SY 2012-2013 1st Semester Lesson 13: Movement 2 – Comics Layouting

Slides: 2012-2013 G10 L13: Movement 2 – Comics Layouting

Xavier School  |  Grade 10  |  by Josiah Gosingtian

M13 featured image

This was my last lesson for my sophomores; I’m glad I had enough time to make it fit.  We weren’t able to tackle Photoshop, but even if we did have the time, the license / software hadn’t arrived.

We started out with creating a sense of movement in a single page, then to movement through a narrative.  Here, we create a series of images to show the illusion of movement through time.  I’ve included in the slides the parts that I demonstrated live (like part 2.5 in the file).  They were made to choose parts of the stories they wrote during the previous lesson (Movement 1.5 – Narrative Structure), and were then asked to figure out which scenes were more important.  They had one meeting to make sketches and plan their layout, and another to finalize their drawing.

In hindsight, this could have been a major assessment, as all of the previous lessons could be applied here.  It was a bit too tight schedule-wise, though, and I would not have been able to warn my students early.  If you would like to try the activity, check out the selection of work here, then select parts of a story you like (say, #s 3-6 of the 2nd story), decide which scenes are more important than the others, and create your layout.  🙂

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Selection: My Sophomores’ Exquisite Corpse Stories

2A:

I could never go back, not after what I saw.

1.

While I was walking in the alley, I heard screams as strong as thunder.
Due to my curiosity, I ran as fast as I could to check it out.

2.

There I saw a crowd.
I heard a loud voice in the middle of the crowd, shouting my name.

3.

I was puzzled and (unintelligible) thinking does somebody want to kill me?

Am I going to die today?

4.

I made my way through the crowd and found the source of the sound.
It was a friend of mine and, on her lap was my corpse.
I then looked at myself wondering how my corpse is on her, until I realized I have been dead for a year.

5.

Yet I wonder what the cause of my death was and pondering, who killed me.
I ponder on this thought for a moment while staring at my friend who holds my corpse.

6.

Then I realized that my feet were chewed off…
I decided to begin a journey, no, more like a quest, to find my killer and avenge my past.
Then, this image popped out of my head: a hooded person with an axe.

7.

He said to me, “You are just like me and I am your future.”
“I was once like you, alive but dead.”

2B:

On the 12th day, I had my revenge.

1.

I went to his house with the blade my father gave me.
“Hurt those who have hurt you.”

2.

I abandoned the thought of my conscience.
I knew this had to be done.

3.

I approached him with heart-filled rage.
I draw the blade — the blade to end it.

4.

I screamed in rage.
I stabbed him.

5.

And continued beating him.

6.

My hunger for revenge is unsatisfied.
This discontent brought me to do more stuff.

7.

I skinned off his face and wore it as a mask.
I went to his parents’ room — “Hi mommy.”

8.

There was no specific reaction in their faces.
They were easily convinced that I was him.

9.

I then took the body of their son.
I threw it before them with it bleeding into the carpet.

10.

Then I killed the mom and dad.
And blood was now all over the place.

11.

I’ll let others clean up.
It’s getting late, after all.


2D:

I could never go back, not after what I saw.

1.

It was 7 o’clock in the morning and I just woke up.
I heard a girl shout again and again.

2.

I wanted to find out what happened.
Out of curiosity, I got up and went outside of my dorm.

3.

I forgot to wear my underwear, but I still went out despite the pouring rain.
I followed the shouts and saw 2 shadows against the wall, one on the floor, one on top of the other.

4.

I heard two people struggling with each other.
It is like they are doing something, something unusual.

5.

I got a baseball bat and slowly approached the sound.
As I go nearer to the source, a loud scream.

6.

I got to see the view clearly now: Inside a gold-and-red oriental Chinese room filled with lucky cats and Buddha statues, I saw a young Chinese woman, 5’3″ and wearing a dragon boat festival dress being robbed by a Hispanic male, around 13 years old, wearing a candy-cane-striped ski mask and holding three crescent sickles in both of his hands.
The robber stood above the Chinese woman laying on a fur bear rug, crying while her thick purple make-up smudged on her face, and after seeing her dalmatian-husky hybrid lying on the floor dead, I ran away screaming into the darkness.

7.

I quickly ran into my dorm and shut the door.
I can still hear the sound of the girl and the robber.
I quickly called the police using my walkie-talkie.  It didn’t ring…
Suddenly, I heard someone knocking on my door.

2F:

I have found the truth about this world.

1.

Berns is actually the Omniscient Global Empress.
He has epic plans for Galactic domination.

2.

A world military state will be established soon.
Everyone will be serving in the Kawaii Army.

3.

Anyone who opposes shall be crushed and disintegrated.
Everyone will kneel before Berns and the Kawaii Army!

4.

They have expanded their empire until the planet Pluto.
And they have deployed a fleet to conquer the neighboring galaxy.

5.

It’s called Hong Ma and they are inhabited by the Corrorians.
He commanded 1000 fleets to vanquish all resistance.

6.

Both insanely large empires agreed to stage the epic battle at Uranus.
As both armies rush to the supposed stage battle, the Corrorians brought out the anti-Kawaii pillar.

7.

Both sides were really scared for this epic battle but they had no choice, this battle needs to end.
There is no good effects of war there is really no victor both side suffer.

8.

The Kawaii Army had a lot of casualties but there was a burning desire inside the hearts of the soldiers so they were able to turn the tide of the battle.

9.

“God loves you,” said a stranger in a coat.
“Yes,” Berns the historian said.

10.

They went to a coffee shop to drink coffee and eat some cake.
They talked for a long time.

11.

They won the battle and they celebrated for many years.

2G:

5 AM: the alarm rang.

1.

The sun hasn’t risen, and neither have I.
“A lazy day,” I thought, or at least wished.

2.

I’m just gonna stay in my bed and look at the ceiling.

3.

Think about how my life is going…  Dammit, life sucks…

4.

I should really do something new today, maybe.

5.

But no…  I’m feeling a bit lazy, chips?  Perhaps?

6.

Or maybe I should just settle for some good morning breakfast?
Juice or coffee?  Hmm…

7.

I don’t know.
I’m still lying down, tired, broken, and feeling a little nauseous.

8.

I still can’t remember a thing.
Here I am, on my bed, thinking.

9.

What am I gonna do with my life?
I can’t just throw it away and always do this.

10.

I got up and moved to the living room.
What happened here?!

11.

Why is it wet and all messed up?
Oh, I remember now…

12.

The pieces of my memory are coming back.
This wet thing, it’s pretty sticky too.
Beer.

13.

Her face haunts my memory.
I can’t get that disturbing image out of my mind.

“She was like the night…”

1.

I couldn’t see her.
She was blending into the darkness of the room.
Her breasts brushed my arm.

2.

Yea.
I feel the sensation of my body being aroused.

I can’t control it.

3.

She’s very mysterious.  You couldn’t know what she’d do next.

4.

She asked if I had money.
I couldn’t answer straightly.

5.

I had to think for a second.
Finally, I found some money on the floor and rented a room.
For two.

6.

We got to know each other, talking ’til midnight.

7.

Sharing stories about each other’s lives and got some drinks to lighten up the mood.

8.

So we drank, and the more we drank, the more we shared.

9.

Time passed quickly, and soon I started to feel a little dizzy…  No, nauseous.

10.

I started feeling the warmth spreading across my body.
Sweating, I sat down and knocked over a few bottles…
Damn.

11.

I got up and got a rag and when I reached the bedroom, everything went black.

Daily Doodle: Bird Creature

Daily Doodle: Bird Creature

Something for my Grade 7 and 8 art club’s next lesson (fantasy creature design).

SY 2012-2013 1st Semester Lesson 12: Movement 1.5 – Narrative Structure / Exquisite Corpse Writing Activity

Slides: 2012-2013 G10 L12: Movement 1.5 – Narrative Structure / Exquisite Corpse Writing Activity

Xavier School  |  Grade 10  |  by Josiah Gosingtian

M12 featured image

It was always hard for me to get started with drawing.  Blank sheets feel intimidating.  I felt like my marks on these pristine white surfaces would defile them, especially when I’d make a mistake.  Over the years, I’ve tried different ways to kickstart my mind for drawing ideas, and I thought it would be great if I could share them with my students.  I’ve shared one here before (Lesson 3).

The next lesson will be about comics and layouting.  It’s the third and last part of the lesson on movement, and requires my students to use what I’ve taught them before, such as Unity (Lesson 4).  Now, I thought that if I have so much trouble coming up with drawing topics, how much harder would it be to draw a series of images, all tied together by a narrative thread?  I started thinking about my experiences back in college with my writing org, UP Quill.  We played writing games when we felt like it; one of them was Exquisite Corpse…

(I initially wanted to teach my students how to play Renga but it might take too long — I have around 38 students per class.)

EDIT:  I’ve had a few classes do this activity already, and it’s been quite an eye opener.  I really do have to keep the context in mind, such as the fact that this is an exclusive boys school, and they’re in Grade 10.  Just from that, I should’ve warned them to “keep it classy”…  You may have noticed that I have a post here that’s password locked.  I’ll open it up when all of the classes are done with the activity.  It’s definitely interesting, though, some are, um, NSFW.
I’m glad that it worked, though.  I’ve rolled out Lesson 13 already; it seems like my students are enjoying reading each other’s work, and having fun drawing them, too.  Bump my fist!  Do it!

SY 2012-2013 1st Semester Lesson 11: Movement

Slides: SY 2012-2013 G10 L11: Movement

Xavier School  |  Grade 10  |  by Josiah Gosingtian

M11 featured image

You might have noticed that I didn’t teach the Principles of Design in order or in topic groups (as in, all Elements of Design first, then all Principles of Design).  It didn’t seem natural to do it that way.

A major point in the lesson is the creation of a sense of urgency in illustrations.  How do you make the scene more interesting?  How do you create that sense of something happening?

One of the things that made me do Lesson 9 (How to Draw Something You Don’t Know How to Draw) was how my students would ask me how to draw someone running.  And all of them drew something like the first runner below.

Image

People can run that way, but they complained that their “running guys” don’t look like they’re running.  My tip was simple: make him slanted forward.  It emphasizes the direction he’s going, adding a “speed” factor, making it seem like he’s actually putting effort into it.  I hope the graphic makes the comparison clear.

Now, if you take all of this talk on diagonal lines and apply it to the running guy, you can do all sorts of cool stuff.  Let’s mess with the ground he’s running on.

ImageImage

It’s a gentle incline, but making it slant upwards makes it seem like a harder run than when it’s downwards.  It’s a simple thing, but it’s pretty cool right?  My students often worry about the “simplicity” of their work, and I always say that it’s fine.  What matters is that they’re able to get their message across properly.

Protected: Sophomores’ Exquisite Corpse Stories (Student Access Only)

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Up Next / Possible Projects / Experimenting on Humans

I’m currently working on a “Bounty Board” where my students can choose missions (projects) with specific requirements and deadlines that are done beyond the requirements of regular class.  These missions will involve more than just, well, drawing stuff.  They’ll be pretty quirky (involving work that could require a student to do it outside of school, or even in public) and, I’m hoping, extra fun to do.  Mercenaries and missions.  I’m a dork. 8)

Here in Xavier, teachers can only give 6 graded assessments per grading cycle; it doesn’t sound like a lot, but it’s enough space for me to play with this concept, which is essentially a form of “Choose Your Own Assessment”.

Even before I decided to teach, I already had an idea for a game / activity I wanted to run in class.  I would need the cooperation of an English and Math teacher.  The English teacher would establish the story and situation, acting out (or dramatically reading) story lines as they happened.  The basic idea would be that the class’ members are part of an empowered body whose abilities keep their home city from destruction, at the hands of their enemies.  Something causes the unit’s attention to waver, and upon their return, the city is under siege.

Depending on the story, I will be dividing the students into groups.  Each of them will be tasked with solving a series of mathematical puzzles, and their successes and failures would translate into salvation or destruction in each part of the city.  Situations could range from considering personal desires (saving only people you care for) or the greater good (saving as much as you can, even at the expense of a few who are dear to you).  Students will be free to take harder challenges for greater success (succeeding in a hard challenge could allow you to save a whole family from an attacking group of bandits, with partial success meaning the death of one or two members, and failure meaning the success of the attackers).  My part in this would be with providing an on-the-spot visual representation of what’s happening.  Projected on-screen would be the city map, with special parts enlarged or emphasized.  If a fire were to break out somewhere, I would draw it where it happens…  At the end of the activity, the teachers could write a summary of events to go with the visual results, which we could compare with the products of the other classes.

…  I really want to do this!  It doesn’t have to be a Math thing.  Math could be just one part.  I could involve, heck, PE if I wanted to.  (Your teammate has been disarmed, his weapon lying a certain distance away from you.  It seems that an enemy has noticed the weapon.  Picking it up could help you defeat more along the way, but failing would increase the difficulty of the next tests.  To reach it, you need to run to the end of the room within 5 seconds.  What will you do?)

Xavier’s new visual arts room (my room) has some pretty horrible acoustics.  The echo gets pretty nasty; one of our music teachers reported pain in his ears while three of us were having a regular conversation.  Yes, it gets really noisy when some of my classes come in, and it’s hard to be heard.  I decided to experiment with a few things to see if I could modify their behavior.  My first hypothesis: if the room is too cold, the chances of students standing up and walking around (or even running around — the room is that big) goes higher because they’re trying to warm themselves.  My second: the layout of the tables matters (that’s pretty obvious though, I suppose).

Testing the first hypothesis was easy; quite literally done after pressing a button.  I haven’t had any wild runners in class after increasing the room’s temperature.  *High five self!*

Originally, I had 6 long tables that could be used by up to 8 students together, arranged in three rows, the lengths going towards the screen / whiteboard.  This layout allowed students to talk to the guys on the other tables easily, and it took me longer to go around to check their work.  I transformed it into a U-shape, which allowed me to look at everyone (and their work) from a stage-like center space.  It became a lot harder for my students to be inattentive, and the room became more spacious.  Overall, a success.

SY 2012-2013 1st Semester Lesson 10: Planning, Concept, & Execution

Slides: 2012-2013 G10 L10: Planning, Concept, & Execution

Xavier School  |  Grade 10  |  by Josiah Gosingtian

M10 featured image

Art class isn’t just about making collages and painting random things.  There’s a lot of thought and effort involved in creative activities, and I feel a need to address the “underestimation cycle” in this school.

Some of the administration believe that since Xavier School is not an art school, art classes should focus on art appreciation more (versus art production).  I don’t agree.  I’ve talked to both Xavier graduates and students about their art class experiences, and it’s been the same song: the old way of teaching art here (side note: it’s great that the old guard is gone) involved a lot of simple work that didn’t make sense to the students.  They didn’t know how basket-weaving or making collages was relevant to them.  Combine that with the strict “discipline” of the old school, it has practically crippled both students and graduates’ confidence in their creativity.  (A popular story: a former teacher would declare to the class how their works were horrible, “This is not art!”  The same guy would also crumple student work before them if they didn’t meet his standards.)

Low Expectations -> “Simple” and Irrelevant or Demeaning Teaching / Work -> Low Creativity Self-Esteem -> Poor Student Output -> Low Expectations…  It’s a downward spiral.

It’s been proven that when teachers raise their expectations of their students, student performance improves.  My fellow art teachers and I have been doing exactly that, or at least, we’re trying to.  Some context for the batch I’m handling: these guys haven’t had an art class for about 2 or so years, and their previous experiences with art have been as I had mentioned in the underestimation cycle.  I decided to teach them as much as I could, without having to baby them with “just the basics”.  I’m aware that some of my requirements could be hard for someone who is just starting to get into certain design concepts, but the fact is that my students have been able to do it.

One thing I noticed is that the best work comes from the students who worry about their work the least, which feeds the idea that confidence plays an important part in creativity.  My students may not be aware of it now, but creativity is what will separate them from the dime-a-dozen college graduates who will be applying for the same jobs as them, if they don’t actually create their own jobs.

A little tip regarding the WHY and HOW in the slides:  WHY is what the remixed school exists for, and HOW is how the school enables its students to achieve the WHY.

ART WORKS Extra-Curricular Activities Club | Group Drawing

I owe you a ton of Daily Doodles, and as a peace offering, I’d like to show you the last activity I had my Art Works club members do.  It was a group drawing activity with permanent markers and Manila paper…  I forgot to prepare for when the markers’ ink goes through the paper.  I’m just glad that none of the penis drawings transferred on the tables.

 

ART WORKS Extra-Curricular Activities Club | Group Drawing

SY 2012-2013 1st Semester Lesson 9: Logo Design, and How to Draw Something You Don’t Know How to Draw

Slides: 2012-2013 G10 L9: Logo Design, and How to Draw Something You Don’t Know How to Draw

Xavier School  |  Grade 10  |  by Josiah Gosingtian

M9 WTF

The next graded assessment was planned as a major project that would be done by groups, with (visual) remixing as its main topic.  Logo design was going to come into play, so it was only natural for me to have a quick lesson on logo design concepts before the major project.  The How to Draw Something You Don’t Know How to Draw part wasn’t part of the plan until I realized just how many of my students have asked me this question in various forms.  How do I draw this?  How do I draw that?  It seems like almost everyone got the point of this one, though, which is great.

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