Obviously, our theme was graphic novels — a theme I was beyond excited for despite already having read Maus.
They can also form the basis of several classroom activities that will engage students and generate discussion. Second Language Acquisition, Reading, and Comics In all theories of second language acquisition, input plays a role though the role varies in importance in each of the different theories.
One important form of input is reading. Therefore, reading can and should play an important role in the second or foreign language classroom. The most important factor in the development of reading skills is the amount of time a student actually spends reading Cummins,p.
Not only can they provide language learners with contextualized comprehensible input, they can also engage the learner and lead him or her to explore more graphic novels or books, magazines, newspapers, and other reading materials.
Graphic novels and comics deal with spoken language differently than books do. Usually, comic book writers attempt to capture spoken language as it really occurs, complete with gaps, hesitations, and slang. These are aspects of spoken language that English textbooks might not deal with or, if they do, only as an afterthought.
Comics, on the other hand, put each of these into context and make them relevant to second language learners. Comics, specifically comic strips, usually deal with humor.
They can be useful for introducing language learners to the culture and humor of English-speakers. Cary responds to the question: In this case, not only do comics lead to laughter, they also lead to productive and relevant discussions in the second language classroom.
On the other hand, not all comic books and graphic novels are light reading. Over the past several years, more and more graphic novels have appeared that address more serious topics, such as family relationships, war, coming of age, and current events.
Several of these graphic novels have won major awards, such as the Pulitzer Prize, the Hugo award, and the World Fantasy Award. As they have matured, graphic novels have moved from the realm of children and can appeal to and be used with adult students.
Visual Literacy Just as reading a book or magazine requires a certain set of skills, so does reading a comic book or graphic novel. In the case of comics and graphic novels, elements of visual literacy include the visual symbols and shorthand that comics use to represent the physical world.
For example, two or more wavy lines rising up from something indicate smoke. With flies added, they indicate a bad smell. Lines trailing after a person or a car indicate movement. Text bubbles change their form to indicate if a person is thinking, speaking, or shouting.
Also, comic book artists sometimes use a dashed or dotted outline to show invisibility or Xs in place of eyes to represent death. On the other hand, comics from different countries have developed their own visual code.
Asian comics sometimes use different symbols than their North American and European counterparts. While students might be able to inductively discern the meanings of most symbols, teachers should be aware that some symbols could potentially cause confusion for their students. How to Use Comics and Graphic Novels in the Classroom These activities can be used as stand-alone activities, or they can be used to prepare students to read an entire graphic novel or comic book.
Put students into pairs or small groups and ask them how they would represent, in pictures and without using any words, the following concepts: After the students finish, distribute examples of the above concepts from comics. The students can then discuss the differences between their ideas and the ones the comic writers used and which they prefer.
Reading Order in Comics Comic strips follow an order, left to right, that mirrors how English is read. Certain graphic novels, however, do not always follow this same straightforward pattern.
Their authors often indicate a certain mood or state by not strictly following a left to right order.
Students can look at excerpts of these two graphic novels or similar ones and discuss the order in which they should read the page, how they know to read it in that order, and why the authors chose to present their stories in such a manner.
Comic Jigsaw This is a quick activity that can be used to put students into pairs for another activity, to introduce a topic, or to provoke a discussion on humor.In Maus, the story is told by the son of a Holocaust survivor.
He wrote Maus after piecing together the stories told by his father in years of interviews. In Persepolis, Marjane is a little girl and explaining the shocking experiences her family members are going through. Maus vs. Persepolis In the Holocaust () as mentioned in Maus by Art Spiegelman, about 6 MILLION people died.
In the Iranian Revolution of as mentioned in Persepolis by Marjane Satrapi, about 3, people were killed. Persepolis: The Story of a Childhood (Pantheon Graphic Library) [Marjane Satrapi] on plombier-nemours.com *FREE* shipping on qualifying offers.
A New York Times Notable Book A Time Magazine “Best Comix of the Year” A San Francisco Chronicle and Los Angeles Times Best-seller Wise. Una fuerza destructiva penetra los límites de nuestro universo, llegando hasta el mundo-prisión Kyln.
El instante en que esta ola de aniquilación desgarró nuestro universo se conoce universalmente como Annihilation Day. Analyse de la bande dessinée de Marjane Sartrapi: "Persepolis", une oeuvre engagée, mise en parallèle avec l'oeuvre de Shirin Neshat. Oct 02, · Sunday the Litwits met to discuss Maus by Art Spiegelman and Persepolis by Marjane Satrapi.
Obviously, our theme was graphic novels – a theme I was beyond excited for despite already having read Maus.