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Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
Teaching with the power of comics small
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Teaching with the power of comics small

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  • Research studies indicate that when children read comics and other “light reading”, it usually leads to “heavier” reading. In other words, it can serve as a conduit. Some students are motivated by comics to read, write and draw who are not motivated by other types of reading. -Stephen Krashen, “The Power of Reading: Insights from the Research” (Heinnemann 2004)
  • Some researchers believe that when the arts are integrated with other subjects, test scores in all subjects go up. (“Improving Student Performance through the Arts” by Russ Chapman, Principal, March 1998, p. 20) Comics are a great way to integrate art with the language arts and other subjects.
  • “… if you have a child who is struggling with reading, connect him or her with comics. If an interest appears, feed it with more comics.” –Jim Trelease, “The Read-aloud Handbook” (Penguin, 2001). Comics are attractive to children because “students are able to visualize and construct meaning because of the blend of pictures and text.” –David Booth, “Even Hockey Players Read: Boys Literacy and Learning”, p. 29.
  • The reading of comics “can help readers not only develop the linguistic competence for harder reading but also develop an interest in books.” – Stephen Krashen, “The Power of Reading”, p. 97.
  • Comics are a “hybrid form of storytelling which conquers that uneasy edge where art and words collide.” (Sherry Kerr and T. H. Culhane, “The Humble Comic: Possibilities for Developing Literacy Skill and Learning Content” (www.pearsonlearning.com)
  • Transcript

    • 1. Teaching with the Power of Comics! by Andrew Wales
    • 2. What does research say about the educational use of comics and how can today’s teacher implement that research?
    • 3. Hypothesis: -- that research would support the use of comics as a teaching tool and a unit of instruction could help facilitate the learning of art objectives and language arts objectives.
    • 4. <ul><li>Why use comics? </li></ul><ul><li>A great teaching tool for teaching just about any subject, including art. </li></ul><ul><li>Reading/writing/art connection. </li></ul><ul><li>Kids like them. </li></ul>
    • 5. <ul><li>Why do comics appeal to children? </li></ul><ul><ul><ul><li>They are simplified. </li></ul></ul></ul><ul><ul><ul><li>They are often funny. </li></ul></ul></ul>
    • 6. Sequential art - art in which a sequence of juxtaposed images tell a story or communicate a message. Comics - a hybrid of art and literature.
    • 7. A form of art which was once “beneath contempt” is now being analyzed by scholars in the the fields of art, history, sociology, psychology, philosophy and religion.
    • 8. <ul><li>“ I have devoted the last 20 years to developing the comic strip into a serious teaching tool. This is the thing I’m proud of. </li></ul><ul><li>I’ll teach anything with that tool.” </li></ul><ul><ul><ul><li>-Will Eisner </li></ul></ul></ul>
    • 9. <ul><li>Arguments against Comics: </li></ul><ul><li>Isn’t there sometimes objectionable material in comics? </li></ul>
    • 10. Research has debunked the ridiculous claims of the 1950s anti-comics literature.
    • 11. Why use comics to teach? 1. It facilitates visual learning styles.
    • 12. Why use comics to teach? 2. Comics build on a child’s prior knowledge.
    • 13. <ul><li>Why use comics to teach? </li></ul><ul><li>They’re great for the struggling reader. </li></ul><ul><li>Light reading leads to heavier reading. </li></ul><ul><li>If kids who hate reading become voracious readers, how is that fluff? </li></ul>
    • 14. <ul><li>A Comics Curriculum: Reading, writing and drawing. </li></ul><ul><li>Grade 2: </li></ul><ul><li>Reading aloud. </li></ul><ul><li>Creating original characters. </li></ul><ul><li>Using speech balloons. </li></ul>
    • 15.  
    • 16. Third grade . Review of conventions of the genre.
    • 17.  
    • 18. <ul><li>Comic Book </li></ul><ul><li>Book Reports </li></ul><ul><li>Students illustrate one scene from a book the whole class is familiar with. </li></ul><ul><li>By putting all of the pictures together, they’ve created a comic book adaptation of that book. </li></ul>
    • 19. Many teachers have cartoon lessons, but few have comics lessons.
    • 20. <ul><li>In this day of high-stakes testing, </li></ul><ul><li>what can the art teacher do to help? </li></ul><ul><li>PA Standard for Reading, Writing and Speaking 1.3.C: Describe how the author uses literary devices to convey meaning. </li></ul><ul><li>A fourth grade benchmark for our school: </li></ul><ul><li>Understand literary devices such as onomatopoeia, alliteration, and hyperbole </li></ul>
    • 21. Fourth Grade: Onomatopoeia Cartoons Objective: As the student reads aloud, can they recognize examples of onomatopoeia?
    • 22. Next, can students make a comic drawing that uses onomatopoeia?
    • 23. Hyperbole- 1.obvious and intentional exaggeration. 2.an extravagant statement or figure of speech not intended to be taken literally, as “to wait an eternity.” Can you find the hyperbole on this classic comic book cover?
    • 24. Alliteration- repeating initial consonant sounds. They used them a lot in the “Silver Age”. Source: The Silver Age Marvel Comics Cover Index http://www.samcci.comics.org
    • 25. The Spectacular Super Sea Cucumber The Super Savior of the Sea! The most amazing, breathtaking hero ever! “ I relish saving my friends!” “ Bad guys, prepare to be pickled!”
    • 26. Fifth Grade Project: Points of View
    • 27. Fifth Grade Project: Points of View
    • 28. Fifth Grade Project: Points of View
    • 29. Fifth Grade Project: Points of View
    • 30. Fifth Grade Project: Points of View
    • 31. Fifth Grade Project: Points of View
    • 32. Fifth Grade Project: Points of View
    • 33. Fifth Grade Project: Points of View
    • 34. <ul><li>Fifth Grade Project: Points of View </li></ul><ul><li>Create one page of a comic story. </li></ul><ul><ul><li>Panels. </li></ul></ul><ul><ul><li>Variety of points of view. </li></ul></ul><ul><ul><li>Speech balloons. </li></ul></ul><ul><ul><li>Characters created the previous year. </li></ul></ul>
    • 35.  
    • 36. How about Homework?
    • 37.  
    • 38. For the teacher of today, the comics are too great a resource to ignore. This medium has tremendous potential to teach. A lot of the findings by researchers in the 40’s are still valid today and are supported by recent research.
    • 39. Because there are benefits to using them in different capacities for both art and language arts, I think that every teacher should include some unit on the art of comics within their curriculum.
    • 40. Become a SUPER Teacher --- Use COMICS to Teach!

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