KINGSWAY REGIONAL SCHOOL DISTRICT

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1 KINGSWAY REGIONAL SCHOOL DISTRICT TITLE OF COURSE: Cartooning DEPARTMENT: Art DATE ADOPTED: 09/03 GRADE: 9 12 DATE REVISED: 09/11 I. COURSE ORGANIZATION Length: One Year Credits: 5 Periods Per Week: 5 Weighted: No Prerequisite: None II. COURSE DESCRIPTION Students taking this class will have the opportunity to expand on basic drawing skills and create original cartoon characters. Students will develop character design, storyboards, and comic strips. Students will discuss current events as a class and create political cartoons and celebrity caricatures. Basic animation techniques will be explored through flipbooks and claymation. III. DISTRICT MISSION The mission of the Kingsway Regional School District is to prepare all students to maximize their potential as lifelong learners and productive members in a complex society by ensuring the use of an integrated curriculum including advanced technologies and a broad range of cultural and community resources. To achieve this mission, the Board of Education, parents, staff, and others work together to formulate policy, evaluate programs, chart new directions, and implement the best instructional practices.

2 Cartooning Page 2 IV. ART MISSION The major objective of the Art program is to provide courses that range in interest and ability level for students learning to draw to students preparing a portfolio for college entrance. In addition to the traditional art training, computer technology will be integrated in all available areas of the art curriculum. Art is an integral part of every facet of our daily lives. It becomes virtually impossible to touch or see an object that was not designed or planned by an artist from the clothes you wear, the house in which you live, or the car you drive. Art should be an integral part of all students educational curriculum to enrich and give them a deeper understanding of the world around them. Art can be a universal language. Students develop a feeling of self-satisfaction and personal achievement when working experimenting, and problem solving in the arts. Students will learn and practice procedures that will enable them to function successfully and enrich their careers and daily lives. V. COURSE LEVEL OUTCOMES A. 1.1-The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theater, and visual art. B. 1.2-History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. C. 1.3-Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theater, and visual art. D. 1.4-Aesthetic Responses and Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theater, and visual art. E. 8.1-Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. F. 8.2-Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. G st-Century Life and Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. H. 9.3-Career Awareness, Exploration, and Preparation: All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order to navigate the globally competitive work environment of the information age. VI. COURSE LEVEL ASSESSMENTS Students are evaluated regularly through a variety of procedures. During instruction, teachers use observation and varied questioning techniques to monitor student behavior and check for understanding. Class projects constitute 50% of the marking period grade. The other 50 % of the marking period grade is based on assessments such as class participation and use of open lab time. Occasionally, quizzes and written assignments are required due to the nature of the subject matter.

3 Cartooning Page 3 VII. POSSIBLE ASSESSMENT TASKS Methods to be utilized may include but are not limited to the following: Projects Written assignments Observation Class work Class participation Presentation Written or oral quizzes VIII. CONTENT/SUGGESTED INSTRUCTIONAL TIME Quarters One through Four Ongoing Projects 1. Sketchbook graded each marking period (ongoing) a. Medium and supplies: choice of drawing medium and supplies b. Subject matter: cartooning sketches, cartoon-related clippings from magazines and newspapers subject matter varies with marking period 2. Career Information and Education (ongoing) a. Research career titles and job descriptions b. Research colleges and schools relating to cartooning and animation Quarter One A. Introduction (1 week) 1. Portfolio Construction 2. Course Grading and Expectations Planning, measuring, and proper gluing techniques are vital to good craftsmanship and visual art creation. Course expectations need to be followed for success in this course. B. Drawing Techniques (8 weeks) 1. Contour drawing 1 week a. Medium and Supplies: pencil, drawing paper, sketchbooks b. Subject Matter: Objects around the room, Objects from home, Upside Mickey Drawing (Drawing on the Right Side of the Brain) 2. Shadow Weight and Mass 1 week a. Medium and supplies: pencil, drawing paper, sketchbooks b. Subject Matter: Wood shapes 3. Gesture Figure Drawing Sequence 2 weeks a. Medium and Supplies: pencil, drawing paper, sketchbooks b. Subject Matter: Student models in an action sequence (i.e., swinging baseball bat), Wooden mannequins, Breaking down figure into simple shapes on blackboard

4 Cartooning Page 4 4. Textured Cartoon - Hatching and Cross-Hatching 2 weeks a. Medium and Supplies: scratchboard, scratchboard pens, drawing paper, glue sticks b. Subject Matter: One original cartoon 5. Animal Study Cross-Hatching and Stippling 2 weeks a. Medium and Supplies: drawing pens, drawing paper, reference pictures of animals b. Subject Matter: One realistic animal and one original cartoon of the same animal 6. Perspective Drawing 2 week a. Medium and Supplies: drawing paper, T-square, ruler, pencil, marker b. Subject Matter: one-point perspective name in block letters, one-point perspective drawing of buildings/city street, two-point perspective words Drawing and the basic elements of art are the basis for good cartooning, and should govern all subsequent cartooning projects. Cartoonists use gesture drawing to understand weight distribution during an action. An understanding of perspective is essential for both lettering and background design in cartoons. Quarter Two A. Cartooning Techniques (9 weeks) 1. Facial Features and Gestures (2 weeks) a. Medium and Supplies: pencil, drawing paper, sketchbook b. Subject Matter: head and proportion, heads and shapes, facial features, body action through stick and bottle form, hands and feet 2. Caricatures (3 weeks) - BENCHMARK a. Medium and Supplies: drawing paper, pencil, various drawing utensils b. Subject Matter: Al Hirschfeld style of a celebrity or self-portrait caricature 3. Cartoon lettering (2 weeks) a. Medium and Supplies: drawing pens, pencil, drawing paper b. Subject Matter: letter types appropriate for cartoons (e.g. bubble and block-lettering, graffiti style, comic hand writing, and lettering effects); thought bubbles and dialogue balloons; lettering guidelines; word illustration 4. History of Cartooning (2 weeks) a. Medium and Supplies: Cartoonist/animator list (Walt Disney, Stan Lee, Charles Schultz); cartoon character list b. Subject: short report on cartoonist/animator; paragraph description of cartoon character, review and discuss the differences and similarities in comic strips, comic books, animation (simple cel and full cel animation) Students will use their knowledge of the principals and elements of art to create individualized facial and body characteristics for original cartoon characters. Caricatures are essentially portraits or self-portraits that distort a person to create a visual likeness, using exaggeration of some characteristics and oversimplification of others. Lettering is the written component of cartooning that aids in the audience s understanding of the cartoonist s concept or idea. By understanding a cartoonist or animator s life and work, students will develop their own characters, comics, and long-term goals within cartooning.

5 Content/Suggested Instructional Time (continued) Cartooning Page 5 Quarter Three A. Design and Creation (9 weeks) 1. Design Six Characters 2 weeks a. Medium and Supplies: pencil, drawing paper, various drawing utensils b. Subject Matter: six original characters including a description, i.e. name, age, gender, personality, special powers, relationship to each other; must draw a male, female, animal, superhero, inanimate object, and a character of choice 2. Creating Comic Strip 2 weeks a. Medium and Supplies: pencil, drawing paper, drawing pens b. Subject Matter: Using at least two original characters and original backgrounds, create a six-panel comic strip 3. Analyze Political Cartoon 1 week a. Medium and Supplies: current political cartoons, Dr. Seuss worksheets and video b. Subject Matter: Clip a political cartoon from the newspaper and analyze the meaning; Explore Dr. Seuss s political cartoons through examples in class and video 4. Design a Political Cartoon 1 week a. Medium and Supplies: pencil, drawing paper, drawing pens, current event article b. Subject Matter: Clip a current event article from the newspaper and design a political cartoon based on the article 5. Design your own Seuss-ville 1 week a. Medium and Supplies: drawing paper, pencils, colors pencils b. Subject Matter: Design your own Seuss-inspired cartoon world 6. Create a Graphic Novel 2 weeks a. Medium and Supplies: graphic novel samples, drawing paper, pencils, drawing pens, markers, colored pencils b. Subject Matter: Design a five page mini graphic novel using original characters, scenes, and plot Characters with fully developed personalities and characteristics and settings that are visually interesting are compelling to an audience. Comic strips combine visual and written elements with time to produce a short, entertaining story. Cartooning can be used to illustrate political point-of-views that critique or comment on current events. Graphic novels are used like comic strips; however, they can span a longer time frame and illustrate more detailed plot lines. Quarter Four A. Extending concepts in Cartooning and Animation (9 weeks) 1. Kingsway Cartoon - 1 week a. Medium and Supplies: drawing paper, pencils, choice of medium b. Subject Matter: cartoon inspired by a Kingsway event (pick something that the school is known for, or what you like about the school) 2. Dragon Design 1 week a. Medium and Supplies: drawing paper, pencils, choice of medium b. Subject Matter: character inspired by the Kingsway mascot

6 Content/Suggested Instructional Time (continued) Cartooning Page 6 3. Benday Dot Painting 1 week a. Medium and Supplies: tempera paint, illustration board, pencil b. Subject Matter: one panel cartoon enlargement, including characters and lettering 4. Flip Book 1 week a. Medium and Supplies: pencil, paper, binder clips b. Subject Matter: animal in motion or form of transportation 5. Claymation/Paper Mache 2 weeks - BENCHMARK a. Materials and Supplies: paper, pencil, modeling clay, papier-mâché, armature wire, cardboard, paint b. Subject Matter: one of the six characters created earlier in the year 6. Movie Poster 1 week a. Materials and Supplies: illustration board, colored pencils, paint b. Subject Matter: animated movie advertisement 7. Comic Book Page of Animated Feature 1 week a. Materials and Supplies: illustration board, pencil, various drawing utensils b. Subject Matter: include 3 characters from the feature, a key part of the feature plot line, and dialogue 8. Art Cars 1 week a. Materials and Supplies: multimedia, cardboard, tempera paint b. Subject Matter: design your own art car Cartoons can be used to advertise and/or comment on current events. Flip books and claymation are important techniques used in animation. Students will understand the role and development of basic cartooning and animation techniques. IX. MODIFICATIONS: INCLUSION TECHNIQUES/ENRICHMENTS Possible instructional techniques may include but may not be limited to the following: Resource Center A course of study will be modified to accommodate the specific needs of a special education student as outlined in his/her IEP. Inclusion Peer tutoring, computer software, oral tests, visual organizers, study guides, and cooperative learning activities Enrichments Field trips, guest speakers, brochure design, simulations, drama, and poetry Students are provided with a basic text and/or supplemental curricular materials that are used for assigned readings, discussion, and information gathering. Through teacher-directed instructional activities, students are asked to acquire knowledge, develop an understanding of content, apply information to their own lives, analyze data, synthesize material, and make evaluative judgments. When planning each lesson, teachers select specific objectives, organize material to achieve maximum understanding, make associations, and check for understanding at frequent intervals. Technology materials are used when appropriate. Suggestions for specific assignments and student activities are found in the teacher s resource guide of the approved textbook series.

7 Cartooning Page 7 X. INTERDISCIPLINARY CONNECTIONS/MULTICULTURAL MATERIALS Visual and Performing Arts Health/Physical Education Mathematics Measuring Skills Science Human anatomy Social Studies Political Commentary Current Events World Languages 21 st Century Life and Careers Cartooning Careers Language Arts Literacy Developing storylines and plots Developing characters Analyzing artworks through verbal and written assignments Technology XI. MATERIALS/TECHNOLOGY A. Various Art Reference Books 1. The Encyclopedia of Cartooning Techniques, Whitaker, The Animator s Workbook, White, The New Drawing on the Right Side of the Brain, Edwards, 1999 B. DVDs 1. The Political Dr. Seuss, a film by Ron Lamother C. Various art supplies, tools, and equipment located in art rooms D. Field trips students may be selected to go on a field trip if applicable to current curriculum E. Internet to explore cartoonists, cartoons, and for project reference materials

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