Foundational Objectives
Common Essential Learnings Foundational Objectives
| Learning Objectives | Notes |
| 54.1 To explore various uses of cartoon images. (COM) |
Have students collect examples of different cartoons and put them into categories. Have the students discuss the uses of cartoons such as humour, editorial, animation and illustration. Have students analyse the differences in style of different artists. What things are unique to each artist. |
| 54.2 To be aware of the need for simplification when producing a cartoon. (CCT) |
Have the students collect or prepare examples of the way cartoons simplify characteristics (a large head, three fingers, etc.). |
| 54.3 To create a simple cartoon character. (IL) |
Have students create a stick-figure then exaggerate some of the character's features (e.g., a round face, large nose, wearing a hat, gloves or shoes). |
| 54.4 To use call-outs to include dialogue with a cartoon character. |
Have the students collect cartoon examples that reflect different conventions for the use of call-outs, also called balloons. The convention is that a series of bubbles leading to the balloon indicates a thought rather than a spoken dialogue, a ragged balloon indicates anger, etc. |
| 54.5 To produce a cartoon strip. (IL) |
Have the students produce a black and white strip of three or four frames using a character that they have developed. |
| 54.6 To produce a single figure animation. (IL) |
Have students create a small cartoon flip that creates an animation to simulate an action. For a more extensive treatment of animation see the Communication Production Technology 10, 20, 30 Curriculum Guide Module 17. |
Foundational Objectives
Common Essential Learnings Foundational Objectives
| Learning Objectives | Notes |
| 55.1 To develop sketches for a stencil set. (CCT) |
Have the students prepare a series of thumbnail sketches to show the various stencils that will be needed and how they will be cut to make up their screened product. An additional sketch of the product describing the overlay effect on design and colour blends that will result from the multiple passes would be beneficial. |
| 55.2 To prepare stencils for multiple pass printing. (IL) |
Have the students review resources on printmaking. There are a number of methods that can be used to create stencils including:
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| 55.3 To print a product using a multiple colour run. (PSVS) |
Have the students prepare and execute a five colour (or more if the colours are transparent) run on a number of copies to practise producing a consistent result. |
| 55.4 To do screen printing using water based inks. |
Have students prepare their own water based screen inks. The process is explained in Appendix F. |