Formal blog task - Graphic novels and comics

The question of whether comics and graphic novels within the primary literacy curriculum undermine the values of the classroom, or do they offer opportunities for learning will be deliberated in this blog post.

Having not seized the opportunity to see comics and graphic novels being used within the primary classroom relevant readings will be drawn upon in this blog post. The first point which Millard and Marsh (2001) makes is that there are concerns based on the deficit model whereby those who choose to read books in graphic forms are seen as denying themselves, just as children who eat beef burgers and chips are imagined en masse as rejecting green vegetables and citrus fruit. This point is unfair and does not acknowledge the way in which comics could be good for learning in the primary classroom. Conversely, Stafford (2009) examines the values which comics bring to education and states that discussions with children transmits their ideas that comic books are credible literature and are to be treated seriously as any other text in the classroom. The fact that the word ‘credible’ has been used here scrutinises the way in which comics offer opportunities for learning.

Another point in which comics can be seen an undermining the values of the classroom in which was spoken about in this weeks seminar, Stafford (2009) explains that issues need to be considered when choosing a comic book for children as the content must be suitable as in some places comic books do depict acts of violence. As seen from the comics and graphic novels in the seminar some are explicit to violence and perhaps do give out a message of violence, but perhaps children see this in a humorous way and don’t actually think anything of this. In contrast Graham (2011) simply elucidates that children enjoy reading comics, so it makes perfect sense to use such a resource to enhance learning. Wright (1979) simply states that as reading teachers we must recognize the fact that comics appeal to large numbers of children and that such an appeal is normal, which is a huge point in which comic’s and graphic novels offers opportunities or learning. Not only do these bring opportunities to learning in reading, but as discussed in the seminar there is a huge prospect with using comics and graphic novels in any subject (cross curricula) especially PSHE.

In conclusion, by looking at relevant readings and having a discussion in the seminar, using appropriate comics and graphic novels within the primary classroom do offer opportunities for learning.  However, as teachers we need to be aware of some content within these. Wright (1979) clarifies my point by stating that ‘classroom teachers should not forget comic books, children's interest in them has not dissipated during the last half century, if anything it has increased. It is in the reading teacher's best interest to learn more about this medium and to use it in motivating students and helping them to read’.

 Bibliography:

Graham, S. (2011). Comics in the Classroom: Something To Be Taken Seriously. Language Education in Asia. 2 (1), pp92 - 102.

Millard, E and Marsh, J. (2001) 'Sending Minnie the Minx Home: comics and reading choices' Cambridge Journal of Education, 31:1, pp25 – 38

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

Wright, G. (1979). The Comic Book: A Forgotten Medium in the Classroom. The Reading Teacher. 33 (2), pp. 158-161.