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graphic novels
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From: Barbara Tobin <barbarat>
Date: Tue, 13 Apr 2004 13:44:00 -0400
On Apr 13, 2004, at 6:26 AM, Monica R. Edinger wrote:
Firstly, Monica and Hollis, I hope you don't seriously feel the need to moderate your passionate voices on this forum. Your zeal for this genre is contagious and we all learn so much from listening to you.
About my undergrads, Monica-- I probably need to provide the bigger picture. This is a group that self-selects Pedro and Me on the basis of the content, rather than the form. It is one of their choices for books that represent the broader category of 'changing boundaries/breaking barriers' (using Dresang's Radical Change framework loosely, having them sample books that tackle 'subjects previously forbidden and/or settings previously overlooked'). The other choices have included books that deal with date rape, child killers, abortion, homosexuality.... Looking back at last semester's signups for this session, Pedro and Me had barely enough subscribers to make it viable, just a few students, whereas there were between 7 and 9 wanting to read Speak, Rainbow Boys, Rag and Bone Shop, and Like Sisters on the Homefront. I don't know if it was the AIDS topic or the comic format that turned them off, but I really had a hard time selling the book, despite telling them about the strong recommendations from their peers (Pedro and The Golden Compass are the two standout books that departing students make a big point of urging new students to read, knowing they will likely be turned off by genre and/or length).
Because the book club groups meet concurrently, I am not there for the entire discussion of each one, but rotate around the room. So I am not sure to what degree they have read comics as children. I sometimes get one comic fan in the group, like last semester's English major who was an X-treme fan (I should have had her join this discussion!), so she had much to share. Typically, though, I have found that the students who choose the book are initially put off by the format. As with verse novels, it is a personal style issue for many of them, a genre choice they would not normally bother with (some of these students are education majors, many are not). It is not that they think comics are bad for young readers, it is there own preference for reading. I think they are surprised to find it a growing and legitimized (by me) genre for young readers. I have noticed that many of them admit that at first they did not enjoy reading in this format, but got so swept away by the powerful storyline of Pedro and Me, so that they forgot their bias, and in their discussions realized the additional power the format brings to the telling of the story. They invariably become fans, despite their initial reluctance.
I bring in a pile of my own graphic novels for them to browse and compare -- eg: Persepolis, A Tale of One Bad Rat, Maus, Ethel and Ernest, the 9/11 book, etc, plus a variety of picture books using comic strip format, from The Snowman to Meanwhile, plus Scott McLeod's book, and, yes, even Captain Underpants. I spend time with this group, but then have to move on to the next group. During our 'community share' time, this group and I share some of the highlights of our discussion, and hope we have sparked an interest in some of the others to pursue graphic novels in their own time, or for their free choice follow up
(and some in fact do then choose to read Pedro and Me).
Since this is just one piece of a pretty packed introductory 'survey' course, I am always frustrated in just what I can select in and how much time to spend on any one topic. I tend to put in too much and spend too little time on things. I encourage students to pick up on some of the threads for their free choice research paper (if they don't choose the creative alternative, to write their own picture book). I did devote a whole session to verse novels last semester, in recognition to this growing genre (I even tried to get them to create their own 'poetry comics', to no avail). I do think the time is ripe now to dedicate a whole session to the graphic novel. Then maybe I can get deeper into the topic, as you suggest, Monica, the history, the scope, the workings of the format. I know I could do more. What a pity I have now left that job, and am currently in limbo, holed up here in Manhattan (I should come and visit your classroom, Monica!).
Do you think that getting students involved with creating 'poetry comics' might lead to them a greater appreciation of the comic book art form? I have found Dave Morice's book very helpful (Poetry Comics: An Animated Anthology), and saw some fabulous results by middle school students. Their thoughtful interpretations certainly seemed to help legitimize the comic format as a valid expressive, interpretive tool.
My turn to take a rest now :-)
Barbara Tobin
Received on Tue 13 Apr 2004 12:44:00 PM CDT
Date: Tue, 13 Apr 2004 13:44:00 -0400
On Apr 13, 2004, at 6:26 AM, Monica R. Edinger wrote:
Firstly, Monica and Hollis, I hope you don't seriously feel the need to moderate your passionate voices on this forum. Your zeal for this genre is contagious and we all learn so much from listening to you.
About my undergrads, Monica-- I probably need to provide the bigger picture. This is a group that self-selects Pedro and Me on the basis of the content, rather than the form. It is one of their choices for books that represent the broader category of 'changing boundaries/breaking barriers' (using Dresang's Radical Change framework loosely, having them sample books that tackle 'subjects previously forbidden and/or settings previously overlooked'). The other choices have included books that deal with date rape, child killers, abortion, homosexuality.... Looking back at last semester's signups for this session, Pedro and Me had barely enough subscribers to make it viable, just a few students, whereas there were between 7 and 9 wanting to read Speak, Rainbow Boys, Rag and Bone Shop, and Like Sisters on the Homefront. I don't know if it was the AIDS topic or the comic format that turned them off, but I really had a hard time selling the book, despite telling them about the strong recommendations from their peers (Pedro and The Golden Compass are the two standout books that departing students make a big point of urging new students to read, knowing they will likely be turned off by genre and/or length).
Because the book club groups meet concurrently, I am not there for the entire discussion of each one, but rotate around the room. So I am not sure to what degree they have read comics as children. I sometimes get one comic fan in the group, like last semester's English major who was an X-treme fan (I should have had her join this discussion!), so she had much to share. Typically, though, I have found that the students who choose the book are initially put off by the format. As with verse novels, it is a personal style issue for many of them, a genre choice they would not normally bother with (some of these students are education majors, many are not). It is not that they think comics are bad for young readers, it is there own preference for reading. I think they are surprised to find it a growing and legitimized (by me) genre for young readers. I have noticed that many of them admit that at first they did not enjoy reading in this format, but got so swept away by the powerful storyline of Pedro and Me, so that they forgot their bias, and in their discussions realized the additional power the format brings to the telling of the story. They invariably become fans, despite their initial reluctance.
I bring in a pile of my own graphic novels for them to browse and compare -- eg: Persepolis, A Tale of One Bad Rat, Maus, Ethel and Ernest, the 9/11 book, etc, plus a variety of picture books using comic strip format, from The Snowman to Meanwhile, plus Scott McLeod's book, and, yes, even Captain Underpants. I spend time with this group, but then have to move on to the next group. During our 'community share' time, this group and I share some of the highlights of our discussion, and hope we have sparked an interest in some of the others to pursue graphic novels in their own time, or for their free choice follow up
(and some in fact do then choose to read Pedro and Me).
Since this is just one piece of a pretty packed introductory 'survey' course, I am always frustrated in just what I can select in and how much time to spend on any one topic. I tend to put in too much and spend too little time on things. I encourage students to pick up on some of the threads for their free choice research paper (if they don't choose the creative alternative, to write their own picture book). I did devote a whole session to verse novels last semester, in recognition to this growing genre (I even tried to get them to create their own 'poetry comics', to no avail). I do think the time is ripe now to dedicate a whole session to the graphic novel. Then maybe I can get deeper into the topic, as you suggest, Monica, the history, the scope, the workings of the format. I know I could do more. What a pity I have now left that job, and am currently in limbo, holed up here in Manhattan (I should come and visit your classroom, Monica!).
Do you think that getting students involved with creating 'poetry comics' might lead to them a greater appreciation of the comic book art form? I have found Dave Morice's book very helpful (Poetry Comics: An Animated Anthology), and saw some fabulous results by middle school students. Their thoughtful interpretations certainly seemed to help legitimize the comic format as a valid expressive, interpretive tool.
My turn to take a rest now :-)
Barbara Tobin
Received on Tue 13 Apr 2004 12:44:00 PM CDT
