Transcript Document

Engaging Millennial Students with Fun Tech:
Learning with Comics
Joan Van Duzer
October 1, 2009
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Housekeeping
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Saving Files & Open/close Captions
1. Save chat window with floppy disc icon
2. Open/close captioning window with CC icon
Emoticons and Polling
1. Raise hand and Emoticons
2. Polling options
“Just a spoonful of
sugar makes the
medicine go down, in
the most delightful way
...”
Mary Poppins (1964)
Types of Comics
Comic Book
Cartoon
Comic Strip
Uses for Comics
© Randy Glasbergen http://glasbergen.com
Comic strip created with Comic Boom software
Comic strips created with Comic Boom software
Center for Disease Control publication “Body And Mind” (BAM)
http://www.bam.gov/sub_yourLife/yourlife_comiccreator.html
From the Duke Center for the Study of the Public Domain
http://www.law.duke.edu/cspd/comics/zoomcomic.html
Ostrom, R. (2004). Active Learning Strategies for Using
Cartoons and Internet Research Assignments in Social
Studies Courses.
 Editorial cartoons assigned for analysis
• Issue
• Symbols
• Exaggeration and Distortion
• Stereotypes
• Caricature
• Humor and Irony
• Background Knowledge
• Argument
 Presentations to class on their analysis; debate positions
Source: Cartoon News Magazine Daily Cartoon
http://www.cartoonnewsmagazine.com/daily_cartoon.htm
Sample Lesson Plan
As students analyze the
editorial cartoon for
 Context
 Basic elements
 Interpretation of icons
 Cartoonist’s message
 Persuasive techniques
used
 Qualities of cartooning
such as sensory, formal,
expressive, technical, and
judgmental
The Dirksen Congressional Center Editorial Cartoon Collection
congresslink.org/cartoons/lessons/1960_presidential_campaign
.htm
Creating a message
requires
 Critical thinking
 Planning
 Concise writing
 Creativity = student
engagement
 Student engagement =
excitement!
Comic Boom
Comic Boom Tour at toonboom.com
Comic Boom
makebeliefscomix
makebeliefscomix
Toondoo.com
Toondoo.com
Comic Book Creator 2
Comic Book Creator 2
Which are you most likely to try?
A. Purchase cartoons (memory prompt)
B. Create comic strips for important
concepts (make content more inviting)
C. Create a comic book for important
concepts (make content more inviting)
D. Students analyze editorial cartoons
(support learning activities)
E. Students create comic strips or
comic books (student-generated
content)
Inexpensive Software
 makebeliefscomix.com – free!
 toondoo.com – free!
 Comic Boom (PC) - $20
 Comic Life (Mac) - $28 (Amazon)
 Comic Book Creator 2 - $30
(AsSeenonTV)
Sources
 Today’s Cartoon (Randy Glasbergen) ~ $20 each
http://glasbergen.com
 Comic Book Creator 2 from re-sellers
• AsSeenonTV http://www.asseenontv.com/prodpages/comic_book_creator.html ($29.95)
 Ostrom, R (2004). Active Learning Strategies for Using Cartoons
and Internet Research Assignments in Social Studies Courses
findarticles.com/p/articles/mi_qa4033/is_200404/ai_n9373933
 New York Times News Service Photos & Graphics
http://cartoons.nytimages.com/index.html
 The Dirksen Center’s Editorial Cartoon Collection
http://www.congresslink.org/cartoons/index.htm
 Comic Boom tour
http://www.toonboom.com/products/comicboom/
Q&A
Joan Van Duzer
[email protected]
Center for Excellence in Learning & Teaching
Humboldt State University
707.826.4460
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