Overview

Generating student interest in a topic is never an easy proposition for a teacher. Maintaining that engagement can be even more of a challenge. One of the most beneficial factors of including sequential art in a classroom is the fact that, because it is not done often, it can peek students interest. Please read the following mini-lecture on some of the ways that sequential art can help to motivate students in the classroom

Mini-lecture

Activation of Prior Knowledge/Anticipatory set - "The visual nature forces readers to use what they know to create the unwritten dialogue—a story not fully conveyed by the words. Many readers growing up with television and video games are contemporary young adults who look for print media that contain the same visual impact and pared-down writing style and contribute to their enthusiasm for visual rather than written literacy (Bucher & Manning, 2004). McCloud (1993) also concluded that graphic novels are a powerful tool for conveying the literary experience to a generation of readers comfortable with television and computers. Thus graphic novels provide a valid vehicle for learning and knowing in an increasingly media-rich world."

Exposure to multiple mediums - "When students study the construction of the graphic novel, they become exposed to the qualities of narrative text, film, and poetry. Graphic novels are like prose in that they are written in a printed format, but they are also like film in that they tell a story through visual images that give the impression of movement accompanied by the characters’ dialogue. The sequential pictures in the graphic novel may contain dialogue, yet they convey important aspects of the story visually." This exposure to multiple mediums can help to engage students with many different learning styles because comics can simultaneously correspond with the tenets said learning styles.

A change of scenery, so to speak - "One appeal of comic books and graphic novels is that they seem somewhat subversive to students. Many teachers understand what comics and graphic novels have to offer, but students may not regard them as they do other genres of text. As long as teachers do not basalize comics and graphic novels, students will find them engaging. By using the term basalize, we mean that teachers spend so much time teaching discrete skills that the pleasure of reading is reduced and reading becomes rote and dry."

Tasks for Unit Two, Part 1

Please go to the Sequential Art Discussion Area. Create a post that explains whether you agree or disagree with any of these motivational benefits of sequential art. remember, there is not much research on the benfits of sequential art in the classroom so it is somewhat subjective. Support you answer with information from the mini lecture. Be sure to sign your name to your post!

Navigation

Forward to Unit Two, Part 2 - The Linguistic Benefits of Sequential Art

Back to Unit Two: Why is Sequential Art Beneficial in the English Language Arts Classroom?

Back to Integrating Sequential Art into an English Language Arts Curriculum

References

Smetana, L., Odelson, D., Burns, H., & Grisham, D. L. (2009, November). Using Graphic Novels in the High School Classroom: Engaging Deaf Students With a New Genre. Journal of Adolescent & Adult Literacy , 228-240.