Comics and Graphic Novels in the Classroom

The phrase ‘a picture is worth a thousand words’ (Online, 28^th January 2014) provides a strong reason as to why graphic novels or comics should be used in the classroom. A graphic novel usually contains a complex storyline, which is conveyed through a combination of text and art. On the other hand, a comic consists of sequential panels that are usually accompanied by a brief piece of text. However, the use of graphic novels or comics in the classroom is a long debated topic as both bring positives and negatives.

The National Curriculum for 2014 states that children need to read books that are ‘structured in different ways and read for a range of purposes’ (2013:43). Therefore, graphic novels and comics can fulfil this requirement if they are used correctly. Frey and Fisher (2008) suggest that graphic novels and comics can target all types of readers by supporting a struggling reader, motivating a reluctant reading and challenging a high level reader. This shows that both forms of text are not just for low ability children who need encouragement to read, they can be used for every reader in the class. Burmark (2008:5) suggests literacy in the twenty-first century is mostly visual as children are expected to read fluently between images and text. Monnin (2010:xii) supports this view as she believes graphic novels and comics are creating a new literacy that is focused on visual communication. Furthermore, the use of graphic novels and comics would support Burmark’s and Monnin’s view.

To enhance learning through graphic novels and comics, teachers must select texts that have a suitable content for their class. Stafford (2009:116) highlights the importance of this as there may be images or text that are not suitable for children. However, these forms of literature provide many opportunities for learning and Stafford suggests children should write their own comic book. This would require ‘asking children to create characters and a storyline, to imagine the artwork and then to present all this in a written format’ (Stafford, 2009:125).  Creating a storyline and conveying it through images and text is a challenge for children but would be extremely beneficial.

Millard and Marsh (2001:25) disagree with the use of graphic novels and comics in the classroom as many contain inappropriate images and language. Adding to this, many graphic novels and comics are aimed at one particular sex as ‘boys’ comics have been thought to promote violence (and) girls’ to induce a soppy passivity’ (Millard and Marsh, 2001:26). However, it was brought to my attention on school experience how comics can be used positively. The teacher had researched the comic for her Year 6 class and ensured it was aimed at both sexes before presenting it to them. From this, the class were able to finish the storyline by creating their own comic. The children were incredibly engaged and motivated, meaning the work they produced was of an extremely high quality.

By embracing these forms of literature that children are eager for, both teachers and children will become more broadly literate in the twenty-first century.

Bibliography

Burmark, L (2008) “Visual Literacy: What you see is what you get.” In Nancy Frey, Douglas Fisher eds. Teaching Visual Literacy. Thousand Oaks, CA: Corwin Press

Frey, N and Fisher, D (2008) Teaching Visual Literacy. Corwin Press: California

Millard, E and Marsh, J (2001) Sending Minnie the Minx Home: comics and reading choices. Cambridge Journal of Education: Volume 31 (1)

Monnin, K (2010) Teaching Graphic Novels. Maupin House Publishing Ltd: Gainesville

Stafford, T (2009) Teaching Children’s Literature, Making Stories Work in the Classroom. Routledge: Abingdon

www.phrases.org.uk/meanings/a-picture-is-worth-a-thousand-words.html (Accessed 28th January 2014)