Classroom Strategies
My curriculum unit project is to revitalize the Navajo Traditional Storytelling through graphic narrative. I will use Project-based learning approach; this is where students will go into the field (their own homes’) and collect family clan information. Students will have to interact with relative and create interview questions. The focus is to have my students collect Clan Storie from their relatives. Relatives are immediate family members to extended families. If students can find a family member that can find any resource; students can use KUSD Culture Center to collect information or I can assist in finding articles relating to their clan. As for the creating a graphic narrative. I would also implement inductive model approach as a teaching strategy. This approach involves observations, collecting evidence and patterns or trends from stories or creating/drawing their graphic narrative. Most origin will inform students were these clans reside. This will be one of many collection students will create and pass down to the next generation.
Through project-based learning students have a topic, which is how their clan originated. Students then must do background research, which is to conduct interviews with family members and gather information on their clan, because not all clans are document onto text. They have the opportunity to be the first to have their clan origin on text or documented. Next, they will have to analyze their finding to create a story. Then, students will sketch and sketch to create a graphic narrative. Finally, students will present their project to the class. I like project-based learning because students will go out and explore. It’s a pedagogical method that includes students to find and create. This project will have students invest in a long-term investigation of real-world experience. It is not a short-cut to facts but step-by-step learning experience to lead them to the truth.
Another approach is the inductive model. This approach is when students draw and create their graphic narrative. They will need example on how to create their panels, where to place their speech bubble and how to sequence the “moment-to-moment” storytelling through graphic narrative. Students will analyze graphic novels to understand the structure of creating a graphic narrative. Students will be given time to practice drawing shapes to make their drawing come to life. The more they draw shapes and figures the more confident they will have to complete a graphic narrative. The inductive model is having students learn from trial and error, but students will need guidance to familiarize themselves on how to create a graphic novel. Also, students will get to observe their peers’ project and learn that their stories might be similar or see a pattern of how their origin is created.
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