Week 3 - Does the use
of comics and graphic novels within the primary literacy curriculum undermine
the values of the classroom or do they offer opportunities for learning?
Multimodal texts are inevitability present in children’s lives (UKLA
2005). There are ongoing debates and criticisms about including graphic novels
and comics into the literacy curriculum. These texts have received the ‘severest
criticism but also repeated calls for censorship, even at times outright
banning’ (Millard & Marsh 2001:25) mainly for their content which can
include visual horrors and acts of violence. In terms of both genders, boys
comics were thought to promote violence and girls to induce a soppy passivity;
therefore inappropriate for children at this stage in their lives (Millard
& Marsh 2001:26).
Although there are many negative perspectives to including graphic novels
and comics in the literacy curriculum, there are also arguments to identify
benefits of including these texts. One benefit is the amount of children that
enjoy and read comics. Millard and Marsh (2001) found that by the age of 10
comics accounted for over a third of children’s reading, which presents that
graphic novels and comics can play an important part in encouraging reading amongst
pupils (L & T Scotland). However, visual literacy ‘is rarely granted status
within our education system’ which provides concern as teachers have been
educated to stress the importance of enrichment through reading (Millard &
Marsh 2001:27). Teachers must be aware of the popularity of graphic novels and comic
reading (Millard & Marsh 2001:26). Children perceive reading comics to be
easier than reading a books and teacher’s can utilise this to gain further
participation in reading (Millard & Marsh 2001:33). It is possible for
teachers to build graphic novel and comic collections, which challenges the
good reader whilst supporting those less enthusiastic (L & T Scotland)
providing a ‘storytelling vehicle’ (Stafford 2009). It can also provide a discourse
which can be used to enhance children’s shared understanding and pleasurable
texts as popular culture has an appeal that draws in non-traditional support
for literacy development.
To conclude, ‘the
complexities of layout of comics and the reading skills demanded by them are by
no means unchallenging’ (Millard & Marsh 2001:33). Schools
should ensure that they provide reading materials, such as graphic novels and
comics, to insure the interests of all children and therefore enhance and
benefit their reading development.
Bibliography
Learning and
Teaching Scotland: Graphic Novels in the Curriculum. http://www.educationscotland.gov.uk/resources/g/graphicnovels/intro.asp
(accessed 01/02/2013)
Millard,
E. & Marsh, J. (2001) ‘Sending Minnie the minx home: comics and reading
choices’ Cambridge Journal of Education
QCA/UKLA
(2005) More than words 2: Creating Stories on page and screen. London:
QCA
Stafford, T.
(2009) ‘Teaching Comics’ in Duncan, D. (2009) Teaching
children’s literature: Making stories work in the classroom. Abingdon:
Routledge.
Links to pictures used in comic
http://www.google.co.uk/search?q=goldilocks&hl=en&tbo=d&source=lnms&tbm=isch&sa=X&ei=FuYIUYH8DIqb1AXDqoHQCA&ved=0CAcQ_AUoAA&biw=1280&bih=929#imgrc=EAwgQ47xyUN2_M%3A%3Bl6bWXHVIbatYGM%3Bhttp%253A%252F%252Fblogs.capecodonline.com%252Ffile%252Fimport%252F7f657343-9a48-4547-9b55-079e7cb92687.jpeg%3Bhttp%253A%252F%252Fblogs.capecodonline.com%252Fcape-cod-theater%252F2009%252F05%252F28%252Fauditions-goldilocks-with-the-aliens%252F%3B500%3B630
http://www.google.co.uk/search?hl=en&q=daddy+bears+bed&bav=on.2,or.r_gc.r_pw.r_qf.&biw=1280&bih=929&wrapid=tlif135953797152410&um=1&ie=UTF-8&tbm=isch&source=og&sa=N&tab=wi&ei=QucIUfXvAZHK0AXj2YHwDA#um=1&hl=en&tbo=d&tbm=isch&sa=1&q=three+bears&oq=three+bears&gs_l=img.3..0l10.16775.20068.0.20402.15.13.2.0.0.0.92.754.13.13.0...0.0...1c.1.q5gzJa70R-o&bav=on.2,or.r_gc.r_pw.r_qf.&bvm=bv.41642243,d.d2k&fp=ba33eb410549ecb3&biw=1280&bih=929&imgrc=TmEHXppmOE_qFM%3A%3B_J4Kzemd76_xYM%3Bhttp%253A%252F%252F3.bp.blogspot.com%252F-xKEjk9slQZ4%252FT6iHNh947cI%252FAAAAAAAABDM%252FUFV5P4gCvKw%252Fs1600%252Fthree%252Bbears.jpg%3Bhttp%253A%252F%252Ftrininista.blogspot.com%252F2012%252F05%252Fflirting-world-championships.html%3B640%3B46
Your concluding paragraph raises a good arguement - If comics challange a reader, for example, using the pictures to infer, deduct and evaluate their reading and therefore benefit their reading and writing as a whole in a way 'traditional literature' cannot, why shouldn't we use it in the primary classroom?
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