Course Syllabus

FINA–A280, Art of the Comics  (3 cr.)  - Syllabus

Spring 2016

 

Instructor:      Professor Kimberly M Street

                        Email: kimberlymstreet@gmail.com or kfaust@iuk.edu

 

Meeting Times and Places:

                        Online, Canvas

                        January 12 – May 2, 2014

Purpose: With the combination of words and imagery, comics have developed a language of fine art and visual culture within context of visual art. This course will discover the construction of this language in all its intricacy, from the earliest examples of sequential art from Prehistoric Cave paintings, low relief carvings from the Ancient world, Amphora’s from Antiquity, to Rodolphe Töpffer's first experiments in the multi-paneled comics of the 1830s and Outcalt’s The Yellow Kid in the late 1800s to the most recent developments in independent comics. We will study the evolution of this three to four panel comic to trade paper backs and graphic novels, and place the development of the comics in its social context.

Distinctive focuses of the course will be the expansion of comic strips in late nineteenth to twenty-first century America; the birth of the comic book in the 1930s with the concept of the superhero, and the rise of underground (or indy) and alternative graphic culture. We will also investigate the semantics of word and image as well as many post-modern theories which attempt to unravel the imagery in the graphic novels from the 1930s to the present. 

Course Objectives:

1. To comprehend the evolution and history of comics and graphic novels.
2. To obtain extensive knowledge of the creation of comics from the written story to the colorist.
3. To delve deeply into the artist’s works selected above allowing for breathe and depth of art from this period.
4. To acquire an understanding of correlation of word and image along with the historical context surrounding each work.
5. To strengthen abilities of writing about art with greater understanding of aesthetic questioning with a critical lens as well as a methodology of comparing and contrasting works of art.
6. To become familiar with traditional and digital forms of resources available to them.
7. To discuss current research in the field of comics and graphic novels.
8. Ability to recognize the significance in the developments of art history in regard to sequential art
9. Identify artwork from major and minor writers and artists of sequential art
10. Further develop a critical lens in viewing, discussing, and writing about art history

 

This course meets the following General Education Learning Outcomes:

-Appreciation through experience in the fine and performing arts

-Articulate how intellectual traditions have helped shape present cultures.

 

This course meets the following Humanities Learning Outcomes:

-Critically view artistic works from multiple perspectives

-Articulate how intellectual traditions have helped shape present cultures

-Evaluate experiences in the fine or performing arts

 

Required Texts:

McCloud, Scott. Understanding Comics: The Invisible Art. William Morrow Paperbacks. (1994). ISBN: 006097625X

McCloud, Scott. Making Comics: Storytelling Secrets of Comics, Manga and Graphic Novels. William Morrow Paperbacks. (2006). ISNB: 0060780940

Mazur, Dan and Danner, Alexander. Comics: A Global History, 1968 to the Present.

   Thames and Hudson. (2014). ISBN: 978-0-500-29096-5

Moore, Alan and Gibson, Dave. Watchmen. DC Comics. (1995). ISBN: 0930289234

 

Recommended Texts:

Abel, Jessica and Madden, Matt. Drawing Words and Writing Pictures: Making Comics, Manga, Graphic Novels and Beyond. First Second. (2008). ISBN: 1596431318

Clowes, Daniel. Ghost World. Fantagraphics Books. (2001). ISBN: 1560974273

Eisner, Will. Comics and Sequential Art: Principles and Practices from the Legendary Cartoonist. W. W. Norton and Co. (2008). ISBN: 0393331261

Eisner, Will. A Contract with God. W W Norton and Co. (2006). ISBN: 039332804X

McCloud, Scott. Making Comics: Storytelling Secrets of Comics, Manga and Graphic Novels. William Morrow Paperbacks. (2006). ISBN: 0060780940

McCloud, Scott. Reinventing Comics: How Imagination and Technology are Revolutionizing an Art Form. William Morrow Papberbacks. (2000). ISBN: 0060953500

Moore, Alan and Campbell, Eddie. From Hell. Top Shelf Production. (2000). ISBN: 0958578346          

Outcault, R. F., The Yellow Kid: A Centennial Celebration of the Kid who Started the Comics. Kitchen Sink Pr. (1995). ISBN: 0878163794

Spiegelman, Art. Maus I: A Survivor’s Tale: My Father Bleeds History. Pantheon. (1986). ISBN: 0394747232

 Janson, Anthony F. A Short History of Art: Seventh Edition. Prentice Hall. (2005). ISBN: 0131927310             

Structure of the Course:

This course is taught 100% online.  Your attendance to campus is not required, however, you need to be online in the classroom five out of seven days each week.  The course is set up to provide important announcements concerning the class, be sure to view these before beginning any coursework.  All of the instructional materials are located in the Modules tab.  The modules have a header illustrating what each module contains for each week, the Learning Guide for that module, specific assignments explained, along with information to get you started with each chapter within each section of the module.  There are 16 weeks of the class and coursework is complemented with the textbook.  All the assignment explanations are spelled out in each module.  Much of the work involved in the course will guide you to visit the Forums, Assignments, Tests and Surveys, and one project in the Wiki tab on the left of the screen.  Under this you will find the gradebook with your up-to-date grades for the course.  Messages can be sent between the students and the professor or from students to students.  You must check the course to receive your messages as they may not be sent to your email account.  The Resources tab will provide helpful information with a few examples of being successful in an online class, how to contact the library, links to student services, along with accessing the universities website. 

 

Netiquette



In the online classroom, people cannot see your face, they cannot hear the tone or inflection of your voice, and they cannot observe your body language to determine your intention.  Therefore, when responding to another student's post, or even in creating your own, it is very important to write your thoughts out and take a few minutes away from them.  Then reread what you wrote and make sure it answers the question(s) and is worded in a way that is not likely to offend others.  

• It is okay to disagree, but do so in a manner that is constructive, rather than destructive, encouraging rather than denigrating. 
• It is very easy to say the right words, but for them to be "heard" incorrectly.  Take the time to review what you type.  This is one of the benefits of online education: you have the ability to wait and rethink what you will say before you say it.
• USING ALL CAPITAL LETTERS IS THE SAME AS SHOUTING!!!!!  Use capitals only to emphasize a point; do not type full posts in capital letters.

 

Expectations

 

Instructor Expectations of Students

• Submit assignments on time. If there are circumstances beyond your control, discuss possible options for completion with your instructor. 
• Accomplish work on your own unless otherwise instructed (i.e., do not cheat or plagiarize). 
• Contribute substantively to discussions according to assignment guidelines provided. 
• Contribute to discussions throughout each workshop rather than waiting until the end of the workshop. 
• Contribute substantively to group assignments (if required in course). 
• After spending a reasonable amount of time on it, ask your instructor if you do not understand content or instructions. Ask for help early while there is time to fix problems. 
• Every time you enter Canvas, read and abide by postings made in the Announcements and Questions Forum. These postings are critical. 

 

Students' Expectations of Instructor

• Set a friendly, open, and encouraging learning environment. 
• Guide discussions as needed. 
• Set clear rules, standards, and expectations. 
• Provide workshop grades and feedback within seven days of assignment due date.
• Provide final grades and feedback within seven days after the last day of class. 
• Ensure students treat each other respectfully. 
• Respond to student inquiries within 48 hours.

 

Policies

No late work will be accepted for this course.  If you have an emergency which prevents you from completing coursework by the due dates, proof of the emergency such as a doctor's note, hospital report, death announcement may be accepted for makeup purposes.  It is at the discretion of the professor whether make up assignments will be given. 

 

Plagiarism

Ignorance of IU rules and definition of terms is NOT an acceptable excuse for engaging in any kind of misconduct. Indiana University definitions of student misconduct and student rights and responsibilities related to that code may be found at http://www.iu.edu/~code/code/responsibilities/academic/index.shtml

 (Links to an external site.)

Requirements:  Reading each chapter of the textbook, participating in the discussion forum, completing assignments which are written papers, quizzes for each chapter, one wiki assignment, and one final museum paper. 

 

1) Textbook: 

You will be prompted in the Module when to read the chapter for each week.  Be aware, you may use the textbook to complete the quizzes online, however, they are in essay format so reading the information in the textbook before the quiz will assist in improving your grade.  You are only given one chance to complete the quizzes and only provided an hour.  No additional chances will be given to obtain a higher grade for the quizzes.

 

2) Participating in the Discussion Forum:

Each module, with an exception of only one or two, will require you answer the question posted in the discussion forum following that week’s instruction.  Be sure to complete the questions completely.  There is a word count expected for each initial post.  You need to post your response to the question by Wednesday of each week.  You will also be required to comment on at least two classmate’s posts for that week.  Be sure to ask questions and contribute to the discussion at hand.  Simply stating something is interesting or how a student performed well on the post is not sufficient for earning a high grade.  The comments to student posts are due each Sunday.  Each module begins on a Monday and ends on a Sunday.  The following module will begin on Monday and so on.  The rubric for the discussion forum is listed here for your reference on the following page.

 

Discussion Forum Assessment Rubric

Quality	Exemplary (20 points) Your postings are well developed and answers provide clear evidence of critical thinking.   Your questions or observations add greater depth to the discussion by introducing new ideas.		Accomplished (15 Points) Your postings show some development and some critical thinking is evident in your answers.   Your questions and observations add to the discussion by expanding the ideas of others.	Developing (10 Points) Your postings show nominal development and only the beginnings of critical thinking.   Your contributions (questions or observations) do not clearly add to the discussion.		Beginning (5 Points) Your postings show no development and are mostly a reiteration of what the textbook or others have said.   Your questions and observations detract from the discussion.
Timeliness	(4 Points) Your initial posting to the question or topic assigned in the workshop activity is made by the third day (Wednesday) of the workshop.		(3 points) Your initial posting to the question or topic assigned in the workshop activity is made by the fourth day of the workshop.	(2 Points) Your initial posting to the question or topic assigned in the workshop activity is made by the fifth day of the workshop.		(1 point) Your initial posting to the question or topic assigned in the workshop activity is made by the sixth or seventh day of the workshop.
Interaction	(6 points) You respond to a minimum of two other classmates as well as all follow-up instructor questions directed to you.    You are clearly collaborative by taking the initiative to respond to classmates’ questions, providing clarification and insight on issues in the discussion.    You demonstrate engagement in the discussion by posting on three different days of the workshop.		(5 Points) You respond to two classmates and some of the instructor follow-up questions directed to you.    You are collaborative in some situations and show some initiative in workshop discussions.   You participate in the discussion by posting on two different days of the workshop.	(4 Points) You respond to two classmates but do not respond to instructor follow-up questions directed to you.    You show little initiative in discussions and your presence is not collaborative.   You are not engaged in the discussion if posting on only one day of the workshop.		(0 Points) You do not respond to the postings of others in the discussion.

 

 

Grading:

Exam I      15%

Cummulative Final Exam       20%

Research Paper      20%

Powerpoint of images to accompany research paper 10%

Creation of Comic Strip        10%

Discussions     15%

Written Assignments     10%

 

Grading Scale:                        100-93              A

                                                92-90                A-

                                                 89-87               B+

                                                86-83               B

                                                82-80               B-

                                                79-77                C+

                                                76-73                C

                                                72-70                C-

                                                69-67               D+

                                                66-63               D

                                                62-60               D-

                                                59 or below     F

 

 

 

Code of Ethics:

Per the Indiana University-Kokomo code of ethics.  Plagiarism is prohibited and is illegal if the material is copyright protected.  Plagiarism is the word-for-word duplication of another person’s writing without giving proper credit and citation to said written work.  It’s against the law, please don’t do it.

Student Success Center:

The Student Success Center provides support and tutoring for students in Writing. English-as-a-Second-Language (ESL), Computer usage, and Study Skills. Students can drop in or make appointments for tutoring in Elementary Composition (W131), as well as support with term papers for other courses. Computers are available for word processing. The Center is located in the Library. Call 455-9425 for hours and more information.

Requirements:

There is quite a bit of reading for this course.  Keep up with the readings before class.  Since this course will be taught in the seminar format, reading the material before class and having journals ready to discuss the material is crucial.  You will be asked a variety of questions regarding the reading material during class sessions.

There will also be a required comic strip you create (due date is listed in course calendar). The requirements for the comic: must have at least 6 panels, must show sequential narrative/story, and ideas for content will be specified in class.  Must show strong craftsmanship, clear narrative sequence, and the use of color is encouraged but not required.

Your final paper, which will cover a topic specified by current writing in the field of comics and graphic novels, will also be accompanied by a presentation of your paper to the class.  This requires a deeper understanding of the artist’s work within the period the comic/graphic novel was created.  A list of paper topics will be discussed in class. 

 

3) Research Paper

Students will write a 5-7 page research paper, no larger than 12 point font, double-spaced, on a subject of their choosing regarding a theme found within comics/graphic novels with appropriate citing and bibliography.  This will accompany a powerpoint presentation lasting 10-15 minutes on an assigned date toward the end of the semester. 

4)  Assignments

You will also have short papers to write on topics specified in the Module for that week.  Be sure to answer the question completely and use proper grammar and spelling.  Please use no larger than 12 point font with the length of each assignment submission as one full page, single-spaced or two full pages, double-spaced. Create your response in a word document to upload to the Assignment location or type directly into the submission point under the assignment for the module you are working within and save the submission.  The rubric for the assignments is listed below for your reference:

	Exemplary  50 pts	Accomplished  40pts	Developing  30 pts	Beginning  20 pts
Focus/Thesis	Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.	Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.	Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.	Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
Content/Subject Knowledge	Exemplary   Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.	Accomplished   Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.	Developing   The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.	Beginning   Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
Criticial Thinking Skills	Exemplary   Student demonstrates a higher-level of critical thinking necessary for 300-400 level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.	Accomplished   Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.	Developing   Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner.	Beginning   Student demonstrates beginning understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a problem-solving fashion. Student presents confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills.
Organization of Ideas/Format	Exemplary   Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence. Student uses at least of 5-7 references in assignment.	Accomplished   Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence. Student uses at least of 5-7 references in assignment.	Developing   Learner applies some points and concepts incorrectly. Student uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing. Student uses less than 3 sources or references.	Beginning   Assignment reveals formatting errors and a lack of organization. Student presents an incomplete attempt to provide linkages or explanation of key terms. The lack of appropriate references or source materials demonstrates the student’s need for additional help or training in this area. Student needs to review and revise the assignment.
Writing Convention (Grammer & Mechanics	Exemplary   Student demonstrates an excellent command of grammar, as well as presents research in a clear and concise writing style. Presents a thorough, extensive understanding of word usage. Student excels in the selection and development of a well-planned research assignment. Assignment is error-free and reflects student’s ability to prepare a high-quality academic assignment.	Accomplished   Student provides an effective display of good writing and grammar. Assignment reflects student’s ability to select appropriate word usage and present an above average presentation of a given topic or issue. Assignment appears to be well written with no more than 3-5 errors. Student provides a final written product that covers the above-minimal requirements.	Developing   Assignment reflects basic writing and grammar, but more than 5 errors. Key terms and concepts are somewhat vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student’s writing ability is average, but demonstrates a basic understanding of the subject matter.	Beginning   Topics, concepts, and ideas are not coherently discussed or expressed in assignments. Student’s writing style is weak and needs improvement, along with numerous proofreading errors. Assignment lacks clarity, consistency, and correctness. Student needs to review and revise assignment.

Letter Grade Equivalencies

Grade	Description of Work
A	Clearly stands out as excellent performance. Has unusually sharp insights into material and initiates thoughtful questions. Sees many sides of an issue. Articulates well and writes logically and clearly. Integrates ideas previously learned from this and other disciplines. Anticipates next steps in progression of ideas. Example "A" work should be of such nature that it could be put on reserve for all cohort members to review and emulate. The "a" cohort member is, in fact, an example for others to follow.
B	Demonstrates a solid comprehension of the subject matter and always accomplishes all course requirements. Serves as an active participant and listener. Communicates orally and in writing at an acceptable level for the degree program. Work shows intuition and creativity. Example "B" work indicates good quality of performance and is given in recognition for solid work; a "B" should be considered a good grade and awarded to those who submit assignments of quality less than the exemplary work described above.
C	Quality and quantity of work in and out of class is average. Has marginal comprehension, communication skills, or initiative. Requirements of the assignments are addressed at least minimally.
D	Quality and quantity of work is below average. Has minimal comprehension, communication skills, or initiative. Requirements of the assignments are addressed at below acceptable levels.
F	Quality and quantity of work is unacceptable and does not qualify the student to progress to a more advanced level of work.

 

Schedule:       

Module One: Jan 11 – Jan 17, 2016

Introduction/Course Requirements

The Basics of comics and graphic novels, understanding appropriate terminology.  The history of comics: Comic Book Superheroes Unmasked.

Discussion forum initial posts to questions are due Wednesday, the remaining assignments for the module and comments made to classmate’s discussion posts are due Sunday.

 

Module Two: Jan. 18 – Jan. 24

No Class in observance of Dr. Martin Luther King, Jr. Holiday, Monday Jan 18th.

McCloud, Understanding Comics, Ch. 1-4; 

Meskin, Aaron. “Defining Comics?” The Journal of Aesthetics and Art Criticism. Autumn, 2007, Vol. 65, Issue 4, p 369-379, 11p.

Miranda, Carolina A. “Comic Relief” ARTnews, Oct2011, Vol. 110 Issue 9, p92-99, 8p 

Projections: Comics and the Twenty-First-Century article

Begin brainstorming ideas for comic strip assignment 

Discussion forum initial posts to questions are due Wednesday, the remaining assignments for the module and comments made to classmate’s discussion posts are due Sunday.

 

Module Three: Jan. 25 – Jan. 31 

In McCloud’s Making Comics text, we will investigate the theoretical then practical approaches to making comics.

Ch. 1 – Writing with Pictures, Ch. 2 – Stories for Humans, Ch. 3 – The Power of Words, Ch. 4 – World Building

 Discussion forum initial posts to questions are due Wednesday, the remaining assignments for the module and comments made to classmate’s discussion posts are due Sunday.

 

Module Four: Feb. 1 – Feb. 7

McCloud, Making Comics, Ch. 5 – Tools, Techniques and Technology, Ch. 6 – Your Place in Comics, Ch. 7 – Making Comics

Comics: A Global History – Ch. 1-4

 Discussion forum initial posts to questions are due Wednesday, the remaining assignments for the module and comments made to classmate’s discussion posts are due Sunday.

 

Module Five: Feb. 8 – Feb. 14

Comics: A Global History – Ch. 5-8

 Discussion forum initial posts to questions are due Wednesday, the remaining assignments for the module and comments made to classmate’s discussion posts are due Sunday.

 

Module Six: Feb. 15 – Feb. 21

Exploring the media.  Perl, Jed. A Fine Line: Rudolphe Topffer’s     Squiggles and Squibs.

Discussion forum initial posts to questions are due Wednesday, the remaining assignments for the module and comments made to classmate’s discussion posts are due Sunday. 

 

Module Seven: Feb. 22 – Feb. 28            

Exam I

 

Module Eight: Feb. 29 – March 6

Comics a Global History – Ch. 9-11

Comics a Global History – Ch. 12-13

 

Discussion forum initial posts to questions are due Wednesday, the remaining assignments for the module and comments made to classmate’s discussion posts are due Sunday.

 

Module Nine: March 7 – March 13

Comics a Global History – Ch. 14-16

Comics a Global History – Ch. 17-19

 

March 14 – March 20                   

Spring Break – No Class

              

Module Ten: March 21 – March 27  

Read Moore, Alan. Watchmen, Chapters 1-2

Read Moore, Alan. Watchmen, Chapters 3-4

 

Comic Submission due in Canvas

Discussion forum initial posts to questions are due Wednesday, the remaining assignments for the module and comments made to classmate’s discussion posts are due Sunday.

 

Module Eleven: March 28 – April 3       

Read Moore, Alan. Watchmen, Chapters 5-8

Discussion forum initial posts to questions are due Wednesday, the remaining assignments for the module and comments made to classmate’s discussion posts are due Sunday.

 

Module Twelve: April 4 – April 10

 Read Moore, Alan. Watchmen, Chapters 9-12

Discussion forum initial posts to questions are due Wednesday, the remaining assignments for the module and comments made to classmate’s discussion posts are due Sunday.

 

Module Thirteen: April 11 – April 17

Group One: Research paper and accompanying powerpoint presentation due. Discuss final projects with classmates in Discussion forum.

Discussion forum initial posts to questions are due Wednesday, the remaining assignments for the module and comments made to classmate’s discussion posts are due Sunday.

 

Module Fourteen: April 18 – April 24

Group Two: Research paper and accompanying powerpoint presentation due. Discuss final projects with classmates in Discussion forum. 

Discussion forum initial posts to questions are due Wednesday, the remaining assignments for the module and comments made to classmate’s discussion posts are due Sunday.

 

Module Fifteen: May 1st

Cummulative Final Exam Due in Canvas by 11:59p