Graphic Novels and Comics in the classroom

Does the use of comics and graphic novels (hard copy/electronic versions) within the primary literacy curriculum undermine the values of the classroom or do they offer opportunities for learning?

 

Comics and graphic novels have been seen in the past, in the UK at least, as ‘deplorable’ (Marsh and Millard, 2001) and ‘cultural junk’ (Tilley, 2013).  However, it can be seen, within an education setting, they can be said to draw children into a wider culture of reading for pleasure inside and outside of the classroom (Education Scotland, undated; Jolley, 2008 and Stafford, 2009).  Research has found that children in schools become more willing and motivated to practice reading strategies when they are comfortable within their realm of literacy (Jolley, 2008).  Here teachers can use comics and graphic novels in schools to act as a bridge in educating children about what elements, such as themes; genres and motifs, can be explored in written stories.

 

In my personal experience within schools, I have found it is also important for the children to understand that there are other genres and stories that are told in comics that are removed from the popular superhero genre (Stafford, 2009).  Stafford advocates the use of other comics including ‘The Beano’, here the content ‘serves as an accessible introduction to the medium’ through its use of a traditional comic book layout (Stafford, 2009).  Here children, even reluctant readers, can access a text with traditional comic book design while still being engaged and being given the opportunity to read the text in their own time. It is interesting to note that children assume that if a movie has been released, there is a high chance that there will be a book and video game to go along with it (Jolley, 2008).

 

Through the medium of comic books and graphic novels the children can be drawn into a wider culture of reading.  This is one positive effect that comics can have in terms of getting children interested in literacy.  Inference is central to the medium of graphic novels and comics. McCloud (1994) argues that most of the work in comics is done by the reader in this way between the panels; closure, the ability to use background knowledge and an understanding of panel relations to combine panels mentally into events, is a powerful form of active reading. The fact that closure takes place with or without words makes the benefits of comics clear, relating to comprehension in regards to the national curriculum’s guidance (DfE, 2013). The structure and pacing of panels encourage active, engaged reading from the reader (McCloud, 1994).

 

If teachers are planning on the children making texts, such as graphic novels, Sue Horner (2005) found it important to spend time analysing and discussing comic book narrative and design conventions since it could not be assumed that all children would be familiar with the text type.  Teachers can assess the work children create through comics and graphic novels by focusing on the composition and effect; text structure and organisation and sentence structure and punctuation (Education Scotland, undated)

 

It should be the objective for schools, in particular libraries within schools, to serve the choices of individual readers as well as promote reading habits among school children.  Comic books and graphic novels can become, because they are popular within children’s culture today, a harness to offer opportunities for learning to children in the classroom.

 

References

 

Education Scotland. Graphic Novels in The Curriculum [online] http://www.educationscotland.gov.uk/resources/g/graphicnovels/intro.asp (accessed 30/01/14)

 

DfE. (2013) The national curriculum in England: Key Stages 1 and 2 framework document. [online] https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/260481/PRIMARY_national_curriculum_11-9-13_2.pdf (accessed 01/02/14)

 

Jolley, K. (2008) ‘Video Games to Reading: Reaching out to Reluctant Readers’. The English Journal, Vol. 97, No. 4 (Mar., 2008), pp. 81-86

 

McCloud, S. (1994) Understanding Comics: The Invisible Art. New York: Harper Perennial

 

Millard, E. and Marsh, J. (2001) 'Sending Minnie the Minx Home: comics and reading choices', Cambridge Journal of Education, Vol. 31 [1], pp25-38

 

QCA/UKLA. (2005) More than words 2: Creating Stories on page and screen.  London: QCA pp19-23 [online] http://www.suehorner.com/resources/8_More+than+words+2+$282005$29.pdf (accessed 01/02/14)

 

Stafford, T. (2009) ‘Teaching Comics’ in Duncan, D. (2009) Teaching Children’s Literature: Making stories work in the classroom. Abingdon: Routledge

 

Tilley, C. (2013) ‘Superman Says, ‘Read!’ - National Comics and Reading Promotion’. Children's Literature in Education, Vol. 44 [3], pp251-263