While this guide is written with students and teachers in mind, many of these activities and ideas can be adapted for people of all ages. The most important thing is experimenting and telling stories in a way that works for you! We’ll continue using examples from MoMA’s collection to spark and demonstrate ideas because, as Chris discussed earlier, many works in MoMA’s collection are in the comics form-that is, they tell stories by pairing images.Īs you go through this article and begin making your own works, remember that rules and conventions can be broken. There are many ways to approach making comics, as Chris outlined in the third article in this series, but for our purposes, we are using the story-first approach, since it can easily tie into an English language arts, history, or English as a new language curriculum. This sequence of activities is based on a series of lessons Larissa led several years ago with a group of high school English language learners, in which the students used the comics form to tell the story of their first day in New York. To conclude the How to Make Comics series, we wanted to offer a step-by-step approach you can follow in order to transform that blank sheet into a visual story that’s all your own.

Still, for many of us, starting with a blank sheet of paper can be daunting-even when we know the basic ideas for filling in the page. Over the course of three articles, writer and comics scholar Chris Gavaler helped us understand what comics are, the potential of the art form, and some of the many approaches to making comics.

Understanding comics book