLO) as well
as basic compositional awareness, focussing on Unity and Focus (Composition GLO's).
The basic materials of the unit include pencils, for practice exercises and ink pens and technical pens
for good copies as these create a particularly expressive line.

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

The final project asks that students create a full page comic strip detailing an event or experience from
their own lives. The objective is for the students to successfully communicate this narrative with
primarily visual means. To do this students need to be aware of the effect that line quality and style
have in the creation of meaning in a piece. Students will also need a basic understanding of the
elements of composition. For their comic to communicate (clarity) it's meaning clearly the focus of
each panel needs to be clearly discernible (focus), this also entails eliminating details which are
irrelevant or distracting from their meaning (unity).
To accomplish these goals the unit begins with building skills and confidence in gestural and blind
contour drawing. Students will complete multiple iterations of forms before examining which ones
communicate with the most clarity, while demonstrating an expressive and energetic line. Subsequent
lessons focus on introducing elements of composition to arrange forms for the purpose of clear
narrative. Students will engage in peer discussions in which they interpret one another's panels,
learning to interpret visual information and getting feedback on the clarity of their own depictions. The
unit aims to enable students to communicate by employing the three c's of cartooning calligraphy,
composition and communication.
Lesson Summaries:
1.Students will be introduced to gestural and blind contour drawing. Students will complete multiple
exercises then examine their sketches with an eye for quality of line and clarity. The encounters will on
gestural drawings and blind contour drawings by Rembrant, Picasso and Ian Sklarski. The discussions
will focus on examining the quality of line and what it suggests in terms of energy and expressiveness.
Vocabulary: gesture, blind contour, quality of line, style, expression.
2.Students will create single panel cartoons from a written prompt-6 word stories. These stories often
suggest far more than they say and students will have to take a similar approach in their panels to
capture the 'feel' of the story. Students will begin to explore elements of composition in order to
communicate visually. Encounters: Burdick, Magritte, the discussion will center around the artists
creation of mystery, mood and tension. Vocabulary: Composition, focus, unity.

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

3.Students will quickly create a number of single panel sketches from unrelated written prompts.
Students will then arrange the panels to create a narrative noting how the human mind naturally
searches to create narrative and meaning. Students will pair up to interpret each others narratives and to
provide feedback. Encounters: Ivan Brunetti. Vocabulairy: rhythm, movement.
4.Students will begin to create their own narratives, in this lesson students will create 4 panels in which
they illustrate a single action between a character and object. The students will then create 4 more
panels illustrating the motivation for the action and its consequence. Students will be exploring the
basic structure of narrative and employing the skills and concepts learned far.
5. The final project combines all skills and concepts learned so far, students will create a full page
cartoon detailing an experience of their own. Students will have to create drafts and defend their
decisions as far as style and composition. When they have completed a good copy students will use
their brainstorming notes to write a very brief artist statement, to explain some of their basic design
decisions. Encounters: Lynda Barry, or other autobiographical graphic novelists. Vocabulary:
Hierarchical grid.

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

Lesson
Title/Focus

Simplifying Forms

Date

Feb26

Subject/Gra
de Level

Grade 8 art

Time
Duratio
n

49-43 minutes

Unit

Cartooning

Teacher

Aidan OBrien

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Drawing: Examine and simplify basic shapes and spaces.

Use expressiveness in their use of elements in the making of images

LEARNING OBJECTIVES
Students will: Draw basic images in increasingly short periods of time to arrive at the
visual/representative essence of what they are drawing-basic pictograms. The time constraints will
also force students to fall back on and examine their unique style of representation.

ASSESSMENTS
Observations:

Key Questions:

1.Can students communicate with a minimum of time and line the

distinctive elements of objects or characters?

2.Can students modify their approach to drawing to accommodate smaller
time allotments?
1.What information must be retained for objects to be recognizable?
2.How does the quality or energy of your line change when you must draw
quickly?

Products/Performan
ces:

Students will draw a series of objects in increasingly short periods

of time. Students will have these images in their sketch books as a
reference.

LEARNING RESOURCES CONSULTED

1.Cartooning Ivan Brunetti

MATERIALS AND EQUIPMENT

2.Pencils/Sharpies/Technical pens
3.Sketchbook

PROCEDURE
Prior to lesson
Attention Grabber

Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour

q
Introduction
Short introductory PP with - very simple images with
accompanying questions. How has he built his images? Are
they detailed? Are they clear? How else would you describe
them? Proceed with other encounters and questions.
Ask students by show of hands-who is comfortable with drawing
why or why not? Who has a doodle that they like to make over
and over again? Get students to complete a short pre-test.
-When its time to draw students are expected to be with it.
There will be times for discussion and comparison.
-Respect for the materials-each student is assigned a numbered
set of drawing tools and they have to last-use them gentle.

Time

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1

Assessments/
Differentiation:

Learning Activity
#2
Assessments/
Differentiation

Assessment of
Learning:
Feedback From
Students:
Conclusion:

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

We will be drawing a series of images from memory this class.

We will be drawing each image 4 times with a shorter deadline
each time. At the end of each sequence you will have a couple
of minutes to discuss questions with a partner.
Students will need to get out their sketchbooks, grab a pencil,
pen and sharpie, before sitting back down.
Body
I will demonstrate on the board how I would like them to divide
the page into 4 quarters (horizontal orientation) with just some
quick tiks on the sides of the page to keep space. To get started
I will give a quick demonstration on the board 30 seconds and 5
seconds, asking the students for an object to draw.
Exercises: each image will be done in iterations of 2m.
1m. 30s. and 5s.
Images to use : Tree, castle, cat, car.

Time

Observations: are students adapting their style and approach.

I will explain the procedure of blind contour drawing. Students
will try it out on their hand a few times, as time allows
Observations: I want to see description of lots of detail not a
race around the edge.
Closure

Time

Observations and verbal formative feedback.

How comfortable are they with the techniques explored? Can
they use them or do they need more practice?
Looking at your own fast drawings and gestural drawings, how
do they look different from ho you normally draw. Look at the
drawings you completed in 5 seconds, can you see what they
represent? Try to avoid judgment statements and just get the
students to describe what they see. The drawing looks
energetic it looks moving, okay, why do you think it looks that
way what exactly did the artist do?

Rembrandt -gesture drawing, I want to draw attention to some of the lines how
quickly they were made. Discuss line quality what does it suggest?

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

Picasso -Gesture drawing, What do you notice about the line in this drawing as
compared to the last? What does the varying line thickness suggest to you?
Ian Sklarski-Blind contour drawing, what quality does the line in this drawing
suggest. Is it still or energetic?

Subject Area
Grade Level
Topic
Length of Unit
(days)

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

Lesson
Title/Focus

Clarity/ Composition

Date

2015-02-28

Subject/Gra
de Level

Art/ Grade 8

Time
Duratio
n

43-49 minutes

Unit

Cartooning

Teacher

Aidan OBrien

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

LEARNING OBJECTIVES
Students will:
1. Create drafts to experiment with composition to increase clarity of communication.
2. Translate written text to visual text.
3. Use a minimum number of lines focusing on their quality and expressiveness.

ASSESSMENTS
Observations:

Key Questions:
Products/Performan
ces:

1.Do students use drafts to experiment with different compositional

arrangements.
2.Can students express which elements of their composition enhance clarity
or detract from them.
3.Can students use lines efficiently and expressively?
4.What information (line) is needed to communicate my meaning or intent?
How is it best arranged (composition).

5.Students will create a good copy of a single panel, inspired by a six word
story draft they will select.

LEARNING RESOURCES CONSULTED

1.Cartooning-Ivan Brunetti
2.

MATERIALS AND EQUIPMENT

3.Sketchbooks
4.Pencils, technical pens
PROCEDURE

Prior to lesson
Attention Grabber

Assessment of
Prior Knowledge

Introduction
Show students some six word stories. Brief Discussion of
whether or not these would be easy to illustrate, why or why
not? How would you describe their mood or effect?
Encounters: Vocabulary mood/tone, unity/focus.
Harris BurdickMagritteChoose one story and start working on a couple exemplars.
Start working on an example-one of the 6 word stories. Ask
students how they would go about illustrating a particular 6word story. What do they need to include? Go over the likely
parts of the image. Subject (character), who should we show,
why? What do they look like what do they feel? Environment,
where is this action happening how much detail should we
include, maybe none at all? Is there an object or symbol that

Time

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan

Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Learning Activity
#1

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

comes to mind? Does this panel contain any action what is

happening how will we show it clearly. Write a short list of
things we would definitely want to show or communicate in our
panels.* Get students engaged in the conversation by
immediately drawing out what they say- we can think about
how effective it is later.
-I expect students to be working when it is time to draw.
-Respect for the materials (pens)
-I want to see several different approaches to illustrating the
I will let you choose a 6 word story out of the pile at the front of
the class.
I want you to produce 4 different drafts of an illustration that
best captures your 6-word story.
I would like to have a brief discussion with you about your
decisions, so please see me before starting your final draft
Body

Time

See assessment of prior knowledge above.*

Assessments/
Differentiation:

Learning Activity
#2

Assessments/
Differentiation

Learning Activity
#3

Assessments/
Differentiation

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Sponge

I will get half the class to get out their materials and the other
half to come up and grab a 6 word story before switching.
I will ask the students to divide a page in their sketchbooks into
(horizontal) quarters.
Referring students to our exemplar on the board, they can start
their drafts.
I want to remind them to try several different approaches. This
means giving real thought to what elements they do and do not
include-not just rearranging the same objects/subjects over and
over.
Start the art.
I will be circulating the class with a name checklist. I want to
have a brief discussion with every student about the key
question, and their decisions in composing their panels.
After students have discussed their choice of draft they will
begin to sketch out their final draft of a single panel. I will ask
that they draft out the final image loosely in pencil before
completing in ink. Students will write in the six word story at
the base of the panel.
I will circulate observing the work process while students
complete their final draft.
Closure
Students will have received some formative feedback from me
specifically related to the essential question of this lesson.
I will have addressed student understanding and comfort with
the essential question and the assignment.
I will provide some constructive feed to students while
approving and discussing their draft panels.
Students will need a few minutes to put their assigned pens
away and to clear their workspace.

Time

Given the extremely limited time limit for each lesson its likely that the

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan

Activity/Activities

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

good copy will run into the next class period. If this is the case I will briefly
review the essential question and get the students to pull out their good
copies and start working- depending on were most of the class is I may or
may not give a definite limit on class time to finish up.

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

Burdick: Brief artist background, these illustrations were submitted along with
short tag lines, much like a 6 word story. What is the focus of the drawing? How
can we tell? What is the purpose of including...

Magritte: what is the focus in this painting? Do all of the parts of the painting
belong together?

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

What mood or tone is created in these paintings, how exactly is it done?

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

Lesson
Title/Focus

Narrative

Date

2015-02-28

Subject/Gra
de Level

Art /Grade 8

Time
Duratio
n

43-49m

Unit

Cartooning

Teacher

Aidan OBrien

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

LEARNING OBJECTIVES
1. Students will explore the elements of visual narratives, noting how images inform one another to
create new rhythm and meanings.

ASSESSMENTS
Observations:

1.Do students participate in peer discussions?

2.Can students demonstrate the ability to create a narrative from essentially
unrelated images, can they explain their decisions?

Key Questions:

3.How do the panels influence one another to change a narrative,

its mood or pacing?

Products/Performan
ces:

Students will create panels on cue cards with the help of a list of
prompts. Students will discuss their interpretations of narrative
with a peer.

LEARNING RESOURCES CONSULTED

1.

MATERIALS AND EQUIPMENT

2.
PROCEDURE

Prior to lesson
Attention Grabber

Assessment of
Prior Knowledge

Expectations for
Learning and
Behaviour

Introduction
Show students a series of images (6) from the same comic
series (without text). How can the narrative be changed,
significantly by subtracting or inserting panels? How can we
change the pace to be slower, more relaxed or jarring or
shocking?
Encounters:
Do a brief review of some of the concepts we discussed during
the last lesson- single panels. What were we paying attention
to? We were selecting and composing visual information within
a single panel. What are some of the things we discussed?
_______Today we are composing a narrative of multiple images
to form a coherent narrative.
I need students to be on task when were drawing out our
panels.
I'm setting aside a lot of time near the end of class for
discussion in partners.

Time

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan
Advance
Organizer/Agenda

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

I'm going to write 10 prompts on the board I want to to

complete a quick panel sketch for 6 of them.
One we all have our panels finished I want you to arrange them
in a narrative. DO NOT try to make all of your illustrations fit
together because that will just make other arrangements more
difficult.

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

Transition to Body
Learning Activity
#1

Assessments/
Differentiation:

Learning Activity
#2

Assessments/
Differentiation

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Sponge
Activity/Activities

Body
I will ask students to get out their pencils/erasers and pass out
cue cards (7) down the rows.
I will as students to illustrate the scenario presented by 6
written prompts on the board. Students will have 20 minutes to
complete their cue card panels. When they are finished they
should arrange their cards into the most coherent narrative that
they can compose, they must use at least 4 panels.
I will circulate observing if students are applying compositional
concepts introduced during the previous lesson. I do not want
to interrupt too much as the students will be pressed to
complete 6 panels in 20 m.
Any students just finishing will be asked to arrange their panels
into a narrative structure (4 -6 panel grid), numbering their
order. I will ask students to pair up with the person on x side of
them. I will as the partners to change places and take a good
look at one another's narratives, they will describe the narrative
they think the cards describe on their last cue card last cue
card. I will ask that they come up with good reasons for their
interpretations.
I will ask that the partners come back together and share their
interpretations of one another's narrative. The partners will
discuss their reasoning and interpretation. If discussions are
getting off-topic I will provide some more questions for the
partners to discuss.
Closure
Assessment as Learning: Students will have interpreted images
for narrative and had their own narrative composition critiqued
by their peers.

Time

10m

10m
Time

How did you arrange your pictures, according to what logic?

Students have gotten peer feedback concerning the clarity of
their arrangement, and other interpretations.
Clean up.
I would ask the students to paste their images in order in their sketchbook
along with their peers interpretation and feedback

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

Encounter: Ivan Brunetti Vocabulary: Democratic grid, rhythm, narrative.

Do these images have anything to do with one another? Can you look at any series of them and begin to
construct a story? Are there details that connect or disconnect one panel from another?

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

Lesson
Title/Focus

Narratives

Date

2015-03-01

Subject/Gra
de Level

Art/Grade 8

Time
Duratio
n

43-49m

Unit

Cartooning

Teacher

Aidan OBrien

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

LEARNING OBJECTIVES
Students will:
1.Students will use visual language to express or suggest thought, intention or motivation of their
character. Students will develop a repertoire of visual cues to suggest rather than illustrate.

ASSESSMENTS
Observations:

1.Can students successfully communicate with visual cues to suggest

character thought, intent, motivation etc.

2.Can students suggest basic body language and expression visually.

Key Questions:

3.How can we use a series of images to suggest thought or

motivation, instead of using say a thought bubble?

4.What feelings or effects could be better suggested without words?

Products/Performan
ces:

What are the advantages or disadvantages of using a lot of text

in a comic strip?
5.Students will produce a page of eight panels showing a complete
character action, motivation, action and consequence.

LEARNING RESOURCES CONSULTED

1.Cartooning-Ivan Brunetti
2.The Misanthrope-

MATERIALS AND EQUIPMENT

3.Sketchbook
4.Pencils

http://www.rupertsmissen.co.uk/Personal/Th
e-Misanthrope

PROCEDURE
Attention Grabber

Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance

Introduction
I will show a wordless comic and ask students to interpret the
overall action-should be pretty obvious. At this point I want to
start asking some more difficult questions. What exactly tells
you what the character is thinking? What marks specifically?
What about the framing and composition what does it do to
focus or unfocus certain things?* see below for encounters
Brief discussion with class about the expressions of the
characters in the strips compare to some of the things students
learned in the expressions exercise.
Were going to pressed for time so as always we need to
concentrate on drawing during work time. We will have time for
peer discussions at the end of class again.
The class will take place in three parts: first we will illustrate an

Time

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan
Organizer/Agenda
Transition to Body
Learning Activity
#1

Assessments/
Differentiation:

Learning Activity
#2
Assessments/
Differentiation

Learning Activity
#3
Assessments/
Differentiation

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

action in four panels, before clarifying its motivations and

consequences. Finally, we will partner up to share our series
and answer some questions.
I will ask the students to get out sketchbooks and pencils.
Body
Students will divide a page in quarters as usual before starting
their first 4 illustrations. These 4 panels will focus on a
character performing some action on the environment or an
object -something very simple, we are striving for clarity. Give
the Brunetti as exemplar.
Observations and conversations: Focus on clarity-What is the
focus and what is happening. Does this make it clearer? Why
include it .
After 15 minutes I will ask that the students grid 2 panels on
the previous page, and suggest a motivation for the action that
takes place in the 4 panels. Next grid out 2 panels on the next
page and show a consequence of the action that took place.
Observations and conversations: Does motivation/consequence
have to be obvious-physically suggested or can there be an
emotional reason that can just be assumed?
If there is any time left students can pair up to talk about the
decisions they made to make the action as clear as possible.Using language of art.
Students will have to explain their stylistic and compositional
decisions to a peer. Peer will provide feedback as to whether or
not they interpreted information the same way.
Closure
I will use observation and conversations to provide students
with feedback during work-time. Students will also have the
opportunity to share their decisions and reasoning to their
peers for feedback.
How comfortable are students applying methods of style and
composition learned so far.
Are they applying the skills and methods we have covered so
far?
Clean up

Encounters: Ivan Brunetti -https://www.youtube.com/watch?v=O0YCZ_4XqiY

Provides a basic overview of the assignment.
The Misanthrope-http://www.rupertsmissen.co.uk/Personal/The-MisanthropeRupert Smissen-storyboarding and wordless comics, these materials will be
viewed online as they are used as a series in the encounters. Questions to
consider: how much narrative information is presented in each panel? How
dependent are the panels on one another what can we tell about panel x by
looking at the panels beside it? Vocabulary: Movement, Pacing. Looking at the
panel by Smissen does it suggest a hurry or rush. How is that energy
communicated?

Time

Time

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

Lesson
Title/Focus

Final Project

Date

2015-03-01

Subject/Gra
de Level

Art/Grade 8

Time
Duratio
n

43-49m + subsequent
work periods

Unit

Cartooning

Teacher

Aidan OBrien

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

LEARNING OBJECTIVES
Students will:
1.Students will use visual language to express or suggest thought, intention or motivation.
2.Students will produce a finished (inked) full-page strip describing an event in their lives in school
(personal expression)
Observations:

ASSESSMENTS
1.Are students able to employ a personal style (quality of line) appropriate

to their intentions, consistent with their intended message to create

mood.
2.Can students successfully communicate a personal narrative.
3.Can students employ elements of composition to communicate their
feelings about this memory. Is there an indication of feeling, focus, mood.
Key Questions:

4.What kind of mood or tone am I trying to express, what kind of

marks and line best serve to communicate this?

5.What do I remember best about the memory I am depicting what

stuck out, what was most important or affecting?
Products/Performan
ces:

6.How will I show it using elements of composition.

7.Students will produce a page of eight panels showing a complete
chdaracter action, motivation, action and consequence.

LEARNING RESOURCES CONSULTED

1.What it is -Lynda Barry
2.Cartooning -Ivan Brunetti

MATERIALS AND EQUIPMENT

3.Sketchbook
4.Pencils, Pens
5.Cardstock, bristol board

PROCEDURE
Attention Grabber

Introduction
Welcome to the final project, This time students will create a
narrative about their own experience or at least something they
have seen. Show them examples of excerpts of some
autobiographical graphic novels. Now we are examining them
for indications of how the author felt about these experiences.
How are they expressed? Examine the examples with the class
getting students to explain their answers in the language of art.

Time

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

Assessment of
Prior Knowledge
Advance
Organizer/Agenda

The discussion surrounding the autobiographical will use the

terms and concepts introduced last class.
This lesson will take more than one class for work to be
completed. First I will hand out a rubric for the marking of the
final project and answer any questions students have about it.
Students will brainstorm memories and consider how they
should be depicted in terms of line and composition. Next they
will start working on drafts, I will look at everyone's draft and
we will discuss the choices made in them. When students have
a good draft they can get a piece of bristol board and start
laying out their full page cartoon in pencil then pen. Students
will write a statement in which they answer some brief
questions about their design decisions.

Transition to Body

I will ask the students to get out sketchbooks and pencils.

Body
Students will brainstorm in their sketchbooks, making
thumbnail sketches writing out ideas and the techniques that
would accompany them.
Observations and conversations: I want to make the rounds to
make sure all students are on track and understand the
assignment.
After 15 minutes I will ask that the students start working on
some drafts. I will put some questions on the board to keep
them on track. Students can raise their hands if they have any
questions.
Questioning: when presented with a draft I am going to start
asking some fairly hard questions-why did you decide to use
this technique or style what does it say. Why is this frame larger
than this one what makes it important? The students will need
to consider each aspect of their work.
After a student has completed a draft and has shown that they
have given some consideration to composition and style in
relation to meaning they may proceed to laying out their good
copy.
Assessment of learning: Rubric to mark the works and with the
help of the student's artist statement.
Closure
Rubric will indicate the level of student learning of Unit learning
objectives.

Learning Activity
#1
Assessments/
Differentiation:

Learning Activity
#2
Assessments/
Differentiation

Learning Activity
#3
Assessments/
Differentiation

Assessment of
Learning:

Time

Time

Lynda Barry: Presentation, and feel of her 'autobiographical' comics. What about
the addition of material around the borders (unity) what does it add? Are these
strictly speaking stories or memories-what is the difference in terms of
presentation?

ED 3604 Evaluation of
Student Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Art
Grade 8
Cartooning
5 classes+ (more time for final
project)

Art Spiegelman: Not strictly speaking autobiography, Comics break the fourth wall
addressing the making of the comic itself. Use of animals to identify characters
and groups.