Drawing on your learning within the seminar, relevant readings and your own experiences and observations, respond to the following questions:
Does the use of comics and graphic novels (hard copy/electronic versions) within the primary literacy curriculum undermine the values of the classroom or do they offer opportunities for learning? Include reference to your own experience of making an electronic comic.
The use of graphic novels and comics within literacy classrooms has caused controversy between educationalists. Whilst some believe graphic novels can be beneficial to get children interested in reading (Miller, 2012) others feel that the genre is worthy of severe condemnation as it commercially exploits children’s interests and therefore deserves no place within the classroom (Millard & Marsh, 2013). The use of graphic novels however does not have to end with improving children's skills in reading; children can also be supported to write their own examples of this genre. By selecting and writing the appropriate lexis for the specific graphic novel target audience, children are fulfilling the demands of the National Curriculum 2013 that states ‘pupils should be taught to plan their writing by identifying the audience for and purpose of the writing’ (DfE,2013; p37) (online). This therefore highlights the educational opportunities that Graphic novels can bring to the classroom.
Graphic Novels and Comics are also an excellent way of differentiating during English lessons. The National Curriculum 2013 says that it is important to develop children’s love of literature through reading for enjoyment (DfE, 2013). In a study by Millard & Marsh (2001) 86% of the 69 children that were interviewed said that they thought the stories in comics were more interesting than the ones included in books. From this study it is clear that the introduction of Comics and Graphic novels into the classroom can really spark a love of reading, and that in turn this can really aid children to see reading as appealing and to try other genres.
Millard & Marsh (2013) however criticize the use of these alternatives to traditional literature by saying that comics promote violence, sexualisation of female characters and the act of disobeying authority. However, in an article by Stafford (2009) the idea of inappropriate content is seen as less of a concern. He writes that for all Marvel comics an age rating is displayed on top of every magazine which means that teachers can quickly see if it will be appropriate to use in their classroom. Stafford also highlights that teachers know best about what is suitable to use in their classroom, and that they should use their discretion to decide what Comics they use.
From my own experience during seminar sessions I can see the vast opportunities for creating comics online. Here I have attached an example of a comic strip that I created. For this we used the application ‘Comic life’ and although it is not the simplest of applications to use – what children can create from it are worthwhile professional looking pieces of work. By incorporating the use of images children are introduced to multi-modal texts and gain vital skills in computing and design as well as improving their literacy skills.
Bibliography
DfE (2013) National Curriculum: Primary Education [online] https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335186/PRIMARY_national_curriculum_-_English_220714.pdf (12.10.14)
Miller, A. (2012) Using Graphic Novels and Comics in the Classroom [online] http://www.edutopia.org/blog/graphic-novels-comics-andrew-miller (12.10.14)
Millard, E. & Marsh, J. (2001) ‘Sending Minnie The Minx Home: Comics and Reading Choices’ Cambridge Journal of Education. 31, (1), 25-38.
Stafford, T. (2009) Teaching Children’s Literature: Making Stories work in the Classroom Abingdon: Routledge
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