Copy - Module-6

MODUL 6

Lernen über Biodiversität mit Comics und Webtoons

Von der Europäischen Union finanziert. Die geäußerten Ansichten und Meinungen entsprechen jedoch ausschließlich denen des Autors bzw. der Autoren und spiegeln nicht zwingend die der Europäischen Union oder der Europäischen Exekutivagentur für Bildung und Kultur (EACEA) wider. Weder die Europäische Union noch die EACEA können dafür verantwortlich gemacht werden

BioYouToon © 2025 by Erasmus+ Youth Project is licensed under CC BY 4.0.

Activities

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ACTIVITY N.2

ACTIVITY N.1

ACTIVITY N.3

What kind of practical activities (NFE) are you going to implement in order to transmit the knowledge?

Activity N.1

Activity Title “The Power of Visual Storytelling”

Session Description

Learn Check /Debriefing

Main Aim

NFE methods

Tips For The Trainer

Materials and preparation

Handouts

What kind of practical activities (NFE) are you going to implement in order to transmit the knowledge?

Activity N.2

Activity Title “What is a story: the elements and structure”

Session Description

Learn Check /Debriefing

Main Aim

NFE methods

tOOLS

Tips For The Trainer

Materials and preparation

Handouts

What kind of practical activities (NFE) are you going to implement in order to transmit the knowledge?

Activity N.3

Activity Title “Comic Jam Session”

Session Description

Learn Check /Debriefing

Main Aim

NFE methods

tOOLS

Tips For The Trainer

Materials and preparation

Handouts

Download EvaluatIon

Quellenverzeichnis

Winston, K. (2023). Visual Storytelling Techniques & Examples.

Spears, J. (2022). Adventurous Child. The Power of Visual Storytelling.

Kelly, M. (2015). Visual Communication Design as a form of Public Pedagogy. *Australian Journal of Adult Learning, 55*(3), November.

Marco Vignudelli - SpostaMenti Associazione. ClimART 2.0. (2023.). Storytelling techniques.

Wellen, L., & Ramos, E. (2019, November 5). Comic Books to Graphic Novels: Ways to Help Students Learn to Read.

Chapell, C. (2023, November). Comics Academe: Comics are a Graphic Education for Dyslexic Readers. *Women Write About Comics*.

Nanay, B. (2009). *The Journal of Aesthetics and Art Criticism, 67*(1), 119–129.

Picture your story. (n.d.).https://erasmus-plus.ec.europa.eu/projects/search/details/2018-1-NL02-KA205-002053

Lascaux caves in southern France

Nausicaä of the Valley of the Wind

Bernie Krigstein’s Master Race(1955)

Persepolis

Artishoke Tales

Tools

• Scanner
• Laptop

Learn Check /Debriefing

The trainer should go to each individual team and engage with every group’s brainstorming process. Questions of the following character might help to develop the stories further: What is the story about? Who does it want to show us? What is exciting about this story? What is happening, and where is it taking place? What are the goals of the protagonist/s? What obstacles do they face and have to overcome? Do you think you’ve gained a better understanding of story elements? What questions or concerns do you still have about story creation and the process involved?

Learning Objectives

Introduction

Activities

Evaluation

Module References

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Learning Objectives

Introduction

Activities

Evaluation

Module References

Download

Materials and preparation

• Print out of this step by step tutorial for creating a storyboard titled:
• Creating a basic Storyboard for a Comic Book.docx
• Paper
• Ruler
• Pencils, pens, markers (coloured and black)

Learning Objectives

Introduction

Activities

Evaluation

Module References

Download

Learning Objectives

Introduction

Activities

Evaluation

Module References

Download

Learning Objectives

Introduction

Activities

Evaluation

Module References

Download

Learning Objectives

Introduction

Activities

Evaluation

Module References

Download

Tips For The Trainer

• This activity should facilitate an open discussion and analysis of the created stories without judging them. The trainer should attempt to guide the participants into the creation of new final stories.
• Encourage people that are insecure in their drawing skills.

Learn Check /Debriefing

Reflective Dialogue: We will go over the aspects learned and return to elements of the comic books that made an impression and intuitively motivated the content of the game, for example the layout, the colors, the speech bubbles and the characters.

• Questions to pass in the round:
• Were there any surprises or insights that emerged during the session?
• What are the differences between textual and visual storytelling?
• Describe the transformation between text and drawings.
• What is the sense of time in the comic book excerpts that were handed out?
• As readers did the participants feel engaged in the stories they analysed.
• Would the participants feel interested in learning through the art of comic books?

Learning Objectives

Introduction

Activities

Evaluation

Module References

Download

Energizer: A quick round where a basic story concept will be whispered into the ear of one participant. Each participant has to ADD an element to the story, and whisper it into the ear of the next person. At the end, we will write the paragraph on the board with the whole story. The trainer asks the question: What stands out of this story and why? This will take 1o minutes. Phase 1: The aim of phase one is to summarise an excerpt of a comic book and to reflect on the power of visual storytelling.

• Half of the group will receive handouts of “The World of Edena” and the other half will receive handouts of “Nausicaа of the Valley of the Wind.” Participants will take 5-10 minutes to look into the handout and read it.
• After the time is up, each group will pose questions about the comic handout and story to the other. 6 rounds of questions will help the group understand the story and theme of the comic.
• In this regard, each group has to answer each question. For example, if Group A asks Group B ” Who is the main character in the excerpt?”. After answering, Group A has to also answer the same question and then give Group B the word to ask questions.
• A person from each group writes down the answers.
• The groups swap the comics and compare the collected answers to the contents of the comics.

This phase will take up to 40 minutes.

Phase 2:The aim of phase 2 is to let the participants experience how text translates into image.

• The participants are asked to form groups so that there are 6-8 participants per group.
• They are given out sheets and pens and are told a certain set of rules.
• Everyone in their group writes a sentence or a word that should restart or add to one of the stories analysed before. Each person passes the paper over to the person sitting on their left, who has to then draw something based on the written text. The drawer has to then pass the sheet to the next person who has to describe via text, what is taking place in the drawing.
• The participants continue to pass the sheet until it returns to the person that began the round. The participants are only allowed to view the prompt of the previous person and must hide it from anybody else.
• At the end of the game, the last person is allowed to unfold the sheet and everyone is allowed to look at it.
• The sheets are then presented to each group. Every person describes their own text or drawing and the reasoning behind it.
• Everyone shares their impressions from this game.

This phase will take up to 40 minutes. The activity is designed for a maximum of 16 people for the total duration of 90 minutes.

Tips For The Trainer

• This session is all about being creative, understanding what a story is, how it is crafted, and how universes are formed. Keep it loose, revert to the examples, and make sure to engage with the participants by asking them what their thoughts are.
• When you feel you are losing the interest of your audience, skip to a visual example and engage with them. It is more important to keep them interested than to condense all the information in the manual.

Energizer: A story cube will be used to activate the whole group. This is a dice with different illustrations on each side. The participants are free to interpret the symbols. The group has to create a story together, and for this purpose, they need to use a story cube to help them develop an introduction, development and conclusion of the story. Each participant has to add a new sentence to the story with the help of the story cube. The trainer will write down the story in the meantime on a board. This will take up to 20 minutes. Phase 1: Watch this If You Can't Answer These 6 Questions You Don't Have A Story - Glenn Gers

• The participants will be given a “Crafting Compelling Stories” copy. They will be given 20 minutes to go over the guide on their own.
• Afterwards, they will go over the elements of the guide with the trainer beginning with:
• A description of what a story is
• An overview of what an „idea” can be
• An overview of developing characters and how to make them interesting
• A review of antagonists
• An overview of basic story structure
• And a review of the three-act structure and plot points
• The trainer will play 2 videos on the beamer:

https://www.youtube.com/watch?v=kFsI1uK9q44https://www.youtube.com/watch?v=7pZnl3oPrX8

This will take up to 20 minutes. Phase 2:

• Go through “Artichoke Tails” digitally (pick random 20 pages of the comic book). How can you apply what you have just learned for constructing a story to analyse and understand the intentions behind the comic book? See if you can define the characters, how the world is built. What is happening in the story? How are the characters expressing themselves?
• Everybody writes down their insights on a piece of paper and shares them with the group after 25 minutes.

This activity will take up to 30 minutes. Phase 3:

• There are links from examples in the guide, as well as the videos downloaded, in the folder, labelled properly. The participants choose 1 video of this folder to watch individually. https://drive.google.com/drive/folders/17r6UNiWkH0MSjWKrOcWN0ciiw_tscFz7?usp=drive_link
• Each main element will be supplemented with a basic exercise (as described in the guide), where the participants break out in groups of 2-3 and discuss/create what’s requested. The groups are defined by the trainer. By the end of the phase the participants will have created the concept of a story with all its elements.

This will take up to 30 minutes. 10-16 participants This will take in total up to 100 minutes.

Learning Objectives

Introduction

Activities

Evaluation

Module References

Download

Learning Objectives

Introduction

Activities

Evaluation

Module References

Download

Energizer: The group will create a sort of a comic jam. The group will be divided in two by the trainer. A paper is being folded to create boxes for drawing equal to the amount of people in a group. One person starts a story by drawing in the first box, then proceeds to pass the paper to the next person on the left, without showing the drawing to anybody else. The drawing continues in this order, until it reaches again the person that started the story. The only rule is that each person can see only the previous drawing. When finished, people look at the created comics and comment on them. The participants might use the theme of biodiversity if they are struggling to come up with an idea for the first drawing box. This will take up to 20 minutes. Phase 1:

• The “Create a basic storyboard guide” is being handed out to the participants.
• The participants use it to analyse the short comic strips they created together during the energizer.
• A few questions might help the group to gain an understanding:

- Are there any narrative or speach bubbles used in the comic? If yes, how are they different from an only-pictorial-box? - What are the different perspectives used in the boxes? How are they creating a different impact? - Who are the characters and the main plot points?

This will take up to 25 minutes. Phase 2:

• By identifying the characters, the structure and the tone in phase 2, the participants will now use the gained knowledge to plan and structure a one-shot storyboard for each story of the comic jam. This will happen with the help of the guide for creating storyboards.
• Each storyboard will be then presented by the person sitting on the left side of the creator. For that one might consider summarising the main plot, the setting, the characters and the feeling of the layout.
• Afterwards, the comic is passed on in the circle.
• In the end the creator of the storyboard reveals his own perspective of the storyboard.

This might take up to 40 minutes. Phase 3: 3 people volunteer to put together all the storyboards in one zine that is scanned and distributed to everyone that took part. This might take up to 40 minutes. 10-16 participants This will take a total of 125 minutes.

NFE Methods

• Drawing in a playful manner in a group
• Group discussion and analysis
• Braindrawing

Learn Check /Debriefing

• The participants are asked to identify the character, the obstacle, the universe and the goal of the final storyboards as well as to summarise it in a few sentences.
• The participants share in a circle what they learned during th activity.

Handouts

Print out of: Hayao Miyazaki - Nausicaa of the Valley of the Wind, Vol. 1 of 5 (Vol. 1,2 of 7)-VIZ Media LLC (1995) Hayao Miyazaki - Nausicaa of the Valley of the Wind, Vol. 1 of 5 (Vol. 1,2 of 7)-VIZ Media LLC (1995).pdf Print out of: The World Of Edena” comic strip excerpt TheWorldOfEdena.pdf

Learning Objectives

Introduction

Activities

Evaluation

Module References

Download

Tools

• Story Cubes (uniquely crafted dice depicting ideas for characters, setting, plot and conflict - which we will prepare in advance for the session).
• A board with markers to write on
• A screen and/or beamer and a computer or laptop for viewing

Learning Objectives

Introduction

Activities

Evaluation

Module References

Download

Handouts

• Story cubes

https://www.storycubes.com/en/games/rorys-story-cubes-actions/

• Printouts of the Story Guide for “Crafting Compelling Stories” created by XArts

(Crafting compelling stories - a basic guide by X-Arts.docx)

Main Aim

• The main aim is to introduce visual storytelling through the art of comic books,
• and to relay (and display) the benefits of using comics to enhance comprehension and engagement, which are essential assets in education.

Learning Objectives

Introduction

Activities

Evaluation

Module References

Download

Learning Objectives

Introduction

Activities

Evaluation

Module References

Download

Tips For The Trainer

• Before starting phase 2, encourage the participant to have a good look at the handouts.
• Encourage the participants to take phase 2 lightly and to maintain playfulness.
• During the reflection pay attention to the details of the words and drawings used by the participants and the connection to the comic book examples.

Learning Objectives

Introduction

Activities

Evaluation

Module References

Download

Materials and preparation

• Visual material to view during the activity:

https://www.youtube.com/watch?v=kFsI1uK9q44https://www.youtube.com/watch?v=7pZnl3oPrX8

• Printouts of the Story Guide for “Crafting Compelling Stories” created by XArts

(Crafting compelling stories - a basic guide by X-Arts.docx) Think about:

• Character Design:
• the importance of visual design in creating memorable characters.
• how character expressions and body language can contribute to storytelling.
• World-Building:
• How can new worlds help with visual storytelling?
• What is a good balance between visual storytelling and textual elements in conveying settings?
• There are links from examples in the guide, as well as the videos downloaded, in the folder, labelled properly. https://drive.google.com/drive/folders/17r6UNiWkH0MSjWKrOcWN0ciiw_tscFz7?usp=drive_link
• Link of digital copy of “Artichoke Tales”: Artichoke Tales _2010_ _Mr Norrell-Empire_ (newcomic.info).pdf

Main Aim

• The purpose of this activity is to create basic storyboards and to present them to the group for feedback. (one-shot comic).
• The participants will learn how to plan and structure a storyboard.
• The activity will start as a Comic Jam Session:
• Provide a collaborative session where participants combine their stories into a mini-comic book zine. The created story prototypes are the basis for discussion and further development. By creating and then deconstructing their stories the participants learn to look from different perspectives at their stories.
• Share and celebrate each other's creations.

Learning Objectives

Introduction

Activities

Evaluation

Module References

Download

Learning Objectives

Introduction

Activities

Evaluation

Module References

Download

Learning Objectives

Introduction

Activities

Evaluation

Module References

Download

NFE Methods

• Voluntary participation through an overview
• Collective collaboration through activities and group sessions
• Dissection of concepts into understandable pieces
• Entertaining analysis of already existing works for participative real-life learning
• Gameplay

NFE Methods

• Encouraging participation through group exchange
• Practical knowledge building through doing (application)
• Participatory practice by creating a story as a group
• Engagement and expression
• Finding unique modes of expression through storytelling and visualisation

Materials and preparation

• We will distribute the following examples of two comic books/graphic novels for phase 1.
• Print out of: Hayao Miyazaki - Nausicaa of the Valley of the Wind, Vol. 1 of 5 (Vol. 1,2 of 7)-VIZ Media LLC (1995)
• Hayao Miyazaki - Nausicaa of the Valley of the Wind, Vol. 1 of 5 (Vol. 1,2 of 7)-VIZ Media LLC (1995).pdf
• Print out of: The World Of Edena” comic strip excerpt
• TheWorldOfEdena.pdf
• A board with markers for writing,
• We will distribute paper and drawing/writing supplies for phase 2.

Learning Objectives

Introduction

Activities

Evaluation

Module References

Download

Learning Objectives

Introduction

Activities

Evaluation

Module References

Download

Handouts

Print out of this step by step tutorial titled: “Creating a basic Storyboard for a Comic Book” Creating a basic Storyboard for a Comic Book.docx

Learning Objectives

Introduction

Activities

Evaluation

Module References

Download

Learning Objectives

Introduction

Activities

Evaluation

Module References

Download

Main Aim

• The aim is learning through analysis. We will take a look at the manual created by XArts and discuss themes such as:
• The storyline, the characters, the plot, the challenges and obstacles the characters are facing and the resolution.
• We will delve into the importance of backstory and how this is revealed, as well as impactful methods of revealing challenges without being too didactic or obvious.
• We will look into the differing ways characters can be interesting and entertaining.
• We will investigate the role of dialogue, how it’s used as a revelatory tool to move the plot along as opposed to merely stating circumstances.
• We will discuss the three-act structure and plot points.
• We will apply these elements to our own stories in breakout sessions.