Week 3: The use of graphic novels and comics in the Primary classroom

Monday 3rd February
Blog 3

There are exponential arguments, for and against, the use of graphic novels in the primary classroom. It could be argued that the negative viewpoints stem from Dr Frederick Wertham’s concept, whereby those who choose to read books in graphic form are denying themselves the opportunities to encounter more ‘nourishing’ materials (Wertham, 1954 cited in Marsh, 2000). However, children should be exposed to a vast amount of texts; comics and graphic novels have a place in the Primary National Strategy Literacy Framework as a form of literacy that should be taught (Department for Education and Skills, 2006). Comics and graphic novels offer opportunities for learning in the classroom. During placements I have not been fortunate enough to witness the use of the media to enhance the learning experience. This could also highlight the often reported anxieties teachers have about implementing such media into their Literacy planning. In support of this, Marsh (2000) infers that Boys’ comics have been thought to promote violence and the images conveyed often appear over sexualised; such as the well-developed Cat Woman, Halo Jones, Superwoman and Xena the warror Princess (Marsh, 2000)

On the other hand using comics in the classroom could also help teach various aspects of literacy, including language variation. This had been discussed during the previous seminar; teaching of non-standard English is part of the current curriculum and comics appear to be an appealing way of accessing this. Graphic novels and comics rely heavily on visual elements, therefore seem an appropriate teaching resource to a certain degree. Ruskin (1985) work emphasises visual imagery as an important part of the reading process and should not be seen as intellectually inferior (Ruskin cited in Marsh 2000). It has been implied that this form of literacy allows the reader to follow the logical flow of stories, just as a child would follow a story board for planning, they are also required to follow a comic in a systematic order for the storyline to be understood (Frey and Fisher, 2008). Graphics novels have been described as full length stories with a comic book style but with more complex story lines and heavier themes (Laycock, 2008 & Burby, 2004).

In contrast to this, previous researchers have identified that comic’s lack intricate language and are not challenging enough as a stimulus in the classroom (Clark and Moss, 2001 cited in Marsh et al, 2005). Furthermore Marsh (2000) implies that the language and humour used in comics and graphic novels may appear offensive in their ‘coarseness and lack of respect for authority’ (Marsh, 2000: 130), an example of this being the famous Bart Simpson phrase ‘eat my shorts’. Marsh (2000) also states that this language could be used in the classroom to raise important questions of commercial exploitation and stereotypical behaviours.  There are many more opportunities for learning by using comic and graphic novels. That the comic has been seen as problematic is linked to the assumption that it is for a younger audience (even though it is capable of addressing older readers) and that any material aimed at older readers, rather than being for older readers, simply exists to lead the younger reader ‘astray’. This view sees the younger reader as unable to be discerning or critical and so is tied to the tradition of ‘media effects’ theory. Ultimately ‘many teachers are aware that the comic is one of the best and most motivating genres for teaching reading...' (Styles & Watson, 1996: 179). I agree with this stance, however also believe that as teachers we need to be savvy with the material we use in our classrooms, ensuring that the material and resources used to teach are appropriate for a younger audience.

Clark, C., Stephen, T., & Strong J (2005) Young People and Reading, Trust for the Reading Champions initiative. UK: National Literacy Trust [Online]  http://www.literacytrust.org.uk/assets/0000/0765/Young_people_reading_2005.pdf (Accessed 31.01.14)

Clark and Moss (2001)  cited in Marsh, J. Brooks,G. Hughes,J. Ritchie, L. Roberts, S. Wright, K (2005) Digital beginnings: Young children’s use of popular culture, media and new Technologies: University of Sheffield

Department for Education and Skills. (2006) Primary Framework for literacy and mathematics. [pdf] Available from: http://www.educationengland.org.uk/documents/pdfs/2006-primary-national-strategy.pdf(Accessed: 30/01/14). Marsh, J & Millard E (2000) Literacy and Popular Culture. London: Paul Chapman Publishing  

Frey, N. & Fisher, D. (ed). (2008) Teaching Visual Literacy. London: Sage

Marsh, J. Brooks,G. Hughes,J. Ritchie, L. Roberts, S. Wright, K (2005) Digital beginnings: Young children’s use of popular culture, media and new Technologies University of Sheffield (Section 2.10 p.46; Sections 3.2 & 3.3 p48/49) [online] http://learn2.winchester.ac.uk/pluginfile.php/229900/mod_resource/content/1/Marsh%20-%20Digital%20Beginnings.pdf (21/01/14)

Ruskin (1985) cited in Marsh, J & Millard E (2000) Literacy and Popular Culture. London: Paul Chapman Publishing  

Styles, M. & Watson, V, (1996) Talking Pictures: Pictorial texts and young readers, London: Hodder and Stoughton