Formal Blog Task

Comics and graphic novels offer opportunities for learning in the classroom. Although, I have not experienced these opportunities on placement, but having discussed these texts amongst my peers in the seminar, made me realise how many different ways you could use these texts in the classroom, and the positive impacts they have on children. For example, we discussed that comics and graphic novels can be part of cross-curricular learning, such as in PSHE, and Literacy, by looking at bullying, because in my Simpsons comic, there was a story on Bart being bullied. The Comic Life program allows children to be creative, and demonstrate their language skills, as they can make their own comics, which is very exciting.

Some children have negative attitudes towards reading; such as reading is, “boring”, graphic novels are a great way to motivate young children to read (Crawford and Weiner, undated). This is evident in the increase of children reading comics, Clarkson and Betts (2007) found that, so far from 2003, reading comics is the most popular text amongst children, age between nine and eleven. One of the main reasons why reading comics has overtaken, reading stories and information books, is that most children enjoy reading comics more (Clarkson and Betts, 2007). From Year 5, children should be learning about how writers use language in comics, in order to understand, and interpret a vast range of texts (Department for Education and Skills, 2006). Therefore, comics should be used within the primary literacy curriculum because it does provide opportunities for learning.

Using comics and graphic novels develops children’s comprehension of texts, because the images allow children to build on their vocabulary, as expressions are clearly illustrated, which enables children to describe the feelings, the characters are experiencing, and then use the vocabulary in their writing (Bowkett and Hitchmand, 2012). The illustrations support the children in understanding the story (Bowkett and Hitchmand, 2012). Millard and Marsh (2001) found that 55% of children said that pictures in comics help them to reads words. This suggests giving children the opportunity to experience comics helps them to read. Stafford (2009) argues learning about comics allows children to compare this type of text from other media and other narrative forms, which develop their understanding of a range of texts. Studying comics in the classroom also allows children to understand the logical flow of stories, because the comic strips provide a logical sequence that needs to be followed in the correct order to understand stories (Frey and Fisher, 2008).

There are many more opportunities for learning by using comic and graphic novels. However, as teachers we need to check the content of the texts we are using, to make sure the comic or graphic novel that we intend to use with our class is appropriate to the age group we are teaching (Education Scotland, undated). It is important to understand that they should be used because readings skills develop, but they need to be approached with caution (Education Scotland, undated).

Bowkett, S. & Hitchmand, T. (2012) Using Comic Art to improve Speaking, Reading and Writing. Abingdon: David Fulton

Clarkson, R. & Betts, H. (2007) Research summary. Attitudes to reading at ages nine to eleven. [pdf] Available from: http://www.nfer.ac.uk/nfer/publications/RAQ01/RAQ01summary.pdf (Accessed: 30/01/14)

Crawford, P. & Weiner, S. (undated) Using graphic novels with children and teens. A guide for Teachers and Librarians. [pdf] Available from: http://www.scholastic.com/graphix/Scholastic_BoneDiscussion.pdf (Accessed: 30/01/14)

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).

Education Scotland. (undated) Graphic Novels in the Curriculum. [www] Available from:  

http://www.educationscotland.gov.uk/resources/g/graphicnovels/intro.asp (Accessed: 30/01/14)

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

Millard, E. & Marsh, J. (2001) 'Sending Minnie the Minx Home: comics and reading choices'. Cambridge Journal of Education 31 (1). pp.25-38

Stafford, T. (2009) ‘Teaching Comics’ in: Duncan, D. (2009) Teaching Children’s Literature: Making stories work in the classroom. Abingdon: Routledge