OI VIETNAM 93
COMICS AND GRAPHIC NOVELS
are powerful forms of expression that can
be an important part of every English
language arts (ELA) teacher’s arsenal.
They can serve as literary bridges to
enhance not only ELA instruction
but also self-awareness, empathy and
creativity.
The art, whether vibrant or void of
color, allows for a deeper comprehension
of themes. The text, carefully chosen to
work in tandem with the illustrations,
creates a sense of connection and truth.
To effectively instruct with graphic
novels or comics, teachers need to make
sure that students understand how the
medium functions. Just as every word
and aspect of grammar is purposefulin a traditional text, every part of the
panel in a comic or graphic novel is used
with intention. The placement of words,
movement of lines, and chosen colors
all have a purpose. Examining these
details provides accessible channels for
students to gain not only literary and
artistic comprehension but also social-
emotional skills.Offer Choice
At times, I bring in one comic or
graphic novel that connects to the
concept being discussed. Other
times, students are given a few
options to use in their studies. Choice
gives students a chance to exercise
decision-making while also providing
different options for varied interests.
The characters of Spider-
Man, the Black Pantherd and
Superman present different aspects
of humanity for the students to
explore. Examining characters in a
variety of comics helps students to
build empathy as well as to better
understand their own values. For
example, loyalty, as a concept, is
multifaceted. Studying the loyalty to
one’s country found within the Black
Panther will often look different than
studying the loyalty to one’s mission
found within Batman. With this
variety, the students’ understanding
of the concept of loyalty is more
comprehensive and nuanced.
Student choice is instrumental in
fostering a culture of acceptance and
validity. Giving students options of
different artistic styles and character
backgrounds allows for those
students who “aren’t into comics” to
find something to connect with and
enjoy. The opportunity to choose
their own comic or graphic novel also
strengthens students’ social-emotional
competencies of decision-making,
evaluating, and self-motivation.
Comics are just like any other
type of reading: in order to help the
hesitant student, you have to find
the right fit. Encourage students to
reflect on what types of reading they
have enjoyed in the past. Consider
the students’ interests and passions,
and allow for their exploration and
questioning.
As teachers, our goal is to reach
students—to help children see the
world around them in a way that
allows for autonomy and inclusion.
We want them not only to grow
academically, but to thrive in
understanding their own humanity
and the world around them. Using
comics or graphic novels in the ELA
classroom can facilitate not only
improved English Language Arts
skills, but also important social-
emotional competencies. graphic novel The Gigantic Beard That
Was Evil.
The story is told using very few words
coupled with a series of black-and-white
illustrations. This pairing serves to aid
both the plot and the philosophical
commentary in a simple yet powerful
way. At first glance, the society on the
island appears to be orderly and without
flaw, just like the protagonist, Dave.
Soon, chaos erupts in the form of a
gigantic beard, sprouting uncontrollably
from Dave’s face. He is now feared,
shunned, and questioned. Where is this
fiendish beard coming from? What has
he done to deserve such a punishment?
This beard—something that is very
different from the societal norm—is seen
as evil.
Through the meticulous art and
captivating narrative, the students came
to see the imperfect nature of perfection
and the power of individuality. They
came to understand that individuality
was not something to be hidden or
lost but instead was something to be
celebrated. The discussion moved to a
place of real, meaningful dialogue—a
place where the students pondered
their own vital role in society as an
individual.
Pairing Harrison Bergeron
and The Gigantic Beard
That Was Evil provided
a variety of literary
techniques for my
students to examine
and synthesize
within a conceptual
framework. Simply
using one text,
one style, or one
medium is akin to
proverbially teaching
with one hand tied behind
our back. Finding comics or
graphic novels that highlight
the same themes and concepts
as traditional texts can open
doors to conversations about
topics that span disciplines
such as self-awareness
and empathy.Pair With Traditional Reads
Pairing comics with more traditional
selections can deepen comprehension
and understanding. This process, much
like using a poem to enhance a concept
found within a traditional prose text,
allows for learning to be transferred.
When selecting a comic or graphic
novel, consider the purpose of teaching
the traditional text. Search for common
themes across a variety of media.
For example, after my students read
Kurt Vonnegut’s short story Harrison
Bergeron, we discussed the concept
of identity and its connection to a
healthy society. During our discussion,
students talked about society’s needs,
the “common good,” and looking out
for others. I was struck by the absence
of comments regarding
the importance of the
individual, so I
introduced
Stephen
Collins’s