{"id":415,"date":"2012-10-01T10:43:02","date_gmt":"2012-10-01T17:43:02","guid":{"rendered":"https:\/\/blogs.ubc.ca\/lled368\/?page_id=415"},"modified":"2012-10-21T17:53:32","modified_gmt":"2012-10-22T00:53:32","slug":"graphic-novels","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/lled368\/presentations\/graphic-novels\/","title":{"rendered":"Graphic Novels"},"content":{"rendered":"

Topic:\u00a0 Visual Literacy: Rethinking the Graphic Novel<\/span><\/strong>
\nThis summary includes a definition of a graphic novel, the benefits of incorporating this learning tool in the classroom and an attached example of a lesson plan to incorporate graphic novels into the classroom.<\/p>\n

The classic definition of a graphic novel, according to the Merriam-Webster dictionary[1]<\/a>, is\u00a0 \u201ca fictional story that is presented in comic-strip format and published as a book.\u201d However, there is a misconception that graphic novels are solely comic books and serve as a source of entertainment.\u00a0 There is compelling evidence that graphic novels can be effective teaching tools in the classroom.<\/p>\n

In Doug Fisher\u2019s Using Graphic Novels, Anime and the Internet in an Urban Highschool[2]<\/strong><\/a><\/em>, the researcher found that graphic novels worked well in language acquisition for students with diverse backgrounds.\u00a0 The novels also provided limited text that allows students to read and respond to complex messages with text that better matches their reading skills.<\/p>\n

In the research conducted, the teacher used scaffolding writing, a technique in which a visual text was introduced to the students and the class engaged in a share reading.\u00a0 The teacher followed this with a think-aloud strategy in which the students pointed out techniques the author used to convey meaning.\u00a0 The final part of the exercise was to discuss word choice and vocabulary as devices by determining words used to create mood and tone.\u00a0 The study found that through the work with visual texts, the students began to use complex sentences in writing. There was evidence of multiple ideas in students\u2019 work, their sentence length increased, and students showed a more expansive vocabulary.<\/p>\n

Another scholar, Gene Yang, believes that graphic novels are an effective tool as they provide \u201cvisual permanence\u201d[3]<\/a> which suggests that because the image is permanently printed on the page, the students choose how quickly they take information in as opposed to something like film where the concept only lasts for a brief period of time.<\/p>\n

The BC Ministry of Education recognizes the value in graphic novels as a teaching tool.\u00a0 In the Grade 8-12 Curriculum, it states that,<\/p>\n

\u201cA further consideration is that multi-media materials often have a variety of texts embedded within them, requiring students to consider multiple text structures and contexts simultaneously. Students \u201cneed to be able to make meaning from the array of multi-media, complex visual imagery, music and sound, and virtual worlds that confront us each day in addition to spoken and written words\u201d (Tasmanian Department of Education, 2005, p. 2). By acknowledging that differing perspectives are embedded within or implied by visual and print texts and electronic media, we can study how our personal identities and popular culture are linked (de Castell, 1996; Siegel, 2006).\u201d[4]<\/a><\/p>\n

The Prescribed Learning Outcomes (PLOs) for English Language Arts for Grade 8[5]<\/a> include Reading and Writing.\u00a0 Under Purposes<\/em>, it states:<\/p>\n

B3: \u00a0view, both collaboratively and independently, to comprehend a variety of visual texts, <\/strong>such as<\/p>\n

\u2013 broadcast media<\/p>\n

\u2013 web sites<\/p>\n

\u2013 graphic novels<\/p>\n

\u00a0<\/em>The PLO also includes a Writing and Representing section.\u00a0 Under Features<\/em>, it states:<\/p>\n

C12: \u00a0use and experiment with elements of style <\/strong>in writing and representing, <\/strong>appropriate to purpose and audience, to enhance meaning and artistry, including<\/p>\n

\u2013 \u00a0syntax and sentence fluency<\/p>\n

\u2013 \u00a0diction<\/p>\n

\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 point of view<\/p>\n

\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 literary devices<\/p>\n

\u2013\u00a0\u00a0\u00a0\u00a0\u00a0 visual\/artistic devices<\/p>\n

 <\/p>\n

As these sections demonstrate, graphic novels are an important part of the curriculum.<\/p>\n

One example of a graphic novel that could be used in the classroom as supplementary material is Romeo and Juliet, The War<\/em>.\u00a0 A graphic novel adaptation of Shakespeare\u2019s Romeo and Juliet<\/em> that reinterprets the story through a sci-fi lens, it demonstrates that graphic novels have a place in the classroom, as this text could be a good introduction to the original, or as a fresh perspective to follow up after studying the original.<\/p>\n

The activity component of this presentation demonstrated how students could take written text, and using a blank comic template, reimagine the text visually to create a graphic panel adaptation.\u00a0 Engaging in this process allows students to critically analyze a text and demonstrates their knowledge and understanding of the literature.<\/p>\n

In summation, graphic novels are an effective tool because they address language barriers as students rely on visual imagery in addition to text.\u00a0 They also enhance pre-existing knowledge of text and build perspective by seeing narrative through a new lens.<\/p>\n

 <\/p>\n

\n
\n
\n

[1]<\/a> \u201cgraphic novel.\u201d Merriam-Webster.com. Merriam-Webster, 2011. Web. 23 September 2012.<\/p>\n<\/div>\n

\n

[2]<\/a> Fisher, Douglas. \u201cUsing Graphic Novels, Anime, and the Internet in an Urban High School.\u201d The English Journal 93.3 (2004): 19-25. Print.<\/p>\n<\/div>\n

\n

[3]<\/a> Yang, Gene. \u201cGraphic Novels in the Classroom.\u201d Language Arts 85.3 (2008): 185. Print.<\/p>\n<\/div>\n

\n

[4]<\/a> \u201cEnglish Language Arts Curriculum Documents.\u201d Ministry of Education \u2013 The Province of British Columbia. 2010. Web. Sept. 23, 2012.<\/p>\n<\/div>\n

\n

[5]<\/a> \u201cGrade 8: Curriculum Package.\u201d Ministry of Education-The Province of British Columbia. 2010.\u00a0 Web.\u00a0 Sept. 23, 2012<\/p>\n<\/div>\n<\/div>\n

Graphic Novel Presentation<\/a><\/p>\n

Graphic Novels: Lesson Plan\/Bibliography<\/a><\/p>\n

Bibliography<\/p>\n

Scholarly resources:<\/p>\n

Fisher, Douglas. “Using Graphic Novels, Anime, and the Internet in an Urban High School.” The English Journal 93.3 (2004): 19-25. Print.<\/p>\n

\u201cgraphic novel.\u201d Merriam-Webster.com. Merriam-Webster, 2011. Web. 23 September 2012.<\/p>\n

Yang, Gene. “Graphic Novels in the Classroom.” Language Arts 85.3 (2008): 185. Print.<\/p>\n

1821 Comics. \u201cRomeo and Juliet: The War graphic novel trailer.\u201d 24 October 2011. Online video clip. YouTube. Accessed on 23 September 2012.<\/p>\n

 <\/p>\n

Professional resources:<\/p>\n

\n

\u201cEnglish Language Arts Curriculum Documents.\u201d Ministry of Education \u2013 The Province of British Columbia. 2010. Web. 20 Sept. 23, 2012.<\/p>\n<\/div>\n

\u00a0\u201cGrade 8: Curriculum Package.\u201d Ministry of Education-The Province of British Columbia. 2010.\u00a0 Web.\u00a0 Sept. 23, 2012<\/div>\n","protected":false},"excerpt":{"rendered":"

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