Anima&ng Your Instruc&on: Using Comics and Graphic Novels ... · Anima&ng Your Instruc&on: Using...
Transcript of Anima&ng Your Instruc&on: Using Comics and Graphic Novels ... · Anima&ng Your Instruc&on: Using...
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Anima&ngYourInstruc&on:UsingComicsandGraphicNovelsintheEnglishLanguageClassroom
Thissessionexploresthepopularityofillustratedstoriesamongteachersandstudentsandofferssugges&onsonhowtousethemto“animate”yourclasses.
Duringthispresenta.on,wewill:
• examinesomeofthebenefitsandchallengesofusingthesegraphicaltexts• reviewac&vityideasforintegra&ngthesecrea&veresourcesintothewayyouteachreading,wri&ng,cri&calthinking,andvisualliteracy.
Resourcessuchascomicstripgeneratorsandexamplecomicswillbeshared.
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JohnKotnarowski
JohnhasspentthelasttenyearsteachingEnglishtospeakersofotherlanguages.HehastaughtinEcuador,China,andtheUnitedStates,andhewasanEnglishLanguageFellowinMoscow,Russiaduringthe2014-15academicyear.
HecurrentlyworksattheUniversityofIllinoisatUrbana-ChampaignasaLecturerintheLinguis&csdepartment.Histeachinginterestsincludealllevelsofacademicwri&ngaswellasmaterialsdesignanddevelopment.
Outsideofteaching,heloveswatchingmoviesandhikingwithhiswifeandtheirliYledog.
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©2019byJohnKotnarowski.Anima&ngYourInstruc&on:UsingComicsandGraphicNovelsintheEnglishLanguageClassroomfortheOfficeofEnglishLanguagePrograms.ThisworkislicensedundertheCrea.veCommonsALribu.on4.0License,exceptwherenoted.Toviewacopyofthelicense,visit:hLp://crea.vecommons.org/licenses/by/4.0/
AnimatingYourInstruc&on:UsingComicsandGraphicNovelsintheEnglishLanguageClassroom
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WebinarOutline:Comics&GraphicNovels
1. Introduc&on2. KeyTerms3. Benefits4. Challenges5. Ac&vityIdeas
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Cri&calQues&on
Whydoimageshelpuswhen
communica&ng?
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Humanshaveusedimagesas
awayofcommunica&ng
foralong&me…
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Emojis&Memes
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Cri&calQues&on
Whydoimageshelpuswhen
communica&ng?
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…becausesome&mesapictureisworth1,000
words
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ComicBooks&GraphicNovelsHaveBothImages
andWords!
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PartTwo
DefiningKeyTerms
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Panel(thiscomichasthreepanels)
TextBalloon(usedtosharethoughtsandspeech)
Cap.on(usedtoprovideaddi&onalinforma&on)
Comiccreatedatmakebeliefscomix.com
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Cri&calQues&on
Whatarethedifferences
betweencomicbooksandgraphic
novels?
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TypesofIllustratedTexts
TypeofText Descrip8on Example
Comic(Strip)
Asequenceofdrawings,containedinpanels,usedtotellastory(usuallyfunny)withtextinballoonsandcap.ons.
• Peanuts(CharlieBrown)
ComicBook
Verysimilartocomicbooksbutlongerandusedtotellmorecomplex(andmoreserious)stories(oeen&mesusingmul&plebooks).
• MarvelComics
GraphicNovel
Alongerwork(oeenaboutaserioussubject)thatusescomicbooktechniquesandimagestotellacompletestory.
• Watchmen• TheArrival
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UseImagesto(Help)TellStories
ComicStrips
ComicBooks
GraphicNovels
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PartsThree&Four
Benefits&Challenges
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Cri&calQues&on
Whataresomeofthebenefitsofusingcomicbooksand
graphicnovelsintheclassroom?
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TheBenefitsofUsingComicBooks&GraphicNovels
LearnerMo.va.on
1. Reduceanxietyandlackofconfidenceamonglearnerswithlow/unstableproficiency(Issa,2017;Liu,2004)
2. Increasestudentmo&va&onandinterest(Norton,2003)
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TheBenefitsofUsingComicBooks&GraphicNovels
ReadingComprehension1. Imageshelpreaderswithlow
proficiencybeYerunderstandstories(Maplesetal.,2016)
2. Imagescanhelpstudentslearnnewvocabulary(Krashen,1993)
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TheBenefitsofUsingComicBooks&GraphicNovels
Wri.ngSkills1. Comics&Graphicnovelshelp
teachdifferentelementsofstory(likeplot)(Issa,2017)
2. Theycanhelpstudentsgenerateandsharemorecomplexideasforwri&ng(Leber-Cook&Cook,2013)
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TheBenefitsofUsingComicBooks&GraphicNovels
VisualLiteracyTraining“Studentstodaycannotjustlearntoreadwords;theyalsorequiretrainingintheliteracyofimages,gestures,spaceandsound.Comicsprovideanespeciallyrichgenreforthiskindoftraining.”(Issa,2017,p.312)
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Cri&calQues&on
Whatdoyouthinkaresomeofthe
challengesofusingcomicbooksandgraphicnovels?
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TheChallengesofUsingComicBooks&GraphicNovels
Challenges
1. Respec&ngcopyright2. Finding(appropriate)comics/
graphicnovels3. Gelngstudentstotreat
comicsandgraphicnovelsas“serious”texts.
Solu.ons
1. Usethecomicfromthispresenta&onJ
2. Readthroughthecomicsyourselffirst
3. Useac&vi&esthatshowstudentshowthoughmulandcrea&vethesetextscanbe.
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FindingComicBooks&GraphicNovels
WheretoFindComics&GraphicNovels
1. Searchingonline(“free
comicsandgraphicnovels”)
2. TheAmericanEnglish“Teacher’sCorner”website
3. Thelinkspostedaeerthispresenta&on
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PartFive
Ac.vityIdeas
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SequenceofAc&vi&es
1. Pre-ReadingAc&vi&es2. Reading&Comprehension
CheckAc&vi&es3. Post-ReadingCreation
Ac&vi&es
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SelectedText
“Afree(libre)andopen-sourcewebcomic”createdbyDavidRevoyaboutayoungwitchnamed“Pepper”andhercat,“Carrot”.
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Pepper&Carrot–EpisodeOne:ThePo&onofFlight
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Pre-ReadingDiscussionQues&ons
Instruc.ons1. Putstudentsintopairsand
askthemtodiscussthefollowingques&ons
2. Aeertheyfinishdiscussing,theinstructorshoulddiscusstheanswerswiththewholeclass
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Pre-ReadingDiscussionQues&ons
1. Whatdoestheexpression“apictureisworthathousandwords”mean?
2. Whatkindsofinforma&oncanwegetfromalookingatapicturethatwecannotgetfromsimplyreading?
3. Wearegoingtoreadacomicbookcalled,“Pepper&Carrot”?Whatisacomicbook?Canyouthinkofanyotherexamples?
4. “Pepper&Carrot”isacomicaboutmagic(kindoflikeHarryPoYer).Howwouldyoudescribemagicusingonlywords?
5. Whatdoesmagiclooklike?Drawapicture!
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Pre-ReadingPredic&onQues&ons
Instruc.ons1. Now,showtheclassthefirst
panelofthefirstepisodeof“Pepper&Carrot”
2. Askstudentspredic&onques&onslike:• Whowillthestorybeabout?• Wherewillittakeplace?• Whatdoyouthinkwillhappeninthisstory?
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ReadingComprehensionQues&ons
Instruc.ons1. Now,theclasswillreadthefirst
episode(eitheralltogetherorindividually).
2. Readthroughtwice.Beforethesecondreading,givethestudentstwoques&onstothinkaboutastheyread:• In1-2sentences,whathappenedinthisstory?
• Aeerreadingthisstory,howwouldyoudescribe“Carrot”thecat?
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Panel 1
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Panel 2
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Panel 3
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Panel 4
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Panel 5
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Panel 6
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Panel 7
WhatafunnyliYlecatJ
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ReadingComprehensionQues&ons
Instruc.onsNow,aeerreadingthrough,discusstheanswerstothecomprehensionques&ons,firstindividually,theninpairs,finallyasawholeclass.1. In1-2sentences,whathappened
inthisstory?2. Aeerreadingthisstory,howwould
youdescribe“Carrot”thecat?
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OrderingPanelsAc&vity
Instruc.ons1. Cutupthepanelsofashort
comicstriporpagefromacomicbookandrearrangethem.
2. Askstudentstoworkwithapartnertoputthemintothecorrectorder.
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Instruc.onsPutthesepanelsintothecorrectorderfromfirsttolast.Besureyoucanexplainthereasonyouchosetoorderthemthisway.
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Cri&calQues&on
Whatkindsofac&vi&escanyoudotogetstudentstocreatesomething
themselves?
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Crea&ngDialogueAc&vity
Instruc.ons1. Putstudentsintogroupsof3-4.2. Providethegroupswithacopy
ofacomicwiththedialogueremoved.
3. Askthestudentstobrainstormdialogueandaddittothepanelsusingtextballoons.
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I’malmostfinished!
Hm.IthinkIneedmore
magicpowder.
I’mtryingtosleep…
…zzzz…
Don’tputintoomuch…
Whatdidyoudo?!
It’ssobeau&ful!
But…
DoNOTtouchmybroom…
IjustwanttotryaliYlebit.ItlookssopreYy…
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I’montopoftheworld!!!
Oh,Carrot…Aeercrea&ngtheirnewtextballoons,askeachgrouptopresenttheircomictotheclass!
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PicturePromptAc&vity
Instruc.ons1. Finally,providestudentswith
aninteres&ngimagefromthecomic.
2. Provideafewbrainstormingques&onstogetthemstarted.
3. Then,givethem&metocreateashortstorybasedontheimageyou’veshared.
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BrainstormingQues.ons
1. WherearePepperandCarrot?
2. Whatisthisplacelike?
3. Whataretheydoinginthisplace?
4. Whyaretheyrunning?
5. WhatisinPepper’sbag?
6. Whatisthebuildinginthedistance?
MakesureeveryonehasachancetosharetheirstoryJ
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FinalReview
1. Usingcomicbooksandgraphicnovelscanhelpteachnewvocabulary,improvestudentreadingability,andinspirestudentstobecrea&veintheirownthinkingandcommunica&ng.
2. Take&metochooseacomicbookorgraphicnovelthatwillbeinteres&ngandappropriateforyourstudents.Askthemwhattheywouldliketoread(butreadityourselffirst!)
3. Whenusingtheseillustratedtextsinclass,startwithques&onsthatgetstudentsthinkingaboutimagesandendwithanopportunityforstudentstoshowtheircrea&vity!
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ReferencesChun,C.(2009).Cri&calliteraciesandgraphicnovelsforEnglish-languagelearners:TeachingMaus.Journalof
Adolescent&AdultLiteracy,53(2),144-153.RetrievedfromhYp://www.jstor.org/stable/40344359.Hecke,C.(2011).GraphicnovelsasateachingtoolinhighschoolanduniversityEnglishasaForeignLanguage
(EFL)classrooms.Amerikastudien/AmericanStudies,56(4),653-668.Retrievedfrom hYp://www.jstor.org/stable/23509434.Issa,S.(2018).ComicsintheEnglishclassroom:AguidetoteachingcomicsacrossEnglishstudies.Journalof
GraphicNovels&Comics,9(4),310.RetrievedfromhYp://search.ebscohost.com/login .aspx?direct=true&db=edb&AN=131906695&site=eds-live&scope=site.Krashen,S.(1993).Thepowerofreading:Insightsfromtheresearch.Englewood,CO:LibrariesUnlimited,
Inc.Leber-Cook,AandCook,RT(2013).S&gma&za&on,Mul&modalityandMetaphor:ComicsintheAdultEnglish
asaSecondLanguageClassroomIn:Syma,C.K.andWeiner,R.G.eds.GraphicNovelsandComicsintheClassroom:EssaysontheEduca8onalPowerofSequen8alArt.Jefferson,NC:MacFarland&Company,Inc.,pp.23–34
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ReferencesLiu,J.(2004).EffectsofComicStripsonL2Learners'ReadingComprehension.TESOLQuarterly,38(2),225-
243.doi:10.2307/3588379Maples,J.,Cianca,M.,&Maloy,M.(2016).UsinggraphicnovelstoengageEnglish-languagelearners.
Vanguard,45(1),37-39.RetrievedfromhYps://fisherpub.sjfc.edu/educa&on_facpub/56/.Norton,B.(2003).Themo&va&ngpowerofcomicbooks:InsightsfromArchiecomicbooksintheclassroom.
TheReadingTeacher,57(2),140-147.Thomas,J.L.(Ed.).(1983).Cartoonsandcomicsintheclassroom:Areferenceguideforteachersandlibrarians.
LiYleton,CO:LibrariesUnlimited,Inc.
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ImageAYribu&ons*AllImagesfromPixabay.comUnlessOtherwiseNoted*
AllIconsfromtheNounProjectSlide10:Coverof“OuterSpaceNo.20”.DickGiordano.PublicDomain.Slide12:Cavepain&ngfromtheTassilin’Ajjermountainsbyunknown.PublicDomain.Slide13:MemecreatedbyJohnKotnarowskiusingimgflipMemeGeneratorSlide15:ImagefromShaunTan’spersonalwebsite.Permissioninforma&onhere.Slide16:MemecreatedbyJohnKotnarowskiusingimgflipMemeGeneratorSlide17:PhotobyJohnKotnarowskiSlide18:“Mr.Ktriestotellajoke”byJohnKotnarowski.CreatedusingMakeBeliefsComix.Slide22:PhotobyJohnKotnarowski
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ImageAYribu&ons*AllImagesfromPixabay.comUnlessOtherwiseNoted*
AllIconsfromtheNounProjectSlide27:PhotobyJohnKotnarowskiSlide30:Pepper&CarrotPermissionsbyDavidRevoy(www.davidrevoy.com)islicensedunderCCBY4.0Slide31:PhotobyJohnKotnarowskiSlide33:Pepper&CarrotLogobyDavidRevoy(www.davidrevoy.com)islicensedunderCCBY4.0Slide34:Pepper&Carrot–Episode1:ThePo&onofFlightbyDavidRevoy(www.davidrevoy.com)islicensedunderCCBY4.0/Croppedfromoriginal.Slide38:Pepper&Carrot–Episode1:ThePo&onofFlightbyDavidRevoy(www.davidrevoy.com)islicensedunderCCBY4.0/Croppedfromoriginal.Slides40–46:Pepper&Carrot–Episode1:ThePo&onofFlightbyDavidRevoy(www.davidrevoy.com)islicensedunderCCBY4.0/Croppedfromoriginal.
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ImageAYribu&ons*AllImagesfromPixabay.comUnlessOtherwiseNoted*
AllIconsfromtheNounProjectSlide49:Pepper&Carrot–Episode1:ThePo&onofFlightbyDavidRevoy(www.davidrevoy.com)islicensedunderCCBY4.0/Cropped&Re-sequencedfromoriginal.Slides52-53:Pepper&Carrot–Episode1:ThePo&onofFlightbyDavidRevoy(www.davidrevoy.com)islicensedunderCCBY4.0/Croppedfromoriginal.Slide55:AdventurebyDavidRevoy(www.davidrevoy.com)islicensedunderCCBY4.0Slide57:DrawingsbyJohnKotnarowski.
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