Visual Narrative Show and Tell
In this lesson, students will share their Testimonial Visual Narrative Assignment in small groups, as well as practice giving and receiving constructive feedback. Students will have the opportunity to explore their peers’ alternative/unique approaches to comic-making and reflect on their own creative process.
Lesson aim: To provide students with an opportunity to share and reflect on their visual narratives, as well as practice giving and receiving peer feedback.
Learning Objectives
Students will be able to:
- provide constructive feedback to peers using the “I like, I wish, I wonder” format.
- present and explain their Testimonial Visual Narrative Assignments in a small-group setting.
- reflect on the process of transforming survivor testimonies into visual narratives.
Guiding Questions
- What can students learn from analyzing the narrative and stylistic choices made by their peers?
- How can peer review foster a classroom culture of constructive dialogue and mutual respect?
Materials
- timer (a laptop or smartphone, for example)
- laptop and projector
- Testimonial Visual Narrative Assignment Rubric file (L4.1b_Handout_Rubric)
Preparation
For students who requested assistance with printing, ensure that three copies of each of their Testimonial Visual Narrative Assignments are printed out. Ensure that you have access to a timer and have the Testimonial Visual Narrative Assignment Rubric file open and ready to be projected.
Lesson Activities
Introduction
Ask students to take out their Testimonial Visual Narrative Assignment, including three copies of their visual representation and reflection. Explain that students will share their work in small groups. Divide the students into groups of four and ask them to take out a lined sheet of paper and a pencil.
Show and Tell
Ask students to take out their copy of the Testimonial Visual Narrative Assignment Rubric and/or project it on the screen.
In their groups, have one student distribute copies of their comics to their group members. Students may read their comic to their group members or briefly explain the synopsis. Finally, the student will either read out their reflection or briefly summarize their answers to both questions. Other group members will listen carefully to the student’s presentation.
Once the student has finished sharing, their group members will use the Testimonial Visual Narrative Assignment Rubric and complete an “I like, I wish, I wonder” activity based on their peer’s work. However, they cannot comment on anything that is not in the rubric (e.g., artistic ability, the facts of the testimony, etc.). They will share their answers with their peer.
Students will have 15 minutes to complete this process; they will repeat it three more times.
Conclusion
Have students hand in their completed Testimonial Visual Narrative Assignment. Finally, have students fill out an exit slip reflecting on their creative process. Pose the following question: What was it like for you to transform a survivor’s testimony into a visual narrative? What did you enjoy and/or find difficult about the process?
Possible Extensions
Once students have finished sharing their comics, lead a round-circle activity where students reflect on the assignment and the process of comic writing. Pose the following questions:
- How did visually depicting the story change the way you understood the survivor’s testimony?
- What did you find difficult about this assignment?
- Was there a project that stood out to you? Why?
Have students sit in a circle and each share one or more of their answers with their classmates.
