Use of graphic novels and comics within the classroom

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?

Introducing non-traditional formats of text to a classroom is unlikely to come without its critics, and therefore it is no surprise that the use of comics and graphic novels in order to aid the literacy curriculum has caused a large amount of controversy amongst educationalists.  However with the National Curriculum stating that children should ‘appreciate our rich and varied literacy heritage’ (DfE, 2013), which therefore can imply that teachers should be exposing children to a wide range of texts and with the growing demand for alternative non-traditional texts within today’s popular culture, it is understandable why comics and graphic novels are being used within children’s education.  With studies finding that children appear to find comics more engaging than traditional texts that they read, such as that carried out by Marsh and Millard (2001) which found that 86% of children found comics more interesting, this therefore also reinforces that we should be considering the usefulness that this can have within the classroom in order to produce effective teaching.

A key concern that can often lead to controversy with teachers as stated by Marsh and Millard (2001) is that the content of comics could potentially have a detrimental influence on children due to the large amount of violence and sexualisation of female characters, and therefore the negative effect on the children could outweigh any positive effect from reading this differentiated form of text. However Stafford (2009) makes the clear point that making the personal and professional judgement as to what content is appropriate for your particular class is the responsibility of the teacher and therefore children do not have to unnecessarily have to be exposed to such material. It is important to note at this stage that a similar argument could be used for traditional texts within the classroom as similar content is often involved in books, just the way in which it is presented is different, and therefore we need to consider whether comics should be treated any differently to books.

Another key point that Stafford (2009) implies is important to consider is how these texts are used. Through the experience of creating my own example of a comic through the app ‘Comic Life’ in the manner that a child would within the seminar has helped to inform me that there is a significant benefit in not only using comics for reading but as a basis for written and creative work if used in an appropriate way. The experience I have gained not only helped me to understand how this could be used effectively within a literacy classroom, but also enabled me to see the appeal when creating the piece due to the sense of ownership that came with creating my own piece, as well as the opportunity to use the technology of the iPads and the app ‘Comic Life’ which in turn can create a sense of engagement that I believe cannot be replicated in any alternative way, especially with traditional texts.

Bibliography

DfE (2013) National Curriculum: Primary Education [online] https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/260481/PRIMARY_national_curriculum_11-9-13_2.pdf. [Accessed 9th October 2014].

Millard and Marsh (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