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The Power of Para-Sites: Graphic Novels in the Classroom

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Zofia Highet

on 3 February 2013

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Transcript of The Power of Para-Sites: Graphic Novels in the Classroom

Interdisciplinary
and Cross-Curricular Opportunities The M(eta)-Level Other Ways to Use Graphic Novels in the English Classroom Complications with defining the term “graphic novel” What is a 'Magneto'? The Power of Para-sites:
Graphic Novels in the Classroom Zofia Highet * “Graphic novel” = “thick comic book”.

* A narrative conveyed using sequential art.

* A political term. Part of a growing effort to cast the comics medium in a new, increasingly literary light in an attempt to gain distance from the genres traditionally associated with it. * Assess your reading of a graphic text.

* What do you "read" first?
What catches your eye?

* How might students approach a multi-modal text? * The writing?

* The picture?

* The whole page as an integrated design? What did you access
first? Why? Differentiation: Access to Personalised Learning via Multi-Modality The reader can decide where to begin and how long to look.

Readers can choose to look at the words or the images first, or take in the whole page. Art Education:

"Pairing visual images with words is an easy way to help students develop stronger visual literacy. Comics offer an opportunity for students to scrutinise how interdependent images and words can create a strong sequential narrative”
(R. Crane-Williams, 2008).
Benefit: Students can read the epic (proper literary elements included) and have visual cues to follow the story line. Stefan Petrucha and Kody Chamberlain's version stays true to the original epic. Highlights the importance of alliteration, caesura, and kenning to Anglo-Saxon story telling. No Fear Shakespeare Graphic Classics Companion Literature: David Almond's Skellig: Neil Gaiman's Murder Mysteries Curriculum Support EAL / SEN Support The Picture of Dorian Grey
adapted by Alex Burrows,
illustrated by Lisa K. Weber 'The Raven', illustrated by J.B. Bonivert Thematic Connections and Social Dilemmas Adolescent anger and alienation: Gene Luen Yang's American Born Chinese, Marjane Satrapi's Persepolis: The Story of a Childhood, or Lynda Barry's 100 Demons to examine how protagonists with different cultural backgrounds deal with similar problems of identity. Frank Miller's Batman: The Dark Knight Returns, or Alan Moore's The Watchmen could be used to challenge notions of "the hero" presented in many works of literature or to support instruction on archetypes. Graphic novels are complex, and should be used to study old themes in a new way. The hero Eating disorders Nadia Shivack's graphic novel Inside Out: Portrait of an Eating Disorder "has a place in all high school libraries" because of the accurate and haunting account of Shivack's "battle with bulimia" (Gorman, 2008).
This text could be used
in P.S.H.E. classes, also. With the Light: Raising an Autistic Child by Keiko Tobe

This text could be used for current events, research in PBL, or in P.S.H.E. classes to enhance curriculum. Autism Migration; belonging Shaun Tan's The Arrival is a migrant story told as a series of wordless images that might seem to come from a long forgotten time.
sympathetic strangers, each carrying their own unspoken history: stories of struggle and survival in a world of incomprehensible violence, upheaval and hope. D&T: Key Stage 3 Students research and create a children's book. History

WWII: Maus, X-Men, Hellboy.

The Cold War - The Watchmen. "Comics, manga, and graphic novels can create a bridge that is wide, stable, heavily trafficked, and easy to cross”
(B. Wilson, 2005). A "para-site" "In a media-dominated society, one traditional literacy — reading and writing of print — is no longer sufficient”

(G. Schwartz, 2006). "Comics, manga, and graphic novels can create a bridge that is wide, stable, heavily trafficked, and easy to cross”
(B. Wilson, 2005). A sub-literary parasite
or
a "para-site”? Crane-Williams, R. M. (2008) Image, text and story. Art Education. 61 (6), pp. 13-19.

Gorman, M. (2008) A new generation of graphic novels: expect the unexpected. Library Media Connection. 21 (1), pp. 17-22.

Schwartz, G. (2006) Expanding literacies through graphic novels. English Journal. 95 (6), pp. 58-64.

Wilson, B. (2005) More lessons from the superheroes of J.C. Holtz: the visual culture of childhood and the third pedagogical site. Art Education. 58 (6), pp. 18-34.
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