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?
of the classroom or do they offer opportunities for learning?
Marsh and Millard (2001) argued that some may view comics as
a negative resource to use within the classroom due to their content, hence all
texts need to be examined prior to the teaching and learning to ensure that the
themes are appropriate for the age group and topic (Stafford, 2009). I believe
that once the content has been researched, then comics and graphics novels do
offer opportunities for learning within the Primary classroom.
During our seminar we used an iPad app called ‘ComicLife’,
which allowed us to create our own comic strip. By combining digital literacy
and comics into one topic, ‘ComicLife’ provides a creative hands-on approach to
use in the classroom which allows pupils to become engaged and gain a level of
control over their own learning. The app is simple for children to use, as long
as the process of creating a comic strip is explicitly taught and the class are
allowed enough time to create it, as the activity can become time-consuming.
Illustrations within comics define and outline the genre (Marsh and Millard, 2001), therefore they are a suitable text for those children who struggle with reading as they can still gain understanding from the images. Furthermore, Stafford (2009) highlights that illustrations and the layout of a comic or graphic novel are visually stimulating, thus motivating children to be more engaged and gain an understanding of the logical flow of a story. Consequently, images can be used in a Literacy lesson to elicit children’s understandings and require them to formulate predictions of what is occurring within the storyline if the written content was removed.
According to Frey and Fisher (2008), words are used to recall situations we have already experienced or witnessed, hence written texts are more effective when accompanied by an image. Therefore, comics and graphic novels allow children to relate more and gain a deeper understanding of the storyline through the pleasurable image-word association. As children view comics as an enjoyable text that is usually read at home, they believe that they are not undertaking ‘real reading’ and by introducing these genres into the classroom it helps to bridge the gap between home and school (Lambirth, 2003).
Stafford (2009) expresses his belief that you do not have to view the whole text to evoke learning, as looking at specific aspects of a comic or graphic novel is still beneficial and can be used as a starting point, bridging towards a higher level of reading. These types of texts can introduce children to the elements that structure wider readings, such as; themes, genres, motifs, vocabulary and emotions, which allow children to sympathise with characters and become more involved within the narrative. Using comics and graphic novels as a branch towards wider texts, also allows children to compare the texts to other media and narrative forms.
Additionally, Marsh and Millard (2001) stress the fact that comic reading withholds a mutual interest in multimodal children, which can be used to heighten their joint understanding of enjoyable texts. Hence, if children are interested in what they are learning about within the literacy environment then they are more likely to succeed in the task and be encouraged to read more texts overall. Likewise, the Learning and Teaching Scotland document states that the versatility of the texts accounts for a widespread appeal.
Bibliography:
Frey,
N.E. & Fisher, D.B. (2008) Teaching Visual Literacy London: Sage.
p.11
Lambirth, A.
(2003) ‘”They get enough of that at home”:
Understanding aversion to popular cultures in schools’ Reading 37 (1)
pp.9-13
Learning and Teaching Scotland: Graphic novels in the
curriculum. [online] (Accessed: 9.10.14) http://www.educationscotland.gov.uk/resources/g/graphicnovels/intro.asp
Millard and Marsh
(2001) 'Sending Minnie the Minx Home: comics and reading choices' Cambridge
Journal of Education, 31:1, 25-38
Stafford, T (2009)
‘Teaching Comics’ in Duncan, D. (2009) Teaching Children’s Literature:
Making stories work in the classroom. Abingdon: Routledge. p.117
I really like your comment about words are more effective when presented with an image as it helps us recall a previous experience. This is definitely something I would consider when working with the lower ability children or even children with EAL.
ReplyDeleteI also really liked your focus on how the images enhance the child's understanding of the text as this was something I had not really thought about before. I agree with the point made about if a child enjoys reading the text presented to them then they are more likely to exceed. This was something which came up as a result of my parent survey whereby a mother expressed that if you give children their own choice, they are more likely to enjoy what they're reading and therefore do better in the subject.
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