Blog 3: The use of comics and graphic novels in the classroom

Does the use of comics and graphic novels within the primary curriculum undermine the values of the classroom or do they offer opportunities for learning?

 

The National Curriculum (1999) suggests that children should be introduced to a variety of genres, from storytelling to’ texts drawn from a variety of cultures’ (p. 54). However it does not state whether this includes the specific genre of comics and graphic novels. What is evident from research that comics and graphic novels should have a place beside the more ‘traditional literature’ according to Lapp, Wolsey, Fisher and Frey (2012). This is because the positive values far outweigh the negative values when it comes to the progression of reading skills that children can develop. Not only do comics and graphic novels scaffold children’s understanding of comprehension according to NCTE (2005) through the ‘point of reference’, it works in accordance to Vygotsky’s (1978) zone of proximal development allowing children to make the link with what they already know to what they have yet to learn.

Perkins (NCTE, 2005) suggests that comics and graphic novels also support the grammatical structure of reading, including punctuation and paragraphing, although through visual images rather than text. These texts also encourage children to build on their storytelling skills because the structure tends to be identical with a ‘beginning, middle and end, with a main character, conflict and climax’ (Turner, cited in NCTE, 2005)

Carter (2009, p.39, cited in www.bu.edu 2012) suggests that graphic novels in particular have ‘piqued students interests and have increased success in literacy’. This may be due to the fact that often they relate to personal issues that children encounter according to Travis (2013).

Finally, although there are many positives to using comics and graphic novels, teachers do not use them as much as they like because of a variety of issues that arise within primary schools. For example because of school budgets are restricted traditional texts may be prioritised over ‘non-traditional’ texts (Lapp, Wolsey, Fisher and Frey 2012). Another issue is teachers have to be able to understand the format of these genres as they are sometimes seen to be ‘alien’. Lapp, Wolsey, Fisher and Frey (2012) suggest that undertaking professional courses could help to rectify this issue.     

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Travis, M. (2012) Booktrust [Online] Extending story boundries www.booktrust.org.uk/books-and-reading/children/comics-and -graphic-novels/ (accessed 3.02.2013)

Department for Education and Employment (1999) The National Curriculum, handbook for primary teachers in England London: Qualifications and Curriculum Authority

Lapp, D, Wolsey, T, Fisher, D, Frey, N. (2012) Journal for Education [Online] Graphic Novels: What Elementary Teachers think about their Instructional Value www.bu.edu/journal for education/files/2012/09/BUJOE_192_1_Lapp.pdf (accessdd 3.02.2013)

NCTE (2005)The Council Chronical Sept 05 [Online] Using Comics and Graphic Novels in the Classroom www.ncte.org/magazine/archives/122031 (accessed 3.02. 2013)