Graphic Novel Study Unit:

Transcription

1 ENG3C Graphic Novel Study Unit Name: Graphic Novel Study Unit: Title: Author(s): Due Dates: 1. Literature Tasks: November 29, Booklet Questions: December 6, 2013 Please read and follow the instructions carefully for each section. Total: /65* * includes 4 Literature Tasks

2 What Is a Graphic Novel? By Danny Fingeroth Let s start with what it is not or not always. First, the word graphic does not mean these books are graphically violent or sexually explicit though some are. The graphic part of the term just means that the books involve graphics or, more precisely, that they consist of sequential art (i.e. comics) of any style. Second, just as comics are not always comic, a graphic novel is not always a novel. For a start, the actual story content of a graphic novel is often ore closely comparable to that of a short story or novella; although a graphic novel might contain the same number of pages as a prose novel, it simply takes more space to tell a story in words and pictures despite the old adage that a picture is worth a thousand words. More confusingly, a graphic novel is often not even fiction there are many autobiographical graphic novels, as well as works of journalism, biography and history. A graphic novel is a comic book that you need a bookmark for. ~ Art Spiegelman This could just mean it s too long to read in a single sitting that is, that it s significantly longer than the standard 32-page pamphlet comic book. But Spiegelman s phrase also implies there is some continuity throughout the book, so that you would want to read it in order and not just dip into it in the way you might a book of Far Side cartoons or a collection of Peanuts comic strips. So a graphic novel might be a single story, or a series of interlinked stories, but it would not be simply a collection of unrelated comic strips or short pieces. The comics medium had so long been associated with kids stuff and humour that it was hard for people to see beyond their previous experience and conceive of the medium being used in different ways.this new term helped potential readers to look at comics afresh and see its potential as a serious grown-up art form, as capable of conveying challenging ideas as are great literature and film. This idea that a graphic novel should be more than just another superhero story is summed up by the words of Eddie Campbell, author of Alec and artist on From Hell. Campbell argues that the term graphic novel signifies a movement rather than a form. The goal of the graphic novelist is to take the form of the comic book, which has become an embarrassment, and raise it to a more ambitious and meaningful level. End of excerpts One may find that the content of graphic novels can be allegorical, satirical, ironic, and explore wider themes and concerns.! Excerpts taken from the first chapter of The Rough Guide to Graphic Novels by Danny Fingeroth

3 Overview of Literature Tasks Role Description Sample Questions to Consider When Completing Literary Luminary Big Connector Peacemaker Charley You are also expected to highlight examples of literary devices and record both their uses and effectiveness. Finally, you will be asked to look up any allusions or references in the graphic novel you read and explain your understanding of them. Connecting to prior knowledge and experience to reading deepens comprehension and understanding. You will be looking for and recording connections that you can make to the graphic novel you have chosen. Basically, there are four types of connections that you can make: A. Text to text - find a connection between the text that you are reading and something that you have read or watched elsewhere B. Text to the world - find connections between the text that you are reading and bigger issues or events in the world C. Text to self - find a connection between the text that you are reading and your personal experience D. Text within text - find a connection between the section of the text that you are reading and another section of the same text. You are also expected to discuss theme(s) as you make connections. You are being asked to identify and examine the different types of conflict at play in the graphic novel. Remember to consider all seven of the varieties of conflict (person vs. person, person vs. society, person vs. self, person vs. nature, etc.). Examine the reason behind each conflict, and provide a resolution to each conflict. You are expected to track the characters and their development throughout the story. You will keep a list of the character traits demonstrated within the story, with examples and any new characters that are introduced. It is important that you include physical, mental, moral, and emotional characteristics. What makes the writing in this section so effective? (literary devices) How is the symbolism necessary to the story as a whole? What references are made to situations outside of the original story? What connections can you make to current events in your community? What other people or places could you compare this story to? What other books or stories might you compare this one to? What other characters or authors might you compare this to? How does the theme(s) represented connect to other stories? Previous sections? Media texts? What examples of conflict are at play in the graphic novel? How does one conflict affect another? What solutions can be offered to the characters? Are any forms of conflict more prevalent? What does this tell us about the graphic novel as a whole? What do we know about the characters? What new characters have we met in this section? How do we learn about the characters? Are any character traits from earlier sections developed further in this section? If so, how? What to Complete At least three (3) examples of literary devices, including their use (i.e., the sentence it appears in) At least two (2) allusions or references, with explanations All four (4) connections must be made, written in separate sentences, with headings for each type of connection A theme statement At least three (3) types of conflict Reason behind each conflict found Resolution to each conflict found At least three (3) character traits for each character Identify what type of character (protagonist, antagonist, flat, round, dynamic, static) State how/why character develops.

4 Literature Task Literary Luminary Identify Literary Devices and the Sentence they Appear In Literary Device 1: Sentence it appears in: Literary Device 2: Sentence it appears in: Literary Device 3: Sentence it appears in: Identify and Explain Allusions Allusion 1: Explanation: Allusion 2: Explanation:

5 Literature Task Big Connector Connections Made Text to Text: Text to World: Text to Self: Text within Text: Theme Statement Theme:

6 Literature Task Peacemaker Identify Conflicts, the Reasons behind Them, and Provide Resolutions Type of Conflict 1: Reason behind Conflict 1: Resolution to Conflict 1: Type of Conflict 2: Reason behind Conflict 2: Resolution to Conflict 2: Type of Conflict 3: Reason behind Conflict 3: Resolution to Conflict 3: Type of Conflict 4: Reason behind Conflict 4: Resolution to Conflict 4:

7 Literature Task Charley Identify Character Types and Their Development Character 1: Type of Character:,, How/Why Character 1 Develops: Character 2: Type of Character:,, How/Why Character 2 Develops: Character 3: Type of Character:,, How/Why Character 3 Develops: Character 4: Type of Character:,, How/Why Character 4 Develops:

8 Question Workbook Summary & Setting Written Component 1. Summary of Graphic Novel: /10 2. Describe a significant setting of the graphic novel in detail (location, time of year, historical/time period, etc.): /5

9 Question Workbook Setting, Character, Conflict 3. How does the setting compare to or contrast with a time/place that you have experienced? /5 4. Describe the protagonist (physical appearance, personality traits, habits, interactions with others, etc.): /5 5. Based on the above description, identify how their characteristics contribute to and affect the events or situations occurring in the story. /5

10 Question Workbook Character & Theme 6. How is the protagonist like or unlike you or people that you know? Can you identify with the protagonist? Do you agree or disagree with the protagonist s choices? /5 7. List five topics (as a word or phrase) explored/discussed in the graphic novel and provide examples of each: /10 Topic 1: Topic 2: Topic 3: Topic 4: Topic 5: 8. Based on the above topics you have found in the graphic novel, select the two most dominant topics and develop two theme statements for your graphic novel. Theme 1: /4 Theme 2:

11 Question Workbook Theme Composition Visual Theme Composition 9. Complete the following: Using Movie Maker, Photo Story, or PowerPoint, create a visual representation of one of the above themes. Be certain to include appropriate images, video clips, and music (lyrics or instrumental music must capture the essence of the theme). Consider colour, font style, and transitions when portraying the tone of your theme. If using PowerPoint, please print the slides with multiple slides per page and include with the booklet. Visual Composition Rubric /12 Category Level 1 Level 2 Level 3 Level 4 Thinking/Inquiry derivative or clichéd Visual elements show some original thinking creative and original creative, original, and sophisticated Depiction lacks depth, and/ or complexity Depiction demonstrates some depth, and/or complexity Depiction demonstrates appropriate depth, and/or complexity to suit the purpose and audience Depiction demonstrates insightful depth, and/or complexity, yet maintain audience interest Communication visual elements are unclear visual elements are partially clear visual elements are clear and effective visual elements are presented logically and in an original way rarely engaging engaging some of the time engaging most of the time thoroughly engaging visual elements reflect a limited sense of the intended purpose or audience visual elements reflect an attempt to suit the intended purpose and audience visual elements are appropriate for the intended purpose and audience visual elements are skillfully suited to the intended purpose and audience Application of limited effectiveness somewhat effective effective highly effective Choice and use of technology is limited Choice and use of technology is adequate Choice and use of technology is effective and appropriate to the purpose and audience Choice and use of technology is sophisticated Overall Expectations: Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques; Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.