Art and Design · Year 1 · Storytelling Through Art · Spring Term

Creating Simple Comic Strips

Breaking a story down into three parts: beginning, middle, and end. Students draw a simple sequence.

• National Curriculum Attainment Targets
• KS1: Art and Design - Drawing

About This Topic

Creating simple comic strips teaches Year 1 students to break down stories into beginning, middle, and end through drawing sequences. They sketch three panels that show a clear narrative arc, such as a character facing a problem and resolving it. This builds visual storytelling skills aligned with KS1 Art and Design standards for drawing, while reinforcing narrative structure from the English curriculum.

Students learn to represent the passage of time using panel order, simple arrows, or size changes in drawings. They explore how swapping panels alters the story, fostering prediction and critical thinking. These activities connect art to literacy by visualising key story elements, helping children who struggle with written sequences express ideas confidently.

Active learning suits this topic perfectly. When students physically rearrange drawn panels or collaborate on group comics, they grasp sequence through touch and discussion. Hands-on creation makes abstract concepts concrete, boosts engagement, and allows immediate feedback as peers share and critique strips.

Key Questions

1. Differentiate the beginning, middle, and end of a story in a visual sequence.
2. Explain how to visually represent the passage of time in a comic strip.
3. Predict the impact on the story if the order of the comic panels were changed.

Learning Objectives

• Create a three-panel comic strip that visually represents the beginning, middle, and end of a simple story.
• Explain how the order of panels in a comic strip affects the narrative flow and understanding of time.
• Identify visual cues, such as character actions or environmental changes, that indicate the passage of time within a comic strip.
• Compare the impact of rearranging comic panels on the story's coherence and meaning.

Before You Start

Drawing Basic Shapes and Figures

Why: Students need foundational drawing skills to represent characters and objects within their comic panels.

Identifying Beginning, Middle, and End of a Simple Story

Why: Understanding the basic story structure is essential before students can represent it visually in a sequence.

Key Vocabulary

Panel	A single frame or box within a comic strip that contains a specific moment or scene in the story.
Sequence	The order in which events happen or are arranged, crucial for understanding the story's progression from beginning to end.
Narrative	The story being told, including the characters, plot, and how events unfold over time.
Visual Cues	Elements within a drawing, like changes in size, position, or background details, that help show time passing or a story developing.

Watch Out for These Misconceptions

Common Misconception

Comic strips are just random funny pictures with no order.

What to Teach Instead

Comics tell stories through sequenced panels showing beginning, middle, and end. Hands-on rearranging of cut-out panels lets students test orders and see how chaos results without sequence, building understanding through trial and error.

Common Misconception

Pictures cannot show time passing.

What to Teach Instead

Visual cues like arrows, changing character positions, or panel progression represent time. Collaborative drawing relays help students observe peers' time cues and refine their own, making the concept visible and discussable.

Common Misconception

Any panel order works for a story.

What to Teach Instead

Order matters for logical flow and impact. Group prediction games where students swap panels and predict outcomes clarify this, as shared discussions reveal why jumbled sequences confuse the narrative.

Active Learning Ideas

Pairs: Panel Sequencing Game

Pairs draw three panels for a shared story prompt, like 'a lost puppy'. They cut panels and swap orders to see story changes, then discuss impacts. Reassemble into final comic and present.

30 min·Pairs

Small Groups: Comic Strip Relay

Divide class into groups of four. Each student draws one panel in sequence: beginning, middle, end, surprise twist. Groups assemble and read aloud, adjusting for flow.

35 min·Small Groups

Whole Class: Teacher-Led Storyboard

Project a simple story outline. Class votes on drawings for each panel, with volunteers adding to a large chart. Discuss time passage and reorder if needed.

25 min·Whole Class

Individual: Personal Adventure Comic

Students draw their own three-panel comic about a school day event. Add speech bubbles and arrows for time. Share in a class gallery walk.

40 min·Individual

Real-World Connections

• Comic book artists and graphic novelists use panel sequences to tell complex stories for entertainment, such as the popular 'Asterix' series or 'The Beano' comic.
• Children's book illustrators often create sequential art to help young readers understand stories, making books like 'Where the Wild Things Are' engaging and accessible.

Assessment Ideas

Quick Check

Observe students as they draw their three panels. Ask: 'What is happening in this first panel?' 'How does this panel show the middle of your story?' 'What is the very last thing that happens?'

Exit Ticket

Provide students with a strip of three blank boxes. Ask them to draw a simple sequence showing a character getting ready for school, from beginning to end. Collect these to check for understanding of panel order and narrative progression.

Discussion Prompt

Show students two versions of the same three-panel comic strip, one with the panels in the correct order and one with them mixed up. Ask: 'Which comic strip makes more sense? Why?' 'What happens to the story when we change the order of the pictures?'

Frequently Asked Questions

How do I introduce comic strips to Year 1 art lessons?

Start with familiar stories like 'The Three Little Pigs', modelling three-panel sketches on the board. Provide templates with boxes for beginning, middle, end. Guide students to add simple drawings and labels, then share to build confidence in visual sequencing.

What materials work best for simple comic strips?

Use A4 paper folded into three panels, pencils, crayons, and markers for bold lines. Pre-drawn templates reduce overwhelm. Add speech bubble stickers for fun, ensuring focus stays on sequence over perfection.

How does creating comics link to literacy in Year 1?

It reinforces story structure from English, visualising retells and predictions. Students practice sequencing orally while drawing, aiding those with writing delays. Links to shared reading by turning verbal stories into art.

How can active learning help Year 1 students with comic strips?

Active methods like panel-cutting and rearranging make sequence tangible, as children physically manipulate parts to test story flow. Pair shares and group relays encourage peer feedback, deepening understanding. This kinesthetic approach engages all learners, turning passive drawing into dynamic narrative play that sticks.