Graphic novels and
comics do not undermine the values of the primary classroom; instead, they
offer opportunities for learning when combined with Literacy teaching (Strafford,
2009). Arguably, graphic novels are deemed as more suitable reading stimuli for
the classroom, due to the telling of the entire story (Learning and Teaching
Scotland). Moreover, Learning and Teaching Scotland state that comics only tell
a segment of the storyline and, consequently, will need to be bought on a
regular basis; therefore, it would appear graphic novels are more suitable for
the primary classroom. Due to adopting the comic layout, a graphic novel can
tell a complex story in a simple way; they can be devised as either light or
heavy on text (Learning and Teaching Scotland) and therefore can relate to a
variety of readers within the classroom. Learning and Teaching Scotland stipulates
that graphic novels, in the primary classroom, can support specific area within
the curriculum whilst broadening childrens' leisurely reading material. In correspondence,
Millard and Marsh (2001) state that many children read comics and home and, accordingly,
the school environment should reflect this. Moreover, they agree with Learning
and Teaching Scotland and suggest that children need a wide appeal of graphic
novels for both sexes and abilities because they are a form of popular culture
that all children should engage in. Strafford (2009) corroborates with this and
states comics can be visually stimulating for children.
Strafford (2009) states
that the comic ‘Wonderland: Children of the Future Age’ provides opportunity to
teach the fundamental elements of a graphic novel, such as the effect of the
panel layout and dialogue. The National Curriculum (DfEE, 2013) also declares
that children need to be able to discuss a variety of texts during year 2 and
onwards. When combined with the Primary Literacy curriculum, graphic novels can
provide opportunities for children to develop their comprehension skills (Dean,
2010). On several occasions, I have seen schools use a graphic novel as stimuli
to encourage children’s inference skills. Teachers often photocopied a page
from a graphic novel and removed the text from the page; the children had to
use their inference skills to write their own speech and narrative. This
provided a context for the children to learn about the effect of the illustrations
in regards to the body language. Although, Strafford (2009) implores that
teachers must prepare children prior to the teaching of comics within the
curriculum, this can be done by allowing children to explore them in the
reading corner.
When used correctly,
graphic novels can motivate and engage children within their literacy
curriculum; it can generate high quality talk that can develop into drama
activities. Strafford’s (2009) study highlighted the benefits of graphic novels
in generating talk among children. This can be used a collaborative discussion
that, when guided by the teacher via questioning, can teach children about elements
of a graphic novel, such as the panel size and shape (Strafford, 2009).
However, quite often we assume that graphic novels are easy texts for children
to read. Although, children can only access the text if they have had prior
experience, in addition; some children may need explicit teaching of them.
Children need to be aware both the text and the image should be accessed
simultaneously when reading a graphic novel (Learning and Teaching Scotland). As highlighted by various research (Dean,
2010; Learning and Teaching Scotland, online; Millard and Marsh, 2001; Strafford,
2009) graphic novels are often approached with caution by schools and many
believe they undermine literacy. However, when chosen carefully, and tailored
to the needs of your class, they can provide challenging, yet engaging, reads (Strafford,
2009; Millard and Marsh, 2001). After all, children need to also become media
literate in order to function in current society (Dean, 2010).
Bibliography:
Dean, G. ‘Rethinking
Literacy’ in Bazalgette, C. (ed) (2010) Teaching Media in Primary Classrooms
London: SAGE.
Department for Education.
(2013) Primary National Curriculum. [Online]
Available at:
https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum
[Accessed 17/1/2014].
Learning and Teaching Scotland:
Graphic Novels in the Curriculum. [Accessed online 29.01.14] at http://www.educationscotland.gov.uk/resources/g/graphicnovels/intro.asp.
Education Scotland
Millard, E. & Marsh
(2001) ‘Sending Minnie the Minx Home: Comics and Reading Choices’ in Cambridge
Journal of Education; Vol 31 (1); pp. 25-38. [pdf]
Stafford, T. (2009)
‘Teaching Comics’ in Duncan, D. (2009)Teaching
Children’s Literature: Making stories work in the classroom. Abingdon: Routledge.
Having read back through all the blog entries it is interesting how nearly all of the blogs refer back to in some way the same point stated by Deane (2010) about the changing face of literacy.
ReplyDeleteteaching children to read graphic novels and comics should be included within the class as would the teaching of any other form of literary text. If we are to expect children to grow into well rounded and informed adults surely we must expose them to as many different types of stimuli as possible during their school years.
ReplyDelete