ArtManga Examples

Example 1

Example 2

Example 3

Emotional Exagerated Face

Masami Toku

Grades:
K ~ 4th

Objectives:
1) To understand the use of Cool vs. Warm colors to express emotion
2) To develop observation skill to discover characteristics of faces
3) To develop drawing techniques to exaggerate facial expressions effectively
4) To learn the technique of collage>
5) To learn the Elements of Art: Texture and Pattern>

Student materials:
Drawing paper (15" X 22"), Assorted construction papers, Assorted Tissue papers, Scissors, Glue, Oil pastels, Crayon, Markers, and others.

Teacher’s materials:
Slide examples of Mattise, Japanese caricatures from a weekly magazine, and previous students' artworks

Vocabulary:
1. Observation vs. Imagination
2. Realistic vs. Exaggerated
3. Cool vs. Warm colors
4. Feelings
5. Emotion
6. Mattise
7. Fauvism

Procedures:
1. (Introduction) Discuss the relationship between colors (cools & warm) and feelings
2. Practice first by sketching your face with drawing pencils by looking in a mirror to find the characteristics on your face (about 15 ­ 30 min.)

1. Choose an emotion to show your facial expression (e.g. happy, sad, surprise, boring, etc.)
2. Draw your exaggerated facial expression/emotion on drawing paper briefly.
3. Choose one basic color of construction paper which expresses your selected emotion effectively. Cut out an outline of your face.
4. Develop it with collage technique with assorted materials to create a 3-D (pop-out) emotional face.
5. Cover all negative space (background) with designs made with assorted materials
6. (Closure) Discuss the art project to confirm what they learned by looking at all artworks which will be hung on the wall at the end of the exercise.

After the Event and/or Story

Masami Toku

Grades:
5th ~ 12th G.

Objectives:
1) To understand the history of graphic narratives (narrative art)
2) To understand differences and similarities of spatial treatment in Western and Non-Western arts.
3) To understand the characteristics of Manga (Japanese Comics) which are different from American comics (e.g. the usage of creating space, time, and motion).
4) To develop visual literacy by creating the continuation of a particular event and/or story.
5) To explore the use of frame in Japanese comics (Manga) to create a sequential story.
6) To learn the Elements of Art: Space, Time, and Motion and the principle of design.

Student materials:
Slide examples of artworks demonstrating spatial treatment (Western vs. Non-Western art) and American & Japanese comic books

Teacher’s materials:
Art history books, illustrations, comic strips in newspapers, and/or manga.

Vocabulary:
1. Graphic narratives (narrative art)
2. Spatial treatment
3. Comics vs Manga

Procedures:
1. (Introduction): Discuss about the history and characteristics of comics by comparing narrative art
2. Choose one event or story which will be recognizable by the majority of people and develop a continuation of the story (e.g. the events of 9/11/01, Snow White, Cinderella, Peter Pan, Beauty and Beast, etc.)
3. Develop at least 4 visual images in conjunction with the after event/story based on the following outline:

1) Introduction
2) Supporting scene(s)
3) Transition(s)
4) Conclusion

4. Think about using different shapes and sizes effective frames.
5. Draw the visual images by using a combination of techniques from comic books.
(e.g. exaggerated, photographic, Bird's eye, and multiple perspective views)
6. Trace the visual images with a black marker.
7. Color the visual images and the background with color pencils, markers, and others.
8. (Closure): Discuss the art project to confirm what they learned by looking at all
artworks which will be hung on the wall at the end of the exercise.

ArtManga

Original Idea by Kinichi Fukumoto
Developed by Masami Toku

Grades:
7th ~12th

Objectives:
1) To understand the value of graphic narratives (e.g. comic strips and manga)
2) To understand the value of manga as a style of artwork.
3) To understand differences and similarities in style between manga and other types of art.
4) To express your impressions and emotions for famous artworks through graphic narratives.
5) To develop a story sequentially in 4-frames.

Student materials:
Drawing paper (9” X 12”), drawing pencil, eraser, pen and black ink (or black color marker), coloring materials (e.g. color inks, pencils, markers, and/or watercolors), and white-out

Teacher’s materials:
Art history books, illustrations, comic strips in newspapers, and/or manga.

Vocabulary:
1. Comic strips
2. Manga
3. Graphic narratives
4. Sequential story in 4 frames
5. Sequential art

Procedures:
1. (Introduction): Discuss the possibility of graphic narratives
2. Choose a famous artwork from which to develop your idea in a sequential 4-frame manga (comic strip)
3. Research the historical background and the artistic value of the artwork
4. Create your own images incorporating the famous artwork in the 4-frame manga based on the concept of Ki, Sho, Ten, and Ketsu (Introduction, Supporting sentence, Transition, and Conclusion).
5. The final piece should include the following things:

1) Title of original artwork, year, and the artist name.
2) The reason for selecting the artwork.
3) Brief background of the original artwork and/or the artist
4) The title and description of your own manga
5) Explanation of the main points of your 4-frame manga (if you can.)

6. (Closure)

Curriculum and Lessons

Lesson Title	Grades	Techniques	Theme and Key Words	Examples
ArtManga	9th - 12th Junior - High School	Drawings	Visual culture/Manga/ Graphic narratives	Example 1 Example 2 Example 3
After the Event/Story	5th - 12th	Drawings	Visual culture/Graphic narratives/ Manga's Grammar	Example 1 Example 2 Example 3
Exaggerated Face	K - 4th	Collage	Visual culture/Feelings/ Cool vs. Warm color	Example 1 Example 2 Example 3