A Public Service Announcement! ;)
Showing posts sorted by date for query Free comic book day. Sort by relevance Show all posts
Showing posts sorted by date for query Free comic book day. Sort by relevance Show all posts
Friday, May 02, 2014
Tomorrow is Free Comic Book Day!
Wednesday, May 01, 2013
Free Comic Book Day 2013 is THIS SATURDAY! May 4!
Get some free comic book goodness at your local comic book shop this Saturday as Free Comic Book Day strikes again!
Click here to learn more, such as what titles will be available to the comics lover near you! This event has been going strong for eleven years and seems to gain steam with every new first Saturday in May. Your Cinco De Mayo just got better due to this Cuatro De Mayo. I hope to hit up Asylum Comics in West El Paso for some "gratis goodies."
Click here to learn more, such as what titles will be available to the comics lover near you! This event has been going strong for eleven years and seems to gain steam with every new first Saturday in May. Your Cinco De Mayo just got better due to this Cuatro De Mayo. I hope to hit up Asylum Comics in West El Paso for some "gratis goodies."
Friday, May 04, 2012
2012: Cinco de Mayo is Free Comic Book Day
Wednesday, September 21, 2011
The Syllabus for What Might Have Been the First-Ever All-GN's Ya Lit Class
English 418 (H002): Young Adult Literature: Graphic Novels as YA Lit.
M-F 8:00-12:00 March 14-25, Summer 2007
Instructor:
James Bucky Carter
357 Liberal Arts Building
James.B.Carter@###.###
###-4807
Office Hours:________________________________ and by appointment
Course Descriptions:
This is a 3 credit hour, undergraduate course that is a requirement for English Education students but may not be a required course for other students. It is your responsibility to know if this is a required course for you. We will be exploring what pedagogical research and practice has to say about using graphic novels in the secondary (grades 6-12) English language arts classroom, and we will be sampling from a number of graphic novels that are worthy of strong consideration for use in our future classrooms.
Required Texts:
Building Literacy Connections with Graphic Novels: Page by Page, Panel by Panel
James Bucky Carter (Ed.) NCTE 2007.
Going Graphic: Comics at Work in the Multilingual Classroom.
Stephen Cary. Heinemann 2004.
The Amazing True Story of a Single Teenage Mom (on reserve); American Born Chinese; The Best American Comics 2006;Big Fat Little Lit; Beowulf; Bone: One Volume Edition; A Contract with God; Deogratias, A Tale of Rwanda; Electric Girl (or Queen Bee, whichever is at the bookstore); Fagin the Jew; Goodbye, Chunky Rice; In the Shadow of no Towers; King; Maus I; Maus II; Pedro and Me; Persepolis I; Persepolis II; Pride of Baghdad; Pop Gun War; Rose; The Tale of one Bad Rat; Runaways; Truth: Red, White, and Black (on reserve); Ultimate Spider-Man Vol.1; Unstable Molecules; The 9/11 Report; 300.
As well, you will be required to read a number of articles and book chapters, all of which are on reserve at the library. Most are available for digital download via any computer with an Internet connection.
Recommended Texts:
Getting Graphic: Using Graphic novels to Promote Literacy with Preteens and Teens.
Michele Gorman. Linworth 2003.
The Power of Reading. S. Krashen. Heinemann 2004.
Reading Don’t Fix No Chevy’s: Literacy in the Lives of Young Men. Smith and Wilhelm. Heinemann 2002.
CONCEPTUAL FRAMEWORK ADDRESSED IN COURSE:
This course “Frees the Power of the Individual” by helping pre-service teachers come to understand the need for choice, access, and time in reading literature and also the importance of knowing how to assess and increase their students’ literacy skills. The course has the power to transform its students’ preconceived notions about reading and literature and gives them the tools to transform or inform their students’, peers’, and administrators’ notions as well. Students have ample opportunities to experience various ways they and their students can work in small group communities and engage in New literacies, Multimodal literacies, critical literacies, cultural literacies, and functional literacies. The course seeks to inspire its students to transform and inform themselves and those around them via communal activities and discourse and to be able to apply their experiences such that they can inform, transform, and inspire their students’ reading habits and attitudes.
COURSE OBJECTIVE(S): Students will…
• Increase their interest in and knowledge of literature for adolescents via traditional texts as well as newer forms which correspond with notions of “New Literacy.” (NCATE/NCTE 3.4.1, 3.6, INTASC 1)
• Survey graphic novels and books written for and read by adolescents. (INTASC 1)
• Accrue first and second-hand knowledge about these books for the purpose of making informed recommendations along the lines of student interest. (3.5, INTASC 1)
• Develop skill in evaluating, discussing, and writing about adolescent literature in traditional and virtual environments. (3.1.3, INTASC 2,3,4)
• Increase their knowledge and expertise in helping students become better readers. (4.9, INTASC 3,4,5,7,8)
• Learn how to help adolescents discover and develop their own reading interests.(4.0, 4.9, ITASC 5)
• Learn the NCTE/IRA standards for English language arts and learn about NCTE’s statements on Multimodal literacy
• Read an array of articles on using graphic novels and comic books in the classroom.
COURSE REQUIREMENTS:
• Attend every class
• Read every assignment
• Make a concerted effort to actively participate
• Keep a journal in which you reflect on each of your readings and your thoughts on graphic novels before, during, and after the class.
• Create a 3-page, inked and lettered comic entitled “How I Became a Reader.”
• Write a 5-page paper on how you see graphic novels linking with NCTE /IRA English language arts standards and the NCTE statement on Multimodal literacies.
• Complete the “Assessment Days” final exam activities over the course of the final two days of the class.
GRADING/ASSESSMENTS:
• 15% -- Attendance and ACTIVE Participation
• 20% -- Journals: You will journal about your thoughts on graphic novels as they stand/stood before, during, and after the class, and you will write reactions to your readings.
• 20% -- “How I Became a Reader” 3-page comic, inked and lettered.
• 20% -- 3-5 pages on how you see graphic novels matching up with NCTE/IRA standards and statements on Multimodal literacies.
• 25% -- Complete participation and completion of activities during “Assessment Days Final Examination”
GENERAL GRADING RUBRIC:
100-90 – Work is completed on time and meets the requirements of the assignment or goes beyond it in insightful ways. The work is mature in thought, clear grammatically, and shows exceptional application of ideas brought forth from readings, discussions, etc. Attendance is not an issue.
89-80 – Work is completed on time and meets the requirements of the assignment for the most part and has potential to be an exemplary effort but falls just short due to lack of clarity. In other words, it is good work, but could still use some work. Attendance is not an issue.
79-70 – Work is completed on time but fails to clearly meet the requirements of the assignment. It appears to be perfunctory, just completed to be completed, with little major insight into ideas brought forth from readings, discussions, etc. Attendance may be an issue.
69-65 – Work is completed on time but does not meet the requirements of the assignment, may be grammatically unsound or very murky in clarity and very shallow in depth and application of ideas brought forth from readings, discussions, etc. Attendance is an issue.
64-0 – Work is most probably late and shows little to no respect for the assignment and appears rushed or, for lack of a better term, “thrown together,” with very little connectivity to anything stemming from the assignment, class readings, discussions, etc. Attendance is an issue.
PLAGIARISM/CHEATING STATEMENT:
Plagiarism will not be tolerated. By staying enrolled in this class you understand that I have the right to take every necessary action to make sure your work is yours and your sources are properly cited. Plagiarism will result in a zero in the course. Be sure to educate yourself on what constitutes plagiarism and how to avoid it by visiting http://www.lib.usm.edu/research/plag/plagiarismtutorial.htm and taking the Plagiarism Tutorial. You will need the understanding in order to complete the writing assignments.
WRITING CENTER NOTICE:
The Writing Center offers free tutorial service to all students and on all writing projects, in order to help students meet the demands of university writing. It also houses instructional resources such as handouts, reference guides, with some limited access to word processing and internet. The Writing Center is located in the LAB and usually opens for business during the second week of classes. For more information, call ### 4821.
DISABILITY STATEMENT:
If a student has a disability that qualifies under the American with Disabilities Act (ADA) and requires accommodations, he/she should contact the Office for Disability Accommodations (ODA) for information on appropriate policies and procedures. Disabilities covered by ADA may include learning, psychiatric, physical disabilities, or chronic health disorders. Students can contact ODA if they are not certain whether a medical condition/disability qualifies. [Contact information followed.]
SCHEDULE:
5/14 – Introduction. Initial writing activity. “SANE” presentation. Comic Book Show N’ Tell activity. HW: BLCWGN Chs. 1 and 11; Cary Chs.1-2; Cadiero-Kaplan; Morrell1; Goodbye Chunky Rice; Ultimate Spiderman Vol.1; Big Fat Little Lit.
5/15 – Discussion and activities. HW: Maus I and II; Persepolis I and II; BLCWGN Ch. 3; NCTE/IRA Standards for English language arts, available here:
http://www.ncte.org/store/books/bestsellers/105977.htm
5/15 (continued) -- HW: NCTE statement on Multimodal Literacies, available here: http://www.ncte.org/about/over/positions/category/media/123213.htm ; Brown Maus; Maus Crown Heights.
5/16 – Discussion and activities. Share other 9/11-related comics. HW: The 9/11 Report; Pride of Baghdad; In the Shadow of No Towers; Bitz; Gallo; Leckbee; Bruggeman.
5/17 – Discussion and activities. HW: American Born Chinese; Truth (on reserve); Fagin the Jew; BLCWGN Ch. 8; Versaci; Using Student Generated..
5/18 – Discussion and activities. HW: King; Pedro and Me; Unstable Molecules; BLCWGN Ch.2; Schwarz1 and 2; Bucher and Manning; In the Middle Chs.2-8.
5/21 – Discussion and activities. HW: A Contract with God; The Tale of One Bad Rat; Amazing True Story of a Teenage Single Mom (on reserve).; Mitchell & George; Jacobs; BLCWGN Ch. 4; Begin reading Bone.
5/22 – Discussion and activities. HW: BLCWGN Chs. 5-6; Deogratias; Beowulf; Pop Gun War; 300.
5/23 – Discussions and activities. HW: Bone; Rose; Electric Girl or Queen Bee; Reid Manga; Links to Other Articles.
5/24 – Discussions of readings. Begin Assessment Day Final Exam Activities. “How I Became a Reader” comics due. Come prepared to work in groups for your final exam. “Leveling” activity; Rationale/write-up activities; Thematic analyses; Pairings and Units activities. (More information later)
5/24 – Continue Assessment Days Final Exam Activities. Journals due. Papers due. Come prepared to work in groups for your final exam. “Leveling” activity; Rationale/write-up activities; Thematic analyses; Pairings and Units activities. (More information later)
M-F 8:00-12:00 March 14-25, Summer 2007
Instructor:
James Bucky Carter
357 Liberal Arts Building
James.B.Carter@###.###
###-4807
Office Hours:________________________________ and by appointment
Course Descriptions:
This is a 3 credit hour, undergraduate course that is a requirement for English Education students but may not be a required course for other students. It is your responsibility to know if this is a required course for you. We will be exploring what pedagogical research and practice has to say about using graphic novels in the secondary (grades 6-12) English language arts classroom, and we will be sampling from a number of graphic novels that are worthy of strong consideration for use in our future classrooms.
Required Texts:
Building Literacy Connections with Graphic Novels: Page by Page, Panel by Panel
James Bucky Carter (Ed.) NCTE 2007.
Going Graphic: Comics at Work in the Multilingual Classroom.
Stephen Cary. Heinemann 2004.
The Amazing True Story of a Single Teenage Mom (on reserve); American Born Chinese; The Best American Comics 2006;Big Fat Little Lit; Beowulf; Bone: One Volume Edition; A Contract with God; Deogratias, A Tale of Rwanda; Electric Girl (or Queen Bee, whichever is at the bookstore); Fagin the Jew; Goodbye, Chunky Rice; In the Shadow of no Towers; King; Maus I; Maus II; Pedro and Me; Persepolis I; Persepolis II; Pride of Baghdad; Pop Gun War; Rose; The Tale of one Bad Rat; Runaways; Truth: Red, White, and Black (on reserve); Ultimate Spider-Man Vol.1; Unstable Molecules; The 9/11 Report; 300.
As well, you will be required to read a number of articles and book chapters, all of which are on reserve at the library. Most are available for digital download via any computer with an Internet connection.
Recommended Texts:
Getting Graphic: Using Graphic novels to Promote Literacy with Preteens and Teens.
Michele Gorman. Linworth 2003.
The Power of Reading. S. Krashen. Heinemann 2004.
Reading Don’t Fix No Chevy’s: Literacy in the Lives of Young Men. Smith and Wilhelm. Heinemann 2002.
CONCEPTUAL FRAMEWORK ADDRESSED IN COURSE:
This course “Frees the Power of the Individual” by helping pre-service teachers come to understand the need for choice, access, and time in reading literature and also the importance of knowing how to assess and increase their students’ literacy skills. The course has the power to transform its students’ preconceived notions about reading and literature and gives them the tools to transform or inform their students’, peers’, and administrators’ notions as well. Students have ample opportunities to experience various ways they and their students can work in small group communities and engage in New literacies, Multimodal literacies, critical literacies, cultural literacies, and functional literacies. The course seeks to inspire its students to transform and inform themselves and those around them via communal activities and discourse and to be able to apply their experiences such that they can inform, transform, and inspire their students’ reading habits and attitudes.
COURSE OBJECTIVE(S): Students will…
• Increase their interest in and knowledge of literature for adolescents via traditional texts as well as newer forms which correspond with notions of “New Literacy.” (NCATE/NCTE 3.4.1, 3.6, INTASC 1)
• Survey graphic novels and books written for and read by adolescents. (INTASC 1)
• Accrue first and second-hand knowledge about these books for the purpose of making informed recommendations along the lines of student interest. (3.5, INTASC 1)
• Develop skill in evaluating, discussing, and writing about adolescent literature in traditional and virtual environments. (3.1.3, INTASC 2,3,4)
• Increase their knowledge and expertise in helping students become better readers. (4.9, INTASC 3,4,5,7,8)
• Learn how to help adolescents discover and develop their own reading interests.(4.0, 4.9, ITASC 5)
• Learn the NCTE/IRA standards for English language arts and learn about NCTE’s statements on Multimodal literacy
• Read an array of articles on using graphic novels and comic books in the classroom.
COURSE REQUIREMENTS:
• Attend every class
• Read every assignment
• Make a concerted effort to actively participate
• Keep a journal in which you reflect on each of your readings and your thoughts on graphic novels before, during, and after the class.
• Create a 3-page, inked and lettered comic entitled “How I Became a Reader.”
• Write a 5-page paper on how you see graphic novels linking with NCTE /IRA English language arts standards and the NCTE statement on Multimodal literacies.
• Complete the “Assessment Days” final exam activities over the course of the final two days of the class.
GRADING/ASSESSMENTS:
• 15% -- Attendance and ACTIVE Participation
• 20% -- Journals: You will journal about your thoughts on graphic novels as they stand/stood before, during, and after the class, and you will write reactions to your readings.
• 20% -- “How I Became a Reader” 3-page comic, inked and lettered.
• 20% -- 3-5 pages on how you see graphic novels matching up with NCTE/IRA standards and statements on Multimodal literacies.
• 25% -- Complete participation and completion of activities during “Assessment Days Final Examination”
GENERAL GRADING RUBRIC:
100-90 – Work is completed on time and meets the requirements of the assignment or goes beyond it in insightful ways. The work is mature in thought, clear grammatically, and shows exceptional application of ideas brought forth from readings, discussions, etc. Attendance is not an issue.
89-80 – Work is completed on time and meets the requirements of the assignment for the most part and has potential to be an exemplary effort but falls just short due to lack of clarity. In other words, it is good work, but could still use some work. Attendance is not an issue.
79-70 – Work is completed on time but fails to clearly meet the requirements of the assignment. It appears to be perfunctory, just completed to be completed, with little major insight into ideas brought forth from readings, discussions, etc. Attendance may be an issue.
69-65 – Work is completed on time but does not meet the requirements of the assignment, may be grammatically unsound or very murky in clarity and very shallow in depth and application of ideas brought forth from readings, discussions, etc. Attendance is an issue.
64-0 – Work is most probably late and shows little to no respect for the assignment and appears rushed or, for lack of a better term, “thrown together,” with very little connectivity to anything stemming from the assignment, class readings, discussions, etc. Attendance is an issue.
PLAGIARISM/CHEATING STATEMENT:
Plagiarism will not be tolerated. By staying enrolled in this class you understand that I have the right to take every necessary action to make sure your work is yours and your sources are properly cited. Plagiarism will result in a zero in the course. Be sure to educate yourself on what constitutes plagiarism and how to avoid it by visiting http://www.lib.usm.edu/research/plag/plagiarismtutorial.htm and taking the Plagiarism Tutorial. You will need the understanding in order to complete the writing assignments.
WRITING CENTER NOTICE:
The Writing Center offers free tutorial service to all students and on all writing projects, in order to help students meet the demands of university writing. It also houses instructional resources such as handouts, reference guides, with some limited access to word processing and internet. The Writing Center is located in the LAB and usually opens for business during the second week of classes. For more information, call ### 4821.
DISABILITY STATEMENT:
If a student has a disability that qualifies under the American with Disabilities Act (ADA) and requires accommodations, he/she should contact the Office for Disability Accommodations (ODA) for information on appropriate policies and procedures. Disabilities covered by ADA may include learning, psychiatric, physical disabilities, or chronic health disorders. Students can contact ODA if they are not certain whether a medical condition/disability qualifies. [Contact information followed.]
SCHEDULE:
5/14 – Introduction. Initial writing activity. “SANE” presentation. Comic Book Show N’ Tell activity. HW: BLCWGN Chs. 1 and 11; Cary Chs.1-2; Cadiero-Kaplan; Morrell1; Goodbye Chunky Rice; Ultimate Spiderman Vol.1; Big Fat Little Lit.
5/15 – Discussion and activities. HW: Maus I and II; Persepolis I and II; BLCWGN Ch. 3; NCTE/IRA Standards for English language arts, available here:
http://www.ncte.org/store/books/bestsellers/105977.htm
5/15 (continued) -- HW: NCTE statement on Multimodal Literacies, available here: http://www.ncte.org/about/over/positions/category/media/123213.htm ; Brown Maus; Maus Crown Heights.
5/16 – Discussion and activities. Share other 9/11-related comics. HW: The 9/11 Report; Pride of Baghdad; In the Shadow of No Towers; Bitz; Gallo; Leckbee; Bruggeman.
5/17 – Discussion and activities. HW: American Born Chinese; Truth (on reserve); Fagin the Jew; BLCWGN Ch. 8; Versaci; Using Student Generated..
5/18 – Discussion and activities. HW: King; Pedro and Me; Unstable Molecules; BLCWGN Ch.2; Schwarz1 and 2; Bucher and Manning; In the Middle Chs.2-8.
5/21 – Discussion and activities. HW: A Contract with God; The Tale of One Bad Rat; Amazing True Story of a Teenage Single Mom (on reserve).; Mitchell & George; Jacobs; BLCWGN Ch. 4; Begin reading Bone.
5/22 – Discussion and activities. HW: BLCWGN Chs. 5-6; Deogratias; Beowulf; Pop Gun War; 300.
5/23 – Discussions and activities. HW: Bone; Rose; Electric Girl or Queen Bee; Reid Manga; Links to Other Articles.
5/24 – Discussions of readings. Begin Assessment Day Final Exam Activities. “How I Became a Reader” comics due. Come prepared to work in groups for your final exam. “Leveling” activity; Rationale/write-up activities; Thematic analyses; Pairings and Units activities. (More information later)
5/24 – Continue Assessment Days Final Exam Activities. Journals due. Papers due. Come prepared to work in groups for your final exam. “Leveling” activity; Rationale/write-up activities; Thematic analyses; Pairings and Units activities. (More information later)
Thursday, December 02, 2010
Monday, August 30, 2010
August 28 was "Read Comics in Public" Day
I messed up and read all mine on Friday, D'oh! Here's hoping this becomes an annual tradition that grows and grows, like Comic Con or Free Comic Book Day.
Wednesday, May 05, 2010
Review: _Benny and Penny in The Toy Breaker_
The latest Benny and Penny book features Bo, an infamous toy breaker, visiting our mousy friends for some playtime. Of course, the siblings want to keep everything from him, and in so doing assist him in destroying several of their favorite playthings. Everything works out in the end, though, once Bo shows remorse and Benny and Penny stop worrying so much about material things.Of all the books in this series, this one has been my least favorite. It seems odd and embarrassing to say a children's graphic novel has too many words, but I often felt as though the actor mice who played Benny, Penny and Bo had haggled with writer Geoffrey Hayes over how many lines each of them had in the script. However, I'm not the target audience for this book, but, as I've mentioned before, I have my own test market at home: my oldest son (4).
He enjoyed it. The parts with onomatopoeia and naughty behavior tickled him the most, and he didn't seem to mind my tripping over myself time and time again when adding exposition like "said Bo," or "Benny said" to help him keep up with the characters (which was tedious for me). He was able to predict the pattern after a while (see toy, play with toy, fight over toy, break toy), and he knew when I prompted him via question that Bo, who had been teasing the kids about calling our for their mother, yelled "Mommy!" when he gets stuck in a fence hole. Whether he recognized the word or the story structure, I am not sure, but that was an impressive moment for us both, and he genuinely seemed to love the irony. So, Benny and Penny and the Toy Breaker pass the son test, but this one will be a book I hope he doesn't ask me to read over and over.
It comes to mind that some might be interested in knowing how I read comics to my son. While some claim to have done research that says kids can't put images in a sequence until a certain age, my son seems to have caught on quickly to filling in the gutters and reading comics. He actually seems to have regressed a bit on this lately, to be honest. We have some wordless kids comics thanks to a friend at :01 that my son loves very much. With our help, he's learned the gist of these books and that it is also acceptable to read the story differently from time to time. With kids comics with words, we do the same as we do with wordless comics: we point to specific panels and items within each panel, explain or narrate, then move to the next panel and specifics within it. When there are words, we point to the word balloons and the characters speaking and often fill in with "said X" or "Y exclaimed." We then attend to specifics that the images reveal and make comments, ask questions, or prompt him to respond somehow, often with "what do you think will happen next?" or other prediction-based prompts.
My son finally seemed to get into Free Comic Book Day this year, and he's been toting his comics around everywhere, immune to his younger brother's destruction of the covers, which upsets me but no one else in the house ("Honey, don't you want to bag and board that between readings??" :) ), and he's been wanting us to read them to him at bedtime rather than his other storybooks. He's most interested in learning every character's name, then what they can do (in super hero comics), then in reading and rereading the story. The best is when he "reads" the stories back to us, which he immediately wanted to do with The Toy Breaker.
Friday, April 30, 2010
REMINDER!: Saturday, May 1, 2010: Free Comic Book Day
Look for gratis grabbies featuring Shrek, Mouse Guard , Archie, Disney, G.I. Joe, Iron Man and more!
Monday, April 26, 2010
Tuesday, April 28, 2009
Free Comic Book Day is Almost Upon Us!
Get free comics this weekend just by stopping by your local comics shop. It's a great time to explore different genres. And, hey, maybe you can finagle a class set of something if you ask the store owners nicely.
Sunday, April 26, 2009
Borderland Comics Studios to Represent on Free Comic Book Day: May 2, 2009
More comics goodness -- this time for Free Comic Book Day, coming up May 2,2009 -- from comics creators in the El Paso/Juarez region via this press release:Free Comic Book Day: The Christmas of Comics, to promote literacy and art through the medium of comics and to inspire thousands, nay, millions to get out and visit their local shops is upon us, MAY 2nd 2009!
This year, Adversary Comix and 656 Comics is doing something unheard of, unprecedented, and just really kick ass and cool! Nothing like this has ever been done before, so we’ve gotta set the trend and hopefully this will become the norm. with the recession in full effect it’s tough to get your books for a low price, but how does free sound, well we’re gonna sweeten the deal even more as we present the first COMIC BOOK CD made in EL PASO, TX and CD.JUAREZ CHIH!!!!!
The digital age is upon us, we download music and movies like mad, and comics are headed in the digital direction, major companies are seeing the trend and striking while the iron is hot, and since we at Adversary and 656 enjoy breaking borders, we’re throwing our hat in the ring as well!
We are giving away a CD with over 25 comics and previews in it.Yes you heard right! Why only get one or two free comics on FCBD, when you can get over 25!
We are mixing media and technology to bring to you just a sample of all the work that 656 Comics and Adversary Comics has put out!Here is a sampling of what we’ll be handling out on FCBD!:
El Valiente vs La Momia Robotica
Los Meksmen vs Zombi Kid part 1
Zombi RiderEl Comiquero #1
El Comiquero Verano
Mar de Locura
Dusk
8x8 Short Stories
Terror infonavit, a 24 hour comic
Las Chicas Clave 1-4
And the premiere of:
A Year Without a Summer
Double Edge
And previews of
BATTERY ACID: Tales of the Strange Sort
INFESTACION: Hell’s Pass 1-3INFESTACION 1-4
JAGGED FRAGMENT
KARMESI
DARK LIZZY
GUARDIAN
LOS MEKSMEN
EL COMIQUERO
The FCBD CD will be given away at our signing @ Dave’s Comics located at 5360 N. Mesa St.
El Paso, TX 79912(915) 875-8600 Soon to be renamed Asylum Comics.
El Paso, TX 79912(915) 875-8600 Soon to be renamed Asylum Comics.
And on top of that, the CD will have a free sketch on the label! But wait that’s not the best part, the best part is that even if you can’t make it to El Paso to our signing to receive a CD, you can email us at adversarycomix@gmail.com and WE WILL SEND YOU A COPY FOR FREE!
And did I mention that the whole stable of Adversary and 656 artists will be there AND that BATTERY ACID: TALES OF THE STRANGE SORT WILL BE ON SALE?!And on top of that! ADVERSARY COMIX: AGENTS OF THE PARANORMAL will be on hand to answer your paranormal questions and read your future, there will be Pinup Models and a LIVE ART JAM and free giveaways and trivia, and direct from Los Angeles, P.H.A.T.M Death squad will be belting out the tunes till the cops shut us down!
So join us if you can and see what FREE COMIC BOOK DAY should be like, the ADVERSARY/656 way!Whew! And then the after party afterwards? We are going to keep going till the break of dawn!
-- YOUR IMAGINATION IS NOT THE ENEMY!
Tuesday, April 21, 2009
SpiralMind: A New Hero from El Paso Comics Creators!
Press release:COMIC FANS FIND A NEW HERO IN SPIRALMIND
Series zooming forward with big plans for military, Spanish speakers, Comic-Con
Since its debut in January, the Spiralmind comic book series has picked up steam and a devoted fan base around the country. Hugely popular entertainment website Ain’t It Cool News gives Spiralmind a big thumbs-up, saying “Not [in] a style you see often in this post-Image era of cross-hatches and sketches, and that’s what made reading this first issue so refreshing. The story aims high with a conflict of biblical proportions, but boiled down to its basics, it’s got an @$$-kicking rabbi, a spandex clad superhero, and werewolves...
Issue one also has a full article on Ancient Judaic Exorcism. This is definitely unlike any comic I’ve read before…and a hell of a lot of fun to read… SPIRALMIND is definitely a comic book reading experience you won’t forget.”
Created by two natives of the world’s largest border metropolis, BenPerez and Matt Rothblatt dot the fantastical city of Ninevah where Spiralmind battles to save humanity from mystical demons with details of their truly unique hometown. Their background in military service also contributes to the story as well as plans for spreading the comic around the world. Plans are in the works with local military base Fort Bliss to provide free copies of Spiralmind for soldiers being deployed overseas. “Our soldiers deserve a little bit of fun and a little bit of home,” says Perez. “We’re happy to work hard and do what we can in return for all they do.”
In acknowledgement of their bicultural, bilingual environment, Perez and Rothblatt always intended for Spiralmind to be available in two languages and the Spanish version of Issue #1, Rabbi’s Lament, hits stores May 1.
“Our plan since starting this venture was to make Spiralmind accessible to everyone in El Paso and Spanish speakers around the world,” says Rothblatt.Perez adds, “Living in El Paso—where Spanish is primarily a first language for residents—we realize the importance that ‘En Español’ holds for people. This goes for the rest of the country too! As of 2008, Hispanics made up 15% of the U.S. population and are projected to make up 30% by 2050. From a business standpoint, it’s a no-brainer. DC Comics did a Spanish language issue of Blue Beetle, a Hispanic character living in El Paso. The writer Jai Nitz—who lives in Lawrence, Kansas but has family in Laredo, Texas—was able to pull off the issue beautifully while representing Spanish and the 'Spanglish' spoken here on the border. Thanks to guys like Jai and some of his predecessors, Spanish comics are considered an important part of a shifting paradigm in the comic book industry.”
“If things go well, we’ll be able to translate it into other languages in the future,” Rothblatt explains. “But having Spiralmind available in Spanish was not just a business decision; it was a decision of the heart. We know there are many kids and young adults living in El Paso,Ciudad Juarez [Mexico] across our border, or even in Omaha, Boston,and Raleigh who speak Spanish. These books are for them. We want them to be able to embrace our stories just as an English speaker would our English version.”
Jahaziel Rodriquez, who assisted Perez and Rothblatt in translating Rabbi’s Lament, says, “When I first heard about Spiralmind from Ben and Matt, I was excited for them. When they mentioned a Spanish translation, I was excited for me. As a fan of comics and a fluid Spanish speaker, I had not seen many good comics in Spanish, but Spiralmind had the chance to be exactly that. So I jumped at the opportunity to bring something to life that had not previously been seen. Hispanic-American fans of the genre were not being given the privilege to enjoy strong comic stories in their native language and I wanted to be involved in the process of making that possible.”
Spiralmind can be ordered online from www.comixpress.com orwww.indyplanet.com. Updates about the series and its creative umbrella, Phi3 Comics, can be found at www.myspace.com/phi3comics.
Spiralmind will celebrate Free Comic Book Day on May 2 with an appearance by creators Perez and Rothblatt in their hometown of El Paso at Rebels Comic Vault. Upcoming plans for Spiralmind include appearances at Comic-Con in June and Issue #2 ready in time for summer.
# # # # # # # # # # # # # # # # # # # # # #The Spiralmind team is available for interviews. Review copies of Issue #1 in English and Spanish are available for review, along with hi-res art for publication. For more information, contact Lisa Y.Garibay at LARGetc. Publicity, 213-840-3517 or lisa@largetc.com
Friday, April 17, 2009
Hugh Jackman Promotes Free Comic Book Day/ Literacy
In other news, my wife rejoices as this makes the chances of me inviting him over for dinner that much more likely.
Wednesday, December 10, 2008
CBR Previews Offerings for Free Comic Book Day 2009
May 2, 2009. Mark it on your calendars. That's Free Comic Book Day! Comic Book Resources has posted some previews of books you can snag for gratis. And, remember, if you have a generous comics provider or hit up the sales associate in the days after the event, you might be able to score a class set or two of certain titles.For more information on Free Comic Book Day, type the title into this blog's search box. It's in the upper-left corner. See it? No, over a bit. The far upper-left corner. There ya go. ;)
Thursday, May 01, 2008
Sunday, May 06, 2007
May 5th was Free Comic Book Day!
So, if Free Comic Book Day, the annual event during which comic shops give away tons of freebies and sell many of their items for vastly reduced prices, was THIS weekend, why am I telling you about it now that it is over?
It's simple really. I know a little secret! See, during Free Comic Book Day, your lovable local retailer can only let you pick up one of each free title on display. And why not? He or she has to make sure there's enough to go around, and these events just seem to draw more and more people every year.
That means that the odds of your retailer ordering more stock than he or she can get rid of is very high. You might have only been able to pick up a copy of that great Spidey comic for yourself on Saturday, but if you act quick, you might be able to pick up a class set or two on Monday!
Retailers will be eager to get rid of their Free Comic Book Day backstock if they ordered too much, so take advantage of that. Just ask if they have anything left. I've gotten hundreds of free comics this way.
And, since they've just spent a whole day trying to get rid of some of their other backstock at cheap prices, you may find them willing to negotiate some great deals on other comics they have in bulk as well. They might even get a tax write-off for giving you a deep discount.
It never hurts to ask, so contact your local retailer and see if you can't get a few class sets of some of those freebies, and maybe see if he or she can't help you get some good deals on other comics for your classrooms as well!
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