Maureen Bakis English Teacher Masconomet Regional High School Topsfield, Massachusetts

1. Maureen Bakis English Teacher MasconometRegional High School Topsfield, Massachusetts GraphicNovelsandHighSchoolEnglish.com Author, The Graphic Novel Classroom: POWerful Teaching & Learning with Images (Corwin Press, 2011)

2. Access THIS Presentation online Slideshow located at Graphic NovelsandHighSchoolEnglish.com Got to “Groups” Tab and click on “IRA Presentation Page” Access other educators interested in using comics in the classroom, lesson ideas, links, videos, student work samples, events, blogs, scholarly articles, discussion forums, and resources related to teaching graphic novels!

3. Outline of presentation • Part 1---- Understanding comics as a medium, not a genre of literature Basic concepts from Scott McCloud, resources • Part 2---- Hands-on activity: reading Chris Ware’s “Unmasked” Applying new knowledge of comics and reading visual text • Part 3---- Why use graphic novels in the classroom? Examples of teaching graphic novels in secondary ELA • Part 4 ---- Suggested pedagogy, students’ perspectives & resources All student work in this presentation used with written permission.

4. Q. What is the comics medium?

5. NON-FICTION… BIOGRAPHY AUTOBIOGRAPHY MEMOIR HISTORY SCIENCE FICTION SUPERHERO STORIES OTHER…

6. Q. What are graphic novels?

7. Q. How do we read pictures?

8. Representation Sensory objects Concepts / Ideas

9. READING LINES AND CONSIDERING CONTEXT

12. READING LINES AS EXPRESSIVE

13. Reading color

14. Reading contrast

15. Reading Setting (background & foreground)

16. READING SYMBOLS IN CONTEXT

17. Reading Time TIME PASSES WITHIN AND BETWEEN PANELS; MOTION & SOUND MATTER

18. “Closure IS COMICS”

19. What happens in the gutter? READER PARTICIPATION

20. Icons and reader PARTICIPATION

22. Pictures & Words

23. Experience helps us make meaning

24. Chris Ware’s “Unmasked” • Apply new knowledge of the medium • Critical analysis • Defend an interpretation • Cite textual evidence • The medium shapes the message

27. Questions for thinking about the meaning of “Unmasked” and understanding the relationship of form and content in comics • Give an example of how emotion is made visible in this comic. How is emotion conveyed? • What are the similarities between the mother and the grandmother/ older mother and adult daughter? • Find a panel where background art directly impacts the meaning of the panel/the story. • What is the most prominent icon/image in this story? • Rip the pages apart and align the images in the center. Does this change your interpretation of the narrative?   • Taking the cover art into consideration, what are the central themes in this narrative? • Did Phil have an affair? Prove your response using evidence from the text (visible and invisible).

28. Useful resources for teaching an introduction to comics • Hollis Margaret Rudiger’s “Reading Lessons: Graphic Novels 101” originally published in The Horn Book Magazine, March/April, 2006. • Scott McCloud’s Understanding Comics: The Invisible Art • Will Eisner’s Graphic Storytelling & Visual Narrative • Visual Literacy Video (new literacies project, 2011) • This presentation!

29. Q. Why should teachers embrace comics ? • Students WILL read, read, and read more! • Higher levels of engagement in literacy • Increased Motivation, Enjoyment, Confidence • More positive reading experiences in school • Better attitude toward reading in general • Increased appreciation of art (graphic and storytelling)

30. Improved critical thinking and awareness of meta-cognitive processing (applicable to all learning/subjects) • Transferable knowledge, especially applicable to understanding a multi-media world • Effective teaching tool to meet objectives of Common Core Standards & ELA Objectives • Effective tool for fostering 21st Century Skills

31. Q. What does learning with comics in a classroom setting look like? Listen to the students! • Masconomet Student Video Project, 2012 Teaching research skills (new literacies) Teaching genre (memoir) Teaching writing Teaching storytelling (human condition) Developing disposition of 21st century learner

32. Teaching genre with comics(Reading & Composing Memoir) • Read Persepolis & Maus as model memoirs in comics medium to understand the genre. (truth-telling, shaping narrative, memory) • Read excerpts from Mary Karr’s The Liar’s Club – How does she create sensory imagery using words? (figurative language, active, vivid verbs, dialogue) • Read Scott Russell Sanders’ “Under the Influence” to analyze images in writing. Draw the images Sanders’ conjures with words using symbols and icons. (mini-lesson) • Write your memoir using visual, sensory imagery in your writing; apply knowledge of the genre and conventions of writing. Balance truth and memory. • Draw your memoir using visual images; apply knowledge of genre and comics. Consciousness of audience.

33. Ben’s memoir

37. Paige’s memoir

39. Q. What else can you teach using comics? • Web 2.0 & American Born Chinese cross-grade collaborative project • Independent reading group projects / Building rationales for comics in the curriculum • New Literacies Project Prezi&New Literacies/Comics History Unit Documents • Literary techniques (allusion in V for Vendettaor myth in ABC) • Themes (social studies, psychology, media in society in Batman:DKR)

40. Q. What are effective methods for teaching comics? • Reader Response • Louise Rosenblatt • Sheridan Blau (habits of effective readers) • Provide choice (independent projects/electives curriculum) • Student-Centered Classroom • Use Technology • Passion for & knowledge of the medium (aka “Ms. Bakis finesse”) • Provide resources • Connect classroom to “real world” (author Skype) • Blend Multiple media forms (stress form and content/using images to convey meaning, convince, instruct, entertain)

41. Q. How do students respond to reading Comics in THE classroom • “My whole life growing up I’ve hated reading but since I have been reading graphic novels I have finally found a kind of book I actually enjoy reading.”—Craig • “After taking this class I have learned that I can take a lot away from something unexpected. This class has shown me that trying something out of the ordinary can be surprisingly beneficial and could stay with you for the rest of your life. The graphic novel course has influenced me to try new things in life and be open-mined to different ideas.”—D.J. • “This class has prepared me for college because it has made me think in ways I have never been made to think. I am more observant and I have become aware of the value and significance of what can be perceived visually.”—Robbie • “Graphic Novel struck me as something new, fun, and exciting. This class was a breath of fresh air…I loved that we had a chance to come up with our own ideas and weren’t on a tight leash when it came to projects like designing our own graphic novel. Thank you for creating this class and showing people that there is more than one way to read book and learn English!”--Liz

42. “I’ve spent years reading all text books, and while I still do, it was interesting that I could be reading a format that some consider childish in school, when at home I would be reading technical publications and philosophical titles. It was bizarre that I would spend so much time analyzing a comic book and breeze through a report on string theory.”—Ali • “The reason I didn’t like normal lit in other English classes is because I never got images in my head when I read books, and it was more difficult for me to stay reading a book than it was for other students. And in graphic novel[s] there are already pictures, but you still need to put motion to them using your imagination. I found this really fun because everyone knows that the characters get from point A to point B, but everyone has a different way of getting there through the panels.”—Ryan • “I am not very fond of reading, so I enjoyed this class because I was able to read an entire book and not become bored with the text. We were able to cover more material…This class required more interaction than any other English class I have endured. No longer did reading consist of solely words, rows of letters that blurred into rows of black lines on white paper…while you read you have to also study the images that correspond with the words. This made me slow down and take my time when reading rather than rush through extensive amounts of words.”—Jane

43. “Learning about graphic storytelling and about reading graphic novels has helped me pay attention to details of writing and imagery, not just words…This class has helped me to prepare for college by exposing me to new ideas and forcing me to go out of my comfort zone.”—Josh • “I learned that the graphic medium has the power to change one’s perspective completely about literature…I now know that written language is not the only way for an author to portray his or her perspective.”—Matt • “The most positive learning experience…came from the Scott McCloud book….it made the comics medium and how it works very clear and understandable. After reading that book I was able to analyze other books that I read more accurately. I understood what I was reading and took into account the structure and importance of the images. I found that the medium is extremely unique….[comics] utilizes all the senses of the reader and make the story that much better to read creating a better reading experience…During this course I learned how to think about how I read while I’m actually reading.”—Jake -Quotes from The Graphic Novel Classroom: POWerful Teaching & Learning with Images (Corwin Press, 2011)

44. Q. What resources are available for teaching comics, visual literacy, and graphic novels in the classroom? • The Graphic Novel Classroom: POWerful Teaching & Learning with Images Bibliography/Resources/Reading Lists • Graphic Novels & High School English.com – lesson plans, RSS Feeds to social networks, blogs, and online resources • Reading with Pictures • Diamond Bookshelf • Graphic Novel Reporter • ALA & Librarians