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Symposium report: Tradition and Innovation in Franco-Belgian bande dessinée

by Fransiska Louwagie and Simon Lambert

 

On 13 March 2020 the University of Leicester hosted an International Symposium titled “Tradition and Innovation in Franco-Belgian bande dessinée” organised in collaboration with Wallonia-Brussels International. This one-day symposium – for which the progamme can be found here – was organised with generous support from the ASMCF, the Society for French Studies and the School of Arts at the University of Leicester.

The day was opened by Simon Lambert as Academic and Cultural Liaison Officer for Wallonia-Brussels in the UK, in conjunction with Fransiska Louwagie (University of Leicester). Keynote speakers were Professor Laurence Grove from the University of Glasgow and graphic novelist Michel Kichka, who also delivered a public seminar on his work. Across three panels, the day focussed on various forms of tradition and innovation in Franco-Belgian bande dessinée: the first panel was dedicated to “Revisiting the classics”, the second panel to “Contemporary perspectives”, and the final ASMCF panel to “Reshaping Franco-Belgian bande dessinée”. The closing remarks were organised as a roundtable session on collaborative international research projects.

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Comics Literacy in the Classroom

by Lars Wallner

Comics as Narrative Tools[i]

Comics are a narrative form combining text and image in surveyable sequences (McCloud 9). In Sweden, comics are common reading for children, young readers and adults, even though comics reading among young people seems to have lessened, as have all types of reading—see, for example, Statens Offentliga Utredningar (231). Despite what these reading trends seem to indicate, publication of comics for children has grown in the past few years (The Swedish Institute for Children’s Books 25). Throughout my dissertation study (Wallner, Framing Education), I came in contact with many teachers from different levels of schooling who were interested in using comics in their classrooms. These contacts indicated not only an interest on the part of teachers, but also an interest on the part of students wanting to read, and to benefit from reading, comics in school.

Comics are also a prime material for studying how students engage in conversations on reading and writing—that is to say, literacy—especially because of how comics combine text and images. Because of this, a study of the use of comics in a school context can contribute greatly both to our knowledge of literacy construction with comics and to a better picture of what literacy entails.

In order to study this ongoing practice in the classroom, I made video recordings of three classes in Grade 3 (age 8-10) and one class in Grade 8 (age 13-15). In total, 77 students and 6 teachers, in two different Swedish cities, contributed to this study. 15 lessons were recorded with work in whole class, pairs and groups. As a researcher, I had no influence over the settings or materials: the teachers had already chosen the amount of time to be spent on comics, the material that they wanted to work with for each lesson and how they wanted to use said material. My role in the classroom was merely to film the activities that they planned and carried out.

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Maus in the Indonesian Classroom by Philip Smith

As regular readers of Comics Forum are aware, the site recently featured a Themed Month which sought to examine comics as cultural production. The issue looked first at the work of comic book authors (Woo 2013) and ended with an autobiographical account of one scholar’s experiment as a comic book retailer (Miller 2013). In the following article I hope to continue to chart the life of a comic book by examining one particular comic after sales as it is read not by academics, but by a much larger demographic of comic book consumers: teenagers, specifically, Indonesian teenagers.

There has been a debate concerning the role of comics in language acquisition and literacy which can be traced back to the 1950s when Frederic Wertham, among others, argued that comics cause retardation of reading ability (Wertham, 1954). Many modern scholars argue that comics serve as a gateway to literacy (see, for example, the Canadian Council for Learning website, 2013).[1] This article will document my experience and observations as a teacher who uses Art Spiegelman’s Maus in the Indonesian classroom with advanced English-learners. I will describe how I prepared the students to read Maus, the concepts and history which I taught alongside the text, and what the students themselves brought to, and drew from the work.

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Posted by on 2014/02/18 in educators, Guest Writers

 

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Using Comics to Teach Philosophy, Inclusively by Joyce C. Havstad

As an educator, I’m always looking for new ways to engage students. As someone who teaches philosophy at a large state school—in fact, at a prototypical American Research University—I’m always trying to convince college students that my subject matter is truly relevant, to their lives and to their budding careers. At the very least, I try to make philosophy fun. And one of the tools that I have developed to help achieve these goals is to use visual arts, especially non-traditional arts like comics, in the classroom.

So, the rest of this post is going to be about what I’ve observed from using comics in the classroom. I’m going to focus on two main things: one positive, and one less so. I think that both of these observations are worth taking seriously.

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Posted by on 2014/01/17 in educators, Guest Writers

 

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Keep watering the rocks by Di Laycock

For goodness sake put that graphic novel down and get yourself a real book to read.

Overheard in the school library, this comment was a short, but far from simple, remark made to a student by a colleague. Given the work I’d done with this teacher as to how graphic novels might be used in the classroom, I was disheartened to hear that graphic novels still struggled to make her literary cut. And whilst another colleague once told me not to waste time ‘watering the rocks,’ a part of me wasn’t going to give up so easily – I enrolled in a professional doctorate and grabbed my watering can.

The above scenario took place nearly six years ago, around the same time that Carter (2007) suggested graphic novels ‘still remain largely on the fringes of the [teaching] profession’ (p. 1). To reposition graphic novels more centrally, added Carter, more success stories of their use in schools were needed.

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