Wow.... where do I begin? As I was reading "The Conventions of Comics" and "Using Graphic Novels, Anime, and the Internet in an Urban High School" my mind was racing. I was constantly thinking "Oh my gosh! Why have I never been exposed to this type of learning?...I could definitely use this in my classroom.... oh, but I could modify this slightly in my room...the kids's work is awesome! I want to read the rest of their writing!..." and so on. Seriously, I never even knew the convensetions of comics and how the visionary aspects of the comics displayed such meaning. We've all read the article, so I won't go through the actual conventions. However, I will say that knowing the conventions will be so beneficial for, because I will definitely teach via comics and/or graphic novels at some point in time. I totally agree that "teachers must be willing to think beyond ... "mere literacy"-- which remains centered on language alone, and begin to develop pedagogies of multiliteracies..." (9). Allowing our students to approach and interpret a text in multiple ways is proven to assist in developing their writing skills, as it is shown within the second article.
I just want to say that the more I think about it, the more angry and irritated I get that I was never taught through comics, graphic novels, or any of the such. This entire article states the changes, for the BETTER, in student's writing. So many different activities evolved around, and resulted because of, using graphic novels. The teachers had the students read aloud a story, study vocabulary, write their own literate (the ending of the first story that they never finished), study new, creative techniques of saying the same thing (with the overuse of the word "said"), create compound-complex sentences, peer-edit, take photos from various means and media to create their own comic, and create a story for their comic. All of this was done while fulfilling the requirements of fantasy or creative writing! These students were engaged and created authentic writing throughout this process. It is truly remarkable that these students were able to benefit so much from the comics/graphic novels. The students were responsive, which is shown throughout their writing. As I read the little snippets of their essays I found myself wanting to be able to continue to the end of their work. The content was so good!
If this is affective, if this is what it takes to get students engaged, and if this is what it takes to have our students become "not only better writers but also more knowledgeable consumers of ideas and information," then why are comics, graphic novels, and the internet not finding their way into our schools?! Come on people! This stuff needs to become known and accepted as a means of affective teaching!
Also, I know that this article focused on lower level English students; however, I think that this approach could benefit the lowest remedial level students all the way through the highest achieving AP students. This type of alternative reading allows students, no matter what level they're on, to be creative while improving their writing. Intermediary levels could benefit from the easy read as well as improving the above mentioned aspects of English (as shown within the second article) and AP students, even though they are in the upper most levels of some high schools, are still able to improve their English, as well as all the levels in between. So, let's go and make this happen!
Here is something that I found on the internet... It could be used for Elementary Education or Secondary Education. It discusses ways to approach using comics/graphic novels, using Reader Response techniques, and assessing your students. I do not think that I would have to go through this process, step-by-step, so I would adjust accordingly.
I also really like how I could use a computer to have my students create their own visuals. There are so many ways to go about using comics/graphic novels in the classroom! Anyways, enjoy! http://www.youtube.com/watch?v=YS_V9esYmt0
Addition:
I could see myself using comics/graphic novels in my classroom by comparing this type of literature to a novel. I could have my students read both. For example, this video mentions reading a Dracula comic, so my students could read this as well as the novel...I could ask them how the two compare; is the mood different, are the comic illustrations how you would create the characters, how do these illustrations work with the text to create meaning, etc.
Interesting video. It seems the pre-reading and reading strategies suggested are strategies any literacy instructor should employ. I'm not sure anything "new" was offered about how to "read" the graphics specifically. I think learning to read this medium--and its unique content--is so vitally important to helping students maximize their understanding and connection with the themes in the novels themselves.
ReplyDeleteHeidi, I think using the graphic novel along with the main novel is an excellent idea. The pairing would be helpful in showing students comparisons and using critical thinking skills. Also the graphic novel would help students visualize the piece which would be excellent when reading the regular novel. My only apprehension would be asking the students to read the same story twice because I am not sure they would do the reading. But I'm sure I could figure something out to keep it exciting for them.
ReplyDeleteYea, that's a worthy apprehension. I think it may be worth a shot, but if it fails miserably, then maybe I could look at certain sections, or maybe read a chapter of a novel, then a section of a graphic novel, then repeat.... It may get confusing doing it that way, but I don't know. Why not give it all a shot?
ReplyDeleteMy question is, would you have them read the book first or the graphic novel/comic first?
ReplyDeleteWell, if I would do this in my class more than once, I would change it up. Maybe the first time I would use, say a graphic novel/comic, and then read the novel or other form of lit. Then if I implemented this again, I may switch it and read the novel first, then the graphic novel/comic...
ReplyDeleteI think that both ways present beneficial aspects, and students learn in much different ways. Thus, doing both may appeal to a larger group than just using one before the other all of the time.
I agree with you that graphic novels aren't just for remedial classrooms. American Born Chinese was by no means an easy read. There was so much embedded in the text that even some of your best readers (even us) didn't catch. I think sometimes we equate pictures with stupidity. Educators really need to get out of that rut.
ReplyDelete". . . I think that this approach could benefit the lowest remedial level students all the way through the highest achieving AP students. This type of alternative reading allows students, no matter what level they're on, to be creative while improving their writing."
ReplyDeleteThat's exactly what I thought while reading through the articles and the book itself. This material shouldn't be limited only to those who struggle to read and write, working as a medium to more comprehensive stuff; it can instead allow students to get different perspectives on reading material while also allowing them to think abstractly with the use of the "gaps" by allowing them to make connections between the text and pictures provided. Very worthy indeed.
And as Nate showed us in class, this material is not just for kiddies.. it obviously delves into pretty complex conventions that require the reader to be observant to the detail and time sequence of the story.