Posts Tagged ‘#gridsgestures’
As mentioned before in my contribution How to use comics to organize and reflect (online) learning processes I’m engaged in creating comics. My objective is to evaluate how to use comics in my teaching. You may ask:
Why should a teacher use comics in his or her teaching?
As I believe that learning takes place inside the head of a person and I cannot influence that a lot (constructivism) I’m looking for tools to nourish the curiosity of my students. My approaches are broad and diverse while I facilitate mostly online learning processes (connectivism, emergent learning).
Phase 1: In May of this year I started with Nick Sousanis Grids and gestures exercise which turned out to be a nice experience. I learned how to create abstract comics and use them for structuring and reflection. I even offered a comics workshop for my colleagues who liked it a lot. Stimulated by the comic making exercise I reflected the positioning of grids in a comic and considered the relationship between space and image.
Phase 2: At the moment I’m learning in Matt Silady’s Comics: Art in Relationship MOOC. This time it’s a lot harder because I have to draw „real“ comics. We are now in week 4 and I haven’t started yet with the homework of week 3! Until now I created a two pages comic about myself and 5 (!) comic diaries.
It’s amazing for me to discover that there is a lot of theory behind comics! And I love theory when I’m invited to apply it.
In the first week Matt defines comics as visual art in relationship and broadens the former definition of sequential art. He invits us to look for comics in our every day life.
In the second week he mentions three types of relationships in comics: visual art & visual art (image & image), visual art & text, visual art & cultural context (mainly used in comic jokes). He lists 7 image-image relationships (moment to moment, action to action, subject to subject, scene to scene, aspect to aspect, non-sequitur, symbolic) and 7 text-image relationships (word specific, picture specific, duo specific, intersecting, interdependent, parallel, montage/pictorial).
In the third week we think about time and space, which are one in comics, as Matt declares. The „gutter“ between one comic grid and the next can contain a different amount of time, one second, one hour, one day, a whole life, … And that’s the next assignment I’m thinking about at the moment!
Reflection: Drawing this comics I realize that I cannot draw … so I limit myself to stick figures and strange perspectives. On the positive side I can imagine stories and I get ideas how to sketch them. During this time I moved from black&white images to colored ones.
In the back of my head I’m looking for ideas how to transfer comics into my teaching. And …. I already used some of my own comics in a presentation at a conference.
Today I’m organizing a workshop about the use of comics as Nick Sousanis describes it. I like his approach to combine pictures and words and I’m curios how my colleagues, mostly university teachers will evaluate this approach.
Part I: Nick Sousanis Approach
At the beginning I will ask people about their „relationship“ with comics (I never liked comics a lot). Then I will present some of Nick Sousanis ideas very shortly. In groups the participants will discuss the comic page Balanced between art and laguage to deal with Nick’s drawings.
Part II: Grids and gestures
The most important part of the workshop will be the part where the participants draw the shape of their days and discuss their experience. They should reflect how thinking about the day and structuring it in grids on the one hand and the drawing itself changes their perception of this day. We will discuss splashes cutting through the grid and the role of emptiness.
Part III: Transfer
At the end I will present the transfer of these ideas in my work: once I was overwhelmed with structuring a complex workshop – and drawing a comic helped! And I gave my students a voluntary comic exercise. Then the participants will work on ideas in their own context.
- Sousanis, Nick (2015). Unflattening. Harvard University Press
- Nick Sousanis (2015). Comic making exercise. SANE journal: Sequential Art Narrative in Education: Vol. 2: Iss. 1, Article 8.
- Nick Sousani (2015): Between Words and Pictures Emerges the Shape of Ideas. Digital Writing Month
- Unflattening: text, drawing and alternative perspectives (blogpost of Jenny Mackness)
- Meine Comics Gallery – April – Juli 2016
- Tweets mit dem Hashtag #gridsgestures
- Folien: Comics als Ordnungs-/Reflexionswerkzeug in (Online-) Lernprozessen (Deutsch)
I really enjoyed this conference. There was so much food for thought! The discussions around metaphors (for more detail see the blogpost of Jenny Mackness) added to my interest into more creative learning spaces.
Many years ago I started to develop more open learning spaces based on a gender mainstreaming approach. I reflected about the use of language (and metaphors of course) and aimed to use open wording/phrasing in tasks and online communication. From my students I learned to like smileys and in the creativity MOOC of Tina Seelig 2013 I got further ideas about creating and using artefacts in learning.
Before the #nlc2016 conference I stumbled upon Nick Sousanis ideas about unflattening the world and looking for more perspectives. So I responded to his exercise to draw comics about the shape of a day. I’m not brave at drawing but I liked to create a picture about my day as for example about Monday at the Networked Learning Conference.
I believe that we need as many approaches as possible to deal with the complexity of today’s learning challenges. Maybe drawing comics could be one. I plan to include the option for drawing a comic into the next task for my students which I’m meeting at London at the moment. And of course I will discuss aspects of networked learning with them.
The footprints of emergence framework is another possibility of dealing with complex learning scenarios. In my blog I collected information about the footprints and different options of drawing them.
The footprint of my experience at this week’s networked learning conference in Lancaster is rather balanced one.
My footprint is mostly in the zone of sweet emergent learning. Attending the conference was a pleasant learning experience for me. And I was challenged by all the networking experiences and by meeting so many other “minds”.
I’m looking forward to reading some of the #nlc2016 papers and surfing some slides. And it would be a real pleasure to attend #nlc2018 in Zagreb.