The use of comics and graphic novels in
the classroom is a controversial subject which is often approached with caution
(Learning and Scotland, 2012; Marsh and Millard, 2001). Whitehead et al. (1977) viewed the
genre of comics and graphic novels as ‘deplorable’ and argue that teachers
should do their best to counteract their influence within the classroom.
Conversely, Stafford (2009) argues that the use of comics and graphic novels
within classrooms can give children the opportunity to be creative and thus
they should be treated seriously like other texts in the classroom. Gibson (2008) and Krashen (2004) support this by stating the
importance of graphic novels and comics in encouraging reading for pleasure and
helping readers gain confidence in order to enjoy reading.
It is explicitly mentioned in the
National Curriculum (DfE, 2014) the importance of encouraging children to read
widely across both fiction and non-fiction as it increases pupils’ vocabulary.
Marsh and Millard (2001) found that the study of comics and graphic novels can
allow children to ‘lend themselves to rich word level’ by exploring the use of
puns, alliteration, assonance and onomatopoeia. Similarly, Krashen (2004)
states that comic books often introduce new, sophisticated vocabulary, thus the
use of comics and graphic novels support the values of the curriculum. Furthermore,
it gives children the opportunity to study layout, emotion, characters and the
effectiveness of language on an audience (Bowkett and Hitchman, 2012). Therefore,
creating comics in class would enable children to consider how their use of
composition and language affects an audience (QCA/UKLA, 2005). However
Stafford (2009) states that an important factor to consider, when using comics
and graphic novels, is the suitability of the content; teachers should feel at
ease with the content they are exposing to children.
Concerns with using comics and graphic
novels in the classroom are based on ideas such as the lack of contribution
they have on the development of reading, thus by reading them children are
being denied other ‘nourishing’ material (Marsh and Millard, 2001). However, Gibson
(2008) argues that texts in comic strip form can offer engaging, and demanding
reading experiences as the reader needs skills to decode the images as well as
the words. Furthermore, Stafford (2009) believes that children should be
exposed to these reading materials as they can gain many skills from studying
the genre of comics and graphic novels. Thus, to conclude, this evidence demonstrates
the importance of using a range of texts within the classroom, including comics
and graphic novels, which can be valuable resources that are readily available
for use in the classroom.
Bowkett,
S and Hitchman, T. (2012) Using Comic Art
to improve Speaking, Reading and Writing. Abingdon: David Fulton
Department for Education (2013) National
Curriculum in England: English programmes of study- key stages 1 and 2.
London: HMSO
Gibson, M. (2008) ‘So what is this
mango, anyway?’ Understanding Manga, Comics and Graphic novels. National
Association for the Teaching of English. [Online] http://nrl.northumbria.ac.uk/3109/1/So%20what%20is%20this%20mango%2C%20anyway-%20Understanding%20manga-%20comics%20and%20graphic%20novels.pdf
Accessed: 30/01/14
Krashen, S. (2004) ‘The Power of
Reading: Insights from the Research’ Observations
and Reflections from BEHS Staff. CO: Libraries Unlimited [Online] http://teachers.saschina.org/jnordmeyer/files/2011/06/The-Power-of-Reading.pdf
Accessed: 30/01/14
Learning and Teaching Scotland (2012) Graphic Novels in the Curriculum.
Education Scotland.
Millard, E. and Marsh, J. (2001)
'Sending Minnie the Minx Home: comics and reading choices' Cambridge Journal
of Education, 31:1, 25 – 38
QCA/UKLA (2005) More than words 2:
Creating Stories on page and screen. London: QCA pp19-23
Stafford, T (2009) ‘Teaching Comics’ in
Duncan, D. (2009) Teaching Children’s Literature: Making stories work
in the classroom Abingdon: Routledge
Whitehead, F.,
Capey, A., Maddren, W. And Wellings, A. (1977) Children and their
books. The final report of the schools council project on children’s reading
habits 10 -16, in Millard and Marsh (2001)
'Sending Minnie the Minx Home: comics and reading choices' Cambridge Journal
of Education, 31:1, 25 – 38
I agree with your blog post, I think that comics and graphic novels do deserve a place in the classroom and on the school library bookshelf; especially as a strategy to support reluctant readers read for pleasure (Booktrust, 2011).
ReplyDeleteI found another disadvantage for the use of comics and graphic novels in the classroom being that they are usually associated with males. This means that there are issues with the use of comics in the classroom in relation to inclusion. Further information about this idea and reading to support it can be found in my blog post for this week.
Booktrust. (2011) Graphic Novels in the Classroom. London: Booktrust.