Webinar:
Storytelling
Intro
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Best Practice #1 — Narrative Structure
Select a story or event with a clear beginning, middle, and end and create a sample comic which highlights key narrative elements. Have students choose their own story or event, breaking it down into basic narrative steps. After creating their comics, have students share and explain their work to the class, discussing the identified narrative elements. See the handout for instructions, activity variations.
Best Practice #2 — Character Development
Explore character development through visual storytelling with Pixton’s comic maker. Select a central character as an example of growth, and have students choose their own character to create at least three panels highlighting key moments of challenge, growth, and transformation. See the handout for instructions, activity variations and differentiation strategies.
Best Practice #3 — Visual Storytelling
Select a scene from a story or historical event where visuals drive the narrative and use the comic maker to create a comic that relies solely on imagery to convey emotions and themes without text. Students then present their comics, explaining how the visuals enhance the narrative. See the handout for instructions, activity variations, and differentiation strategies.
Recap
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Associated Research
Gibson, J. (2016). Text optional: Visual storytelling with wordless picturebooks. Association for Library Service to Children, 14(2).
Joneyd, N., & Deris, F. D. (2019). Using student-generated web comics on Pixton as a tool for learning Shakespearean drama. International Journal of Recent Technology and Engineering, 8(2S9), 800–803.
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52.
Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47(3), 220–228.
