Other students were able to add text and bubbles with relative ease. Some students included speech bubbles outside of the frame and captions in order to provide the reader with additional information about the story-these elements are often seen in comics. They experimented with elements of the comic medium. While creating individual comic strips, the students created title and speech bubbles in a variety of styles. All of the students also printed hard copies of their comics to share with the class during their final presentation on the last day of the program. Because the few students who owned computers did not have access to Macintosh computers at home, they exported their comics as HTML, images, or QuickTime files and emailed it to themselves. With guidance from faculty members, all of the students were able to successfully do this task by the third week.
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We learned that few of the students who used the digital camera to take pictures to upload into their project were familiar with how to upload pictures to the computer. Some of the students drew their own illustrations and scanned them into the computer. Most of the images students used were downloaded from the Internet, pictures they saved on their UB drives, or pictures downloaded from a personalized site, which was established to store pictures students were taking in class using a digital camera. None of the students used the computer to draw images.
While working with the Comic Life Software, students dragged and dropped various images onto the page to digitally alter photos and graphics to look like comic drawings. Using Popular Culture to Promote Reading and Writing We found that all of the students were engaged while completing their tasks.
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The second project students created with the Comic Life Software was the group project previously described where they created their own graphic piece about a contemporary, controversial social issue. During lab time, student used techniques learned from the book Understanding Comics by Scott McCloud to explore concepts such as templates for manga and graphic novels. Students created narratives about their lives and used the software to produce a comic version of the story. The first project required that students write a comic strip about themselves. The students completed two projects using the Comic Life Software. There are many different filters, effects, word/thought balloons, templates, fonts that can be applied to create almost any type of document and turn text and images into a comic. The software had options for creating comics with different page layouts with boxes, images, and text. The Comic Life Software provided students with the opportunity to create their own comic in digital form.
This software application can be used to create greeting cards, photo albums, story books, instructional handouts and brochures, storyboarding video projects, and comics or graphic novels. Students worked on Macintosh computers to learn the Comic Life Deluxe Software. During the technology session, students used Comic Life Software by Plasq to create comics that merged visual images with the text.The importance of dialogue and image composition Through a visual portrayal of thoughts, sounds, actions, and ideas, training materials are turned into effective lessons that keep people engaged. Using sequential art, more commonly known as comic strips shows learners the larger picture. Comic strips in advertising peaked in popularity in the 1930's and 1940's, catering largely to people whose grasp of English was poor, but could follow the actions of comic strip characters.Ĭomics are now a well established tool in the education and training field. ĬOMIC ADVERTISING (1832): Using comics in advertising is an old strategy that may be on the verge of a revival, in part to the rising popularity of graphic novels.PANELS TEMPLATES GUTTERS CAPTIONS BALLOONS /4/comic-fun/ COMIC ’S COMPONENTSĪ weekly (and weakly funny) comic about IT outsourcing, written by Sandeep Sood and drawn by Aron Bothman. The purpose of using sequential art is to help readers develop empathy through dramatic narration and illustration. Scott McCloud in his book ‘ Understanding Comics ‘ defines comics as: “ sequential art”. Kean University Graphic Novels in Education
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