Lesson Plan: The Art of the "Buzz"—Analyzing Character and Theme in Buzzing

Materials Needed:

• A copy of Buzzing by Samuel Sattin and Rye Hickman
• Kamie's notebook or journal
• Several sheets of plain paper (or a printed D&D character sheet template, easily found online)
• Pencils, pens, colored pencils, or markers

Lesson Overview for the Teacher

This lesson is designed for a one-on-one session with Kamie to explore the graphic novel Buzzing. The goal is to move beyond plot summary and delve into how the unique medium of comics—the interplay of art and text—tells a powerful story about mental health, friendship, and self-acceptance. The final project is a creative and personal application of these themes, turning self-reflection into a fun, game-inspired character sheet.

Part 1: The Hook - What Does "The Buzz" Look Like? (10 minutes)

Objective:

To introduce the central metaphor of the book and activate critical thinking about how internal feelings can be represented visually.

Activity Steps:

1. Begin with a question: "Kamie, think about a time you felt really overwhelmed, anxious, or even super excited. If you had to draw that feeling without using any words, what would it look like? What colors or shapes would you use?"
2. Connect to the book: "In Buzzing, the main character Isaac experiences his OCD as a 'buzzing.' He can hear it and feel it. Let's look at how the creators, Samuel Sattin and Rye Hickman, decided to show us this feeling."
3. Examine a Key Page: Turn to a page where the "buzzing" is visually prominent (e.g., pages 8-9 where Isaac is trying to get ready for school). Ask Kamie:
   • "How does the artist, Rye Hickman, draw the buzz? What does it look like?" (Point out the scribbly lines, the jagged shapes).
   • "What colors are used on this page? How do they make you feel as the reader?"
   • "Notice how the panels (the boxes) are tilted and chaotic here. Why do you think the artist did that instead of using neat, straight boxes?"
   Teacher's Note: The goal is to establish that in a graphic novel, the art isn't just decoration—it's a key part of the storytelling.

Part 2: Guided Analysis - Reading with Your Eyes (20 minutes)

Objective:

To analyze how artistic choices like color, panel layout, and character expression contribute to the story's theme and emotional depth.

Activity Steps:

Guide Kamie through a visual tour of the book, focusing on these two concepts. Have her find examples.

1. Focus on Color:
   • Question: "Let's flip through the book. What do you notice about the colors in Isaac's daily life versus the colors used when he's playing Dungeons & Dragons?"
   • Discuss: Talk about how Isaac's world is often in muted, grayish, or sickly green tones, reflecting his anxiety. In contrast, the D&D fantasy scenes explode with vibrant, exciting colors.
   • Deeper Question: "What is the book telling us by making this color choice? What does D&D represent for Isaac?" (Escape, control, passion, friendship).
2. Focus on Panel Layout:
   • Question: "We already saw how messy panels can show Isaac's anxiety. Can you find a page where the panels are very neat and orderly? What is happening in that scene?" (Look for scenes where he feels calm or focused).
   • Compare and Contrast: Find a page where Isaac is having a good time with his friends (e.g., during the D&D game). Look at the characters' expressions. How does the artist show their connection and happiness, even without many words?
   • Teacher's Note: This helps Kamie understand that paneling controls the *pacing* of the story. Chaotic panels feel fast and stressful; orderly panels feel calm and slow.

Part 3: Creative Application - Build Your Own Character (35 minutes)

Objective:

To synthesize the book's themes by creating a personal D&D-style character sheet. This encourages self-reflection and creative application of character analysis.

Activity Steps:

1. Introduce the Project: "In the story, Isaac finds a place to belong and a way to understand himself through Dungeons & Dragons. He gets to be a hero. We're going to do the same thing by creating a character sheet, not for a fantasy character, but for you."
2. Explain the 'Stats' in Real-World Terms: "In D&D, characters have 'stats' that show what they're good at. Let's translate them into real-life traits. You'll give yourself a score from 1-10 in each."
   • Strength: Physical OR emotional resilience. How well do you handle pressure?
   • Dexterity: How agile or coordinated are you? Are you good with your hands (art, video games, sports)?
   • Constitution: Your energy and stamina. Are you a morning person or a night owl? How's your general get-up-and-go?
   • Intelligence: "Book smarts." What subjects or topics do you know a lot about?
   • Wisdom: "Street smarts" or emotional intelligence. Are you good at giving advice? Do you learn from your mistakes?
   • Charisma: Your social skills. Are you a great public speaker, a good listener, or a natural leader?
3. Define the Creative Elements:
   • Character Name & Class: Come up with a cool fantasy name for yourself and a "Class" (e.g., "The Creative Bard," "The Logical Wizard," "The Protective Paladin").
   • Special Abilities: "This is your superpower. It’s something you are uniquely good at. For Isaac, it might be 'Hyperfocus' or 'World-Building Imagination.' What's yours? Maybe it's 'Incredible Empathy,' 'Unlocks Story Plots,' or 'Master of Sarcasm.'"
   • The Challenge/The "Buzz": "Isaac's challenge was his OCD, the 'buzz.' Everyone has a personal challenge they work to overcome. It could be shyness, procrastination, or fear of failure. Give your challenge a creative name, just like Isaac did."
   • My Quest: "What is one goal you are currently working towards? It could be learning a new skill, finishing a project, or improving a friendship. This is your heroic quest."
4. Create the Sheet: Give Kamie the paper and art supplies. Let her design her character sheet. Encourage her to use doodles, symbols, and colors that represent her, just like the art in Buzzing represented Isaac's feelings. This should be a fun, no-pressure activity.

Part 4: Wrap-Up & Reflection (10 minutes)

Objective:

To connect the creative activity back to the central themes of the book and consolidate learning.

Activity Steps:

1. Share and Discuss (optional): Ask Kamie if she'd like to share her character sheet. Focus on the creative choices she made.
   • "Why did you choose that 'Class' for yourself?"
   • "Tell me about your 'Special Ability.' How do you use it in your life?"
2. Final Connecting Questions:
   • "How did it feel to think about your own strengths and challenges in this 'game' format?"
   • "Why do you think playing D&D was so helpful for Isaac? How did it help him deal with his 'buzz'?"
   • "What do you think is the main message of Buzzing?" (Lead the discussion toward themes of empathy, the power of friendship, and finding healthy outlets for our internal struggles).

Assessment Notes:

• Formative (During Lesson): Kamie's participation and answers during the discussion in Parts 1 and 2 demonstrate her comprehension and analytical skills.
• Summative (End of Lesson): The "My Character Sheet" project is the primary assessment. Success is not based on artistic skill, but on the thoughtful application of the concepts.
  • Excellent: The sheet shows a clear connection between the abstract concepts (like 'Wisdom') and personal, real-world examples. Creative names and descriptions show deep engagement with the task.
  • Proficient: The sheet is complete and reflects a good understanding of the different categories.
  • Developing: The sheet is partially complete or the connections are very superficial.