Graphic Novels in the ClassroomCreative Learning Factory workshop

NERCApril 3, 2012Katie Furdeck

Personal and Political

• How do we increase the relevance of historical events?

• How do we encourage historical empathy?

Why Graphic Novels?They align to the standards! • They are also

interdisciplinary!

They encourage historical thinking!

They encourage 21st Century Skills like Media Literacy, Collaboration,

Creativity, Communication, and Critical Thinking!

Why Graphic Novels?

They meet kids where they are!

Relatable, Multilayered,

Visual,Entertaining

Visual Literacy

• Reading or writing of visual texts

65% of the population are visual learners

Maus by Art Spiegelman• Vladek Spiegelman, a Jewish survivor of Hitler’s Europe and

his son, the cartoonist• Nazis are cats and Jews are mice

Barefoot Gen by Keiji Nakazawa

• Manga series from an artist born in Hiroshima City• Based on experiences of the atomic bombing in

Hiroshima

Onward Towards Our Noble Deaths by Shigeru Mizuki

• Fictionalizes the real-life experiences of the author stationed in the Pacific in 1943 during WWII

Alan’s War by Emmanuel Guibert

• Following a chance meeting, it’s the story of Alan Cope’s experiences as an American G.I. during WW II

Why Graphic Novels?

• Offers more of a holistic picture of events than the typical survey approach provided by most textbooks– Multiple characters = multiple perspectives– Multiple perspectives = weighing evidence– Weighing evidence = critical thinking

• Opportunities for new voices

Creating a Graphic Novel

• Main Characters• Secondary Characters• Plot• Conflict• Text• Illustrations

Main Character

• Main character should have one or two easily identifiable dominate traits

• Present traits through text and illustrations• The audience should be able to identify with

the denominate traits• Let the illustrations present physical details of

the main character

Secondary Characters

• Villains: Block the main character from reaching goals. (The Green Goblin in Spider-Man)

• Allies: Assist the main character in reaching goals. (Robin in Batman)

• Mentors: Wise characters that help the main character. (Obi-Wan Kenobi in Star Wars)

• Jokers: Lighten things up! Often the main character's best friend is a joker. (Donkey in Shrek)

Plot

• The resolution should teach a lesson but not be didactic

• Jump right into the main conflict of the story• Flashbacks can be confusing– May need creative visuals to signal flashbacks

Plot: Conflict

• Limit to one conflict the main character has to overcome

• The main character should deal with the main conflict in concrete terms

• The main character should resolve the conflict herself• Four common types of conflict: IvI, IvSelf, IvN, IvSoc• Common concerns of children and young adults:

acceptance by others, family dynamics, physical growth, fear of the unknown

Text

• Simple sentences and short paragraphs• Active verbs make it exciting• Literary tools: rhythm, alliteration, repetition,

personification, etc.

Graphic History Studio

• Using one of the primary sources in your packet as inspiration, create one page from a graphic novel

• Use the activity sheet to organize your thoughts– Building Your Characters– Brainstorming Your Plot

• Draw a page!• After 15 minutes, you’ll share your story with the

larger group