

How To Make A Comic Book Teacher’s Guide
Materials Needed
Throughout the course, you will need certain materials in order to properly create your comic. They are:
- Scanner (Or use the phone app “Adobe Scan”)
- 2HB Pencil or #2 Pencil
- Zebra Brush Pen or Sharpie Fine point
- Copy Paper
- Printer
- Eraser
- Ruler
- Stapler (for books longer than 4 pages)
- A Bone Folder (You can use a common kitchen rolling pin as a substitute)
Email 1 Resources
- Course Trailer & Materials Overview
- Transcript - Course Trailer & Materials Overview
- Glossary of Comic Terms
- "Protest Rap" Example Project Model
- How To Use MakingComics.com
- Transcript - How To Use MakingComics.com
- 5 Minute Sketch Activity Models
- All Course Rubrics
- All Course Worksheets
- All Course Tutorials
- Comic Relief Project Packet
- The Story Behind The Course
- Teacher's Guide
All Classroom Worksheets
- Email 2: Mark Waid Interview Worksheet
- Email 2: Partner Idea Grading Worksheet
- Email 2: Robert Recommends (Inspirational Media To Get Started)
- Email 3: Mark Waid Interview Worksheet
- Email 3: Script Grading Worksheet
- Email 4: Caleb Cleveland Interview Worksheet
- Email 4: Thumbnail Grading Worksheet
- Email 5: Eric Shanower Interview Worksheet
- Email 5: Pencils & Letters Grading Worksheet
- Email 6: Eric Shanower Interview Worksheet
- Email 6: Inks Grading Worksheet
- Email 7: Mark Waid Interview Worksheet
Email 1: Introduction – Teaching Notes
What was already covered in the “Teacher’s Corner” of Email 1:
Can I use this course with my students?
How do I adapt these emails from the course for my students?
We have suggestions for you on how you can do that in each of the emails at the very end in a section like this one called “Teacher’s Corner.” In it, we will have tips and tricks for how to adapt this course for your students.
In the week 1 email you mentioned a subreddit, should I have my students post work there?
In short, no.
Reddit’s minimum age requirements are 13+ as indicated by the Reddit User Agreement. If your students are 13+, we still do not recommend your students sign-up for reddit for this course as the social network may not be suitable for minors. If you are thinking about having them sign up anyway, know that laws regarding schools allowing students to register state to state (in California having students on social media is restricted for schools). Long story short, we do not recommend teachers using reddit with their students.
So what should I use to help students facilitate feedback?
I’m not sure what to do…
Additional K12 Integration Considerations
How long should I set aside for my students to do this project?
This course was originally designed to be done as an extracurricular project over the course of 6 weeks. At minimum, we recommend 40 hours of work time teaching this to your class while taking into account things like facilitating classroom discussions on videos & media, teaching basic concepts needed to complete each assignment, and making time to continually meet with students individually to help them move through the various challenges the course material may bring up.
I don’t know how to teach art, should I learn the basics before teaching this course?
This course was designed to engage those who have never created a comic before. Furthermore, comics are a communication medium in that the art serves the story that the artist is attempting to tell. In this course, we stress that it is completely acceptable for the final comic being created to be done using stick figures and that the assessable outcome of the project is based around the comic’s ability to communicate a story as opposed to its ability to dazzle us with art.
Still on the fence? Try completing the project within the course yourself! We, at High Tech High Graduate School of Education, always recommend that you complete the project yourself in some way before introducing it to your students. As Jeff Robin (founding HTH art educator) once said,
“The only real trick to Project Based Learning is doing the project yourself first. Remember that PBL is a constructivist idea and the center of that is doing and making. I have heard a lot of reasons over the years not to do the project first, and they all seem like excuses. I honestly do not think it could ever hurt to have done what you ask others to do before you ask them to do it. We learn if it is relevant to the subject you teach if it will enhance understanding and entice your students to be engaged. We also find out if it is fun or a drag.”
I see the materials you’ve listed, but are you sure I shouldn’t purchase class subscriptions to comic creation software like Manga Studio or ComicLife?
We originally constructed this course partly because we are asked this question quite a lot at MakingComics.com. These programs, in some cases (Manga Studio, Procreate, Adobe Photoshop & Illustrator) are better for students who would like to pursue comics professionally. Comicslife, and other software like it that “automates” the comic creation process, is not advised due to the fact that these software packages are usually a) expensive and b) do not mirror professional standards for comic creation.
This course was designed to be done with the bare minimum of materials and without a computer. Your students will not need any digital tools outside of email to be able to take this course. We suggest, before starting your class on the course, that you decide whether you are going to have your students enroll directly into this Mailchimp course or if you’d like to modify these emails and send them to your students yourself. Either way, we suggest you complete the entire project on your own, going through all of the emails yourself, before having your students start.
How do I integrate common core standards into this project?
If you’d like to learn more about how teachers can adapt this project for their classroom check out the original version of this course that we constructed called the “Comic Relief Project”. On page 2 of the packet you’ll see a breakdown of high school common core objectives addressed within that version of the project. With small modifications to the content being covered this project could easily integrate and cover subjects other than humanities such as math, science, etc.
How should I use the different pieces of media throughout the course with my students?
Let’s break down how to use the media within this course with your students
Videos
All of the videos within this course, aside from the guest artist interviews, are designed to be short. Best practice with videos is to have the students watch the videos followed by a quick discussion. In the sections below we’ve supplied worksheets you can use to facilitate class discussions around the guest interviews.
Podcasts
Podcasts are really great for background listening while doing art for the assignments but can be distracting as background listening during portions of the class where students need to do writing (i.e. brainstorming and scripting). If you are going to introduce the podcasts to your students for background listening, make sure to explicitly tell them that the podcasts are optional because some people have a hard time listening to podcasts and multitasking and are usually afraid to speak up and ask to abstain from listening.
Emails
Please feel free to copy and edit our mailchimp emails to use with your class. You can also, optionally, have the students enroll in the entire course. We would warn you to read through this Teacher’s guide to see potential pitfalls of having the students progress through the course as it is presented before you do so.
Readings & Comics
The readings for each week are designed to be inspirational. Where you see it as appropriate, have your students complete the readings and then conduct reading discussions around them similarly to the video discussions. Analytical discussions of comics and readings can really help students start to codify and conceptualize their own comic experience.
Do they need to read/listen/watch everything?
Not at all! All of the media, from the interviews to the animations, was included to add to the core project of the course. If you only have time to make the comic – please do that. The assignments within the course are able to be done without the media.
Is all the media within the course appropriate to share with my students?
1) Developmental Appropriateness
No matter what the media (videos, podcasts, articles, etc.) your prerogative as an educator is to always ask yourself, “is this appropriate for the age group I’m teaching to”. The way you answer that is different for different pieces of media. For instances some of the articles/readings contained within this course contain words that might confuse and discourage a child in 5th grade (e.g. I probably wouldn’t use the Flannery O’Connor reading with students below 9th or 10th grade). Another thing to consider is whether it is ok to play a full, hour long, podcast for students in elementary school knowing that they, developmentally, may not be able to focus that long on a single piece of content.
2) Sensitive Content
Some of the themes and ideas discussed, specifically in the podcasts, can be sensitive to certain cultural backgrounds. In the Daniel Warren Johnson interview he discusses, quite frankly, the role that religion plays in his creative process. Some age-groups may feel uncomfortable with such a frank discussion of spiritual belief. There is also a mention of my own webcomic “Hipster Picnic” in certain articles. This webcomic is more geared towards a PG-13 audience as it is a situation comedy about zombies and thus showcases instances of blood and horror.
Again, I wouldn’t hesitate to expose this material to my own high school students but I may pause to review the content before using it with younger grade levels.
My advice for teacher’s regarding utilizing the media within this course with your students:
Carefully Review Material Before Sharing It
Review all the material carefully again before sharing it with your students. Think about how it will be received by placing yourself in their position. Ask yourself what might be confusing for them.
Consider Previewing The Material With Parents
I’ve actually taught this course with some middle school students who were learning at a distance from me. Because I had a good relationship with their parents I felt that it was completely appropriate to share the material with them ahead of time as a way of gauging what was best for my students. I like to think of parents as members of a student’s educational support team. In my experience I have had better luck being more transparent with parents than less. This isn’t always the case with educators and parents. Each case is different.
Ask A Colleague
Still don’t know what to do? It has always been one of my best practices to connect with another educator I work with and ask them what they think.
Email 2 Resources
- Brainstorming Interview with Mark Waid
- Transcript - Brainstorming Interview with Mark Waid
- "Luther" by Mark Waid
- "A Good Man Is Hard To Find" by Flannery O'Conner
- "The Humility of The Artist" by Seth Godin
- "The Humility of The Artist" - Comic
- "The Humility of The Artist" - Animation
- "10 Things Before You Start A Comic" by Jason Brubaker
- "Where To Begin Your Story - Inspiration" by Kevin Cullen
- Story Idea Rubric
- Brainstorming Student Models
Classroom Worksheets
Email 2: Finding Your Great Idea – Teaching Notes
Classroom Worksheets
One of our first teachers to test this material, Robert Guerra, generated worksheets to assist his group of students through the How To Make A Comic Book course material as a group. For email 2, he has shared with us 3 documents:
1) Mark Waid Interview Worksheet. This is a worksheet you can give to students so that they can record their thoughts and reflections while watching this email’s guest speaker. This is incredibly helpful in preparing them to share their thoughts with the class after having watched the video and completing the worksheet.
2) Partner Idea Grading Worksheet. This is a retooling of the rubric generated for this email’s assignment that allows students to trade work with each other and assess it based on the grading guidelines. This can be helpful to print out alongside, or in place of, the course provided rubric for this week’s assignment.
3) Robert Recommends. In an effort to get the students within his course brainstorming, Robert supplied them with a list of pop-culture media that inspires him. This is a great way to share what you love with your students as well as expanding their minds around the kinds of media that can influence the generation of fiction.
Student Struggles & Interventions
Brainstorming is supposed to be fun, but when students don’t feel safe to share raw ideas the process can become scary. Here are some common student struggles that arise during this section of the course as well as potential interventions to help students move through those struggles.
1.
Student Struggle:
Coming up with multiple original ideas
Intervention:
Have them identify points in their work that are too similar to others, ask how they could be changed. If they need a primer to come up with an idea pause the class and have them do the Character Life History exercise (30-40 minutes) as a way to start the brainstorming process
2.
Student Struggle:
Not becoming attached to one idea & accepting critique
Intervention:
Teach students the concepts behind draft work by showing them the Ron Berger’s “Austin’s Butterfly” video and having a discussion about it.
Patrick Yurick:
“Whenever I am teaching new artists the hardest thing to get them to accept is that their first draft is almost never reflective of the final draft. I always tell them to plan for only 10% of your first draft to make its way into your final draft. You find that 10% by getting lots of feedback on your work from your intended audience and cutting the rest – so the most import thing about the first draft is getting it done so you have something to gather feedback on. A hard pill for students to swallow, but if you can get them to accept this idea they usually are able to move forward with losing attachments.”
3.
Student Struggle:
Being kind during critique
Intervention:
Establish classroom norms. Let students know that the only way to be truly creative is to embrace the idea that they need feedback to be successful at getting to a great final piece of work. To do that they must feel safe to share their raw ideas with their classmates so their classmates must be prepared to be kind, specific, and helpful when engaging with feedback.
Ask your students to start all feedback with a compliment about the idea or artwork being presented before giving any feedback about what should be changed. This helps the artist feel seen and accepted in the process of sharing their art.
Email 3 Resources
- Mark Waid Scripting Interview
- Transcript - Mark Waid Scripting Interview
- AV Club Mark Waid Interview
- "Comic Script Basics" by Blambot.com
- "Taste vs Ability" by Ira Glass
- "Taste Vs Ability" - Animation
- "Get Started Already" by Mark Luetke
- "Starting A Comic With Conflict Comic" by Patrick Yurick
- "How To Write A Script For Your Comic" by Todd Tevlin
- "Rambling About How I Write Comics" by Jim Zub
- Jim Zub Interview on the Gutter Talk Podcast
- Scripting Tutorial
- Scripting Worksheet
- Scripting Rubric
- Scripting Student Models
- Scripting Workseet Student Models
Classroom Worksheets
Email 3: Scripting – Teaching Notes
Classroom Worksheets
One of our first teachers to test this material, Robert Guerra, generated worksheets to assist his group of students through the How To Make A Comic Book course material as a group. For email 3, he has shared with us 2 documents:
1) Mark Waid Interview Worksheet. This a worksheet you can give to students so that they can record their thoughts and reflections while watching this email’s guest speaker. This is incredibly helpful in preparing them to share their thoughts with the class after having watched the video and completing the worksheet.
2) Script Grading Worksheet. This is a retooling of the rubric generated for this email’s assignment that allows students to trade work with each other and assess it based on the grading guidelines. This can be helpful to print out alongside, or in place of, the course provided rubric for this week’s assignment.
Student Struggles & Interventions
Writing a comic can often feel like homework for a newcomer to comic-making. Here are some common student struggles that arise during this section of the course as well as potential interventions to help students move through those struggles.
1.
Student Struggle:
Not seeing the point of the scripting step and wanting to draw right away
Intervention:
A comic is made up of two portions, words and images. Scripting is meant to focus on the words portion so we can refine it individually. In order for your writing to be as clear as possible you need to get feedback on it grammatically while also seeing how that writing flows between visuals. Having those separated in the script, allows those giving feedback to only focus on one thing. It’s best to make any changes and feedback to script here, because it’s easier to rewrite a script as opposed to redrawing art.
2.
Student Struggle:
They try to put too much into their script
Intervention:
Ultimately, it’s okay to put too much into a first draft. That’s the point of a first draft. But a student needs to understand that making a script work, means that they’ll need to cut some things and streamline their story. They don’t want a cluttered or wordy story.
3.
Student Struggle:
They don’t need to describe visuals in the dialogue
Intervention:
There’s no need to repeat things in dialogue that the reader will learn from the visuals. This makes things repetitive, and is not required when writing a story that comes with a visual medium. (Imagine if you watched a movie where the main character narrated whenever someone entered a room. That wouldn’t be necessary because we already see it happening). Think of visuals as a communication tool; you don’t need to communicate something twice (in the visuals and the dialogue).
Email 4 Resources
- Thumbnailing Interview with Caleb Cleveland
- Transcript - Thumbnailing Interview with Caleb Cleveland
- Thumbnailing Example Model by Caleb Cleveland
- "How To Make Rough Layouts" by Mark Crilley
- "Be Friends with Failure" by Stephen McCranie
- "You vs You" by Stephen McCranie
- Daniel Warren Johnson Interview on the Gutter Talk Podcast
- Thumbnailing Tutorial
- Thumbnailing Worksheet
- Thumbnailing Rubric
- Thumbnailing Course Provided Models
- Thumbnailing Student Models
Classroom Worksheets
Email 4: Thumbnails – Teaching Notes
Classroom Worksheets
One of our first teachers to test this material, Robert Guerra, generated worksheets to assist his group of students through the How To Make A Comic Book course material as a group. For email 4, he has shared with us 2 documents:
1) Caleb Cleveland Interview Worksheet. This a worksheet you can give to students so that they can record their thoughts and reflections while watching this email’s guest speaker. This is incredibly helpful in preparing them to share their thoughts with the class after having watched the video and completing the worksheet.
2) Thumbnail Grading Worksheet. This is a retooling of the rubric generated for this email’s assignment that allows students to trade work with each other and assess it based on the grading guidelines. This can be helpful to print out alongside, or in place of, the course provided rubric for this week’s assignment.
Student Struggles & Interventions
Here are some common student struggles that arise during this section of the course as well as potential interventions to help students move through those struggles.
1.
Student Struggle:
Being too detailed with their thumbnails
Intervention:
With thumbnails it’s important to remember that no one will ever see them outside the artist. They’re meant as an internal note that can be filled with notes to self and shorthand. Use them as something that can be quickly altered or referenced at.
2.
Student Struggle:
Spending too much time
Intervention:
Taking too much time with thumbnails defeats the purpose. It’s just a really simple version of a comic that communicates with people you’re getting feedback from. It’s to illustrate composition, and get feedback on that. They should be planning on doing multiple drafts of thumbnails, taking too much time means they’ll never finish.
Email 5 Resources
- Eric Shanower Penciling & Lettering Interview
- Transcript - Eric Shanower Penciling & Lettering Interview
- "Where the Comic Book Font Came From" by Vox
- "The Flow of a Page" by Max Diller Dowdle
- "Hand Lettering Walkthrough" by Blambot.com
- "Grammar in Comics" by Blambot.com
- "Comic Lettering Layout" by Lora Innes
- "A Guide to Hand Lettering Your Scripts" by Chris Flick
- "Penciling" by Kazu Kibuishi
- Eric Shanower Interview on Gutter Talk Podcast
- Penciling Tutorial
- Lettering Tutorial
- Pencils, Letters, and Inks Worksheet
- Penciling & Lettering Rubric
- Penciling & Lettering Activity Models
Classroom Worksheets
Email 5: Pencils & Letters – Teaching Notes
Classroom Worksheets
One of our first teachers to test this material, Robert Guerra, generated worksheets to assist his group of students through the How To Make A Comic Book course material as a group. For email 5, he has shared with us 2 documents:
1) Eric Shanower Interview Worksheet. This a worksheet you can give to students so that they can record their thoughts and reflections while watching this email’s guest speaker. This is incredibly helpful in preparing them to share their thoughts with the class after having watched the video and completing the worksheet.
2) Pencils & Letters Grading Worksheet. This is a retooling of the rubric generated for this email’s assignment that allows students to trade work with each other and assess it based on the grading guidelines. This can be helpful to print out alongside, or in place of, the course provided rubric for this week’s assignment.
Student Struggles & Interventions
Here are some common student struggles that arise during this section of the course as well as potential interventions to help students move through those struggles.
1.
Student Struggle:
Drawing too darkly when creating their art
Intervention:
Same as the previous email, no one will ever see the pencils. The next step is covering the liens with the inks. The point is to be able to quickly erase whatever work that you’re doing at this stage so you can easily make changes. (Any edits will need to be here, you can’t change an ink).
Also, drawing too darkly hinders the ability of the ink to absorb into the paper. When drawing dark, you create grooves in the paper which can’t be erased, ruining the actual paper, and requiring you to restart a full page of art.
2.
Student Struggle:
Erasing too hard
Intervention:
Erasing tears the paper. You should be only lightly using the eraser. Think as if you’re lightly dusting off the paper with the eraser to remove the pencil. This is your art, treat it delicately. If you ruin the paper, you need to start all over again.
3.
Student Struggle:
Drawing words, Not writing
Intervention:
Don’t write quickly. Letters are another visual part of your work. Think of each letter as its own mini picture. You’re not quickly writing out words, you’re illustrating legible pieces of text. All people struggle with it. You need to start drawing words, writing words was for scripting. Draw really lightly, or you’ll be re-doing it a lot.
Email 6 Resources
- Inking Interview with Eric Shanower
- Transcript - Inking Interview with Eric Shanower
- Eric Shanower Inking Models
- "Inking Tutorial" by Stephen Silver
- "18 Tips to Aspiring Artists" by Moebius
- "Traditional Inking - Control" - Video
- Palle Schmidt Interview on the Gutter Talk Podcast
- Inking Tutorial
- Pencils, Letters, and Inks Worksheet
- Inking Rubric
- Inking Student Models
Classroom Worksheets
Email 6: Inks – Teaching Notes
Classroom Worksheets
One of our first teachers to test this material, Robert Guerra, generated worksheets to assist his group of students through the How To Make A Comic Book course material as a group. For email 6, he has shared with us 2 documents:
1) Eric Shanower Interview Worksheet. This a worksheet you can give to students so that they can record their thoughts and reflections while watching this email’s guest speaker. This is incredibly helpful in preparing them to share their thoughts with the class after having watched the video and completing the worksheet.
2) Inks Grading Worksheet. This is a retooling of the rubric generated for this email’s assignment that allows students to trade work with each other and assess it based on the grading guidelines. This can be helpful to print out alongside, or in place of, the course provided rubric for this week’s assignment.
Student Struggles & Interventions
Here are some common student struggles that arise during this section of the course as well as potential interventions to help students move through those struggles.
1.
Student Struggle:
Thinking of inks as outlines, not lines themselves
Intervention:
Think of each line having depth and width. It’s not just a trace, but an enhancement of the original line. Bring out a model of a finished ink page by a professional inker, zoom in to look very closely at the lines of the page. Observe where the lines are wider and thinner. Show it’s not just tracing, but an addition.
2.
Student Struggle:
Go slow
Intervention:
It’s important to take your time in the final steps of the process slowly. We said to do this for the penciling and lettering, but it’s extra important during inks, as you have no do-overs. There’s no erasing, so be ready to practice the regular paper of quick sketches before your final art.
3.
Student Struggle:
Don’t use rulers for drawing. Use it for lettering
Intervention:
This also applies to the previous email as well. You should take away the ruler during the inking process. When you use a ruler too much while inking, it creates noticeably different lines in the artwork, this can be distracting, ruler lines look wrong next to freely drawn lines. It’s an advanced thing for an artist to use a ruler properly, but this is a starter course.
Email 7 Resources
- Publishing Interview with Mark Waid
- Transcript - Publishing Interview with Mark Waid
- "Mark Waid on Reinventing Comics" - Video
- "Mark Waid Aw Yeah Comics Interview" by Brigid Alverson
- "How It's Made - Books" by the Discovery Channel
- "How It's Made - Traditional Bookbinding" by the Discovery Channel
- "Self Publishing Tips pt 1+2" by Joumana Medjel
- "Self-Publishing 101" by James Maddox
- "The Perils of Self Publishing" by Paul Allor
- "Digital Coloring for GIMP Tutorial" by Patrick Yurick
- Ted Adams Interview on the Gutter Talk Podcast
- Dan Mashburn Interview on the Gutter Talk Podcast
- Comic Final Assembly Tutorial
- Pencils, Letters, and Inks Worksheet
- Comic Final Assembly Rubric
- Final Selfie Student Models
Email 7: Additional Teaching Resources
These links may change over time so we cannot promise they will continue to work. Each link is referenced in the email 7 notes (to the right) and have been gathered here for ease of access.
Classroom Worksheets
Email 7: Assembly – Teaching Notes
Classroom Worksheets
One of our first teachers to test this material, Robert Guerra, generated worksheets to assist his group of students through the How To Make A Comic Book course material as a group. For email 7, he has shared with us 1 document:
1) Mark Waid Interview Worksheet. This a worksheet you can give to students so that they can record their thoughts and reflections while watching this email’s guest speaker. This is incredibly helpful in preparing them to share their thoughts with the class after having watched the video and completing the worksheet.
Student Struggles & Interventions
Here are some common student struggles that arise during this section of the course as well as potential interventions to help students move through those struggles.
Assembly is the hardest step of the comic-making process because it requires so many steps and technology to do this. Remotely doing this will be difficult, but doable. We know this because we’ve had about 64 thousand course participants worldwide go through the course. If you are in a physical classroom with your students, this is easier because they can just turn in their worksheets to you for you to scan and assemble.
Decide which method of assembly you are doing with your class:
Teacher Comic Assembly: you are making the comic and they are sending you the pages
Student Comic Assembly: having them making their own comics
1.
Assembly Struggle (common issue in both assembly methods):
Scanning & Emailing
Intervention:
1) Scan with phone using Adobe Scan
2) If all else fails have the student take a picture with a phone and edit in GIMP. This isn’t ideal, but you can follow the first two tutorials within the “Digital Coloring For GIMP Tutorial” provided within this email’s resource section.
2.
Assembly Struggle (common issue in both assembly methods):
Downloading and installing GIMP
Intervention:
This can be incredibly difficult so you may want to install the software on their computer for them. If you are teaching abroad, consider using a program like Teamviewer or Google Remote Desktop (GRD) to assist them in installing the software. Having tested both, we would recommend using Teamviewer over GRD.
4.
Assembly Struggle (common issue in Teacher Comic Assembly method):
Compiling a full book to share digitally & print
Intervention:
There isn’t just one way to do this. From our experience, this step is solved in various ways depending on the platform being used. The simplest way is to skip past using software and get your hands on a copier machine as you can usually mess with the settings on that to shrink and rearrange the pages using determination, masking tape and a little elbow grease.
No access to a copier? Consider using a free and open source book layout software like Scribus. If you have access to an Adobe Creative Cloud license consider using software like Adobe Acrobat, Photoshop, or Indesign to complete this layout step.
Email 8: Wrap-up
Here are some other activities we’ve tested with learners aged 9+
- Character Life History Activity (https://goo.gl/4rjR7J)
- Facial Expressions Activity (https://goo.gl/rmWQyS)
- Name Tag Activity (https://goo.gl/iVsHMs)
- Greeting Protocol (https://goo.gl/nAEn2r)
- Free Draw Instructions (https://goo.gl/9mJPQt)
- Group Drawing Challenge (https://goo.gl/zGCaeC)
- Comic Scripting Activity (https://goo.gl/FTafAs)
- Character Design Challenge (https://goo.gl/HEH7Cb)
- Thumbnailing Activity (https://goo.gl/dSBaAv)
- Thumbnailing Critique (https://goo.gl/G0v4w3)
- Panel Transitions Activity (https://goo.gl/GHk3LB)
- Presenting Your Comic (https://goo.gl/nMXLBi)
- 1 Hour Workshop – How To Make A Comic Page (https://www.makingcomics.com/1hour/)
- 5 Hour “Making Your First Comic Page” Deep Dive for Comic Educators (http://weare.makingcomics.com/)