Lab Entry #7

Graphic Novels & Media Literacy in the Classroom

Today we looked at graphic novels and other visual mediums as a tool for creative learning in the classroom. Graphic novels make for excellent visual story-telling, and compensate for the lack of visuals in normal novel reading.

Graphic novels can convey emotions and messages in ways that are absent in the presence of wordiness. Graphic novels naturally contain fewer words than those found in their non-graphic-novel counterparts, which facilitates reading for those who do not have strong reading skills or the motivation to read. Great artwork can go a long way in creating memorable reading experiences for anyone.

We were tasked with creating our own graphic novel using any online comic maker or photo editing software, applications, etc. I used PicMonkey, an online application I am familiar with, to create my comic strip. There was not much thinking or preplanning that went into my comic strip, I effectively just created and experimented as I went, and ended up with this final product.

A senseless, whimsical comic with no real punchline.

The goal with this comic was to experiment with different editing techniques like blending, fading, juxtaposition and superimposition in collaging. Although I am familiar with the application, it requires persistence to master, and still, I encountered editing problems. There is no theme or message with the comic, which only serves to intensify its spontaneity.

There are, however, much more educational uses to creating graphic novels.

Uses for Teachers:

1. Students could be asked to create a comic strip about an incident in their life that broke a certain illusion of perception that they’d held. This will allow them to use visuals to communicate what words may not be able to do as effectively.
2. Students could be asked to create a comic strip about an incident in their life where they felt, faced, or saw a form of discrimination. Ideas like these could be better explored through visual mediums like this, and others like film and photography because of the direct links, especially concerning racism and sexism, to colour and presentation and other associated discriminatory practices.
3. On a lighter note, students could be asked to get into pairs and write a joke that contains dialogue and a punchline. Students would be asked to consider how the use of visuals could strengthen the punch of the joke. An important question will be asked and considered: How can we show without telling too much? How can we build tension using the graphic novel format?