I enjoyed using Comic Life in todays seminar. This was the first time I had used this programme and I can see a number of benefits it would have in the classroom.
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?
The use of graphic novels and
comics do not necessarily undermine the values of the primary classroom,
instead QCA (2005) state that they can enhance learning opportunities allowing
for children to expand their knowledge of multimodal literacy as stated in the
English National Curriculum that children need to use a range of texts included
non-fiction and non-literacy (DfE, 1999).
When children enter the classroom
they bring with them a wide range of text experience which they apply to their
work (QCA, 2005). Graphical novels and comics are some of the texts that children
will have experiences with. A graphical novel has a narrative that is conveyed
through a combination of text and art, usually displayed as a comic strip but
with a lengthier and more complex story line whereas a comic is a short
sequential story (Learning and Teaching Scotland, online).
Dean (2010) suggested that using
graphic novels and comics within the classroom can be a popular way to engage
boys in reading. Millard and Marsh (2001) support this statement through
mentioning that reading behaviour in boys is often a cause for concern,
therefore using comics within the classroom can help to engage them in
activities. With comics being aimed at boys, this can cause a divide within the
class as girls may not feel comfortable with reading material provided, however
Booktrust (online) discuss that over the past few years graphic novels and
comics have been created for girls, to ‘extend story boundaries’.
One of the issues that have
surfaced through research is that many teachers have shown a reluctance to use comics
and graphic novels in the classroom as they are controversial and do not follow
the same structure as a standard book (Learning and Teaching Scotland, online).
However, Marsh and Millard (2001) discovered that when children are exposed to
these forms of text they were motivated to read and when given time to explore
and share comics they can be seen as a valuable reading and learning source (QCA,
2005).
As with any other resource used within
the classroom, teachers need to ensure the content within comics and graphical
novels is appropriate for the age of the class (Stafford, 2011). Stafford (2011) also discussed that many
teachers assume that superhero comics such at Superman and Batman will be
suitable for use within the primary classroom, although this is not always the
case as most of these comics are aimed at older children. Bookstrust (online)
state that it is important that children use a variety of comics not just
superheroes so that they learn that any story can be converted into a comic.
Millard and Marsh (2001)
conducted a study looking into parents reactions when comics were introduced as
home reads. Most children reported that parents were happy with them bringing
comics home, with one parent stating; ‘it’s better to read anything than
nothing at all…to me, reading is reading.’ Although this is not fully
supportive of the use of graphical novels and comics, this parent is supporting
reading choices made by the child and encouraging a good reading attitude.
To conclude, there are a number
of arguments for and against the use of graphic novels and comics in the classroom,
but most importantly children should be exposed to a variety of text types ensuring
that each type is treated seriously and as a valuable learning tool.
Booktrust [online] Extending story boundaries. Available at: http://www.booktrust.org.uk/books/teenagers/graphic-novels/grahic-novels-extending-story-boundaries/
Dean (2010) ‘Rethinking Literacy’ in Bazalgette, C. ‘Teaching
Media in Primary Classrooms’ London: SAGE
DfE (1999) Primary National Curriculum [online] available
at: http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198874/english/ks2/en2
Learning and Teaching Scotland: Graphic Novels in the Curriculum [Online]
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]
QCA/UKLA (2005) More than words 2: Creating Stories on page
and screen. London: QCA
Stafford, T. (2011) Teaching Visual Literacy in the
Primary Classroom. Oxon: David Fulton
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