Using comics and graphic novels within the primary 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?

The use of comics and graphic novels as an aid to learning for pupils within the primary classroom has caused controversy within the teaching profession. The introduction of comics and graphic novels into the classroom could be seen as the new popular attraction of incorporating popular culture into the classroom in order to increase a child’s interest and engagement in their own learning.

Teachers have begun to incorporate graphic novel use within the classroom however, they have aimed their direction of graphic novel reading to their less-able pupils. However, this does not have to be the case as a graphic novel is quite an intense and dense read and could provide an array of sophisticated reading and exploratory thinking even for the most able children within a classroom (Education Scotland, 2014)  

They provide opportunities for learning literacy in new and interesting forms. Evidence suggests that if literacy is not only taught using the most popular medium of books then a child will become more engaged in literacy and will become more understanding of the fact that literacy occurs in everyday life in different forms rather than just within a book. 

Here is an example of a comic book which has been created using  an app called Comic Life.

The app provides excellent intuitive software which ensures the user can easily create a comic. By using an ICT resource to create a multimodal text ensures maximum engagement from all members of the class. It provides a fun, interactive and accessible medium in which to create a piece of writing without the constraints of writing a story. The speech bubbles and writing sections are laid out in a comic strip from and therefore provide are excellent teaching tool as children can become familiar with the format of a comic strip and also can then interpret a comic in their own way by easily manovering the speech bubbles and writing sections to where they feel is appropriate on the page.

As suggested by Education Scotland (2014) this activity of creating your own piece of writing in a popular and interesting format will excite and attract a great number of pupils in the class as they will be able to draw upon their own knowledge of comic strips they have seen and read to help creatively individualize and adapt their own. The use of comic book creation could also be seen as a useful tool within education because it is not seen as a formal written piece of work therefore the child will not feel the usual self inflicted pressure to create a formal piece of written work but they can instead enjoy what they create and feel confident in their abilities as every comic will be different.

There is also a creative element in designing your own comic or graphic novel. As it will result  in the design of a multimedia text this ensures that a child creates a certain amount of literacy but also allows the child to engage with being able to add images in order to engage their metaphorical reader. Usually within a written literacy session in a primary school a child would be asked to create a written piece of work and then have to receive permission at the end in order to create a drawing for their writing. However, when designing a comic adding an image after a written section is part of the creative process therefore, children will enjoy how they can be the writer and illustrator of their own work at the same time (Stafford, 2001)

Through the use of books within the classroom essential literacy skills will undoubtedly be learnt however, with the incorporation of visual texts a child can learn literacy from a dynamic variety of literacy sources, and a large proportion of children I believe will confidently be interested by the strong ICT focus in their literacy lessons and therefore will be more engaged and responsive during lesson time.




Bibliography:

Education Scotland http://www.educationscotland.gov.uk/resources/g/graphicnovels/studyofcomics.asp?strReferringChannel=resources&strReferringPageID=tcm:4-396281-64  (Accessed 23.10.14)

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