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Worth A Thousand Words: Using Graphic Novels to Teach Visual and Verbal Literacy PDF

178 Pages·2019·9.29 MB·English
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Worth a Thousand Words USING GRAPHIC NOVELS TO TEACH VISUAL AND VERBAL LITERACY Meryl J. Jaffe, PhD and Talia Hurwich Copyright © 2019 by Meryl Jaffe and Talia Hurwich. All rights reserved. Published by Jossey-Bass A Wiley Brand 535 Mission Street, 14 FL; San Francisco CA 94105-3253—www.josseybass.com No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, or on the Web at www. copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online at www.wiley.com/go/permissions. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in pre- paring this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read. Jossey-Bass books and products are available through most bookstores. To contact Jossey-Bass directly call our Customer Care Department within the U.S. at 800-956-7739, outside the U.S. at 317-572-3986, or fax 317-572-4002. Wiley publishes in a variety of print and electronic formats and by print-on-demand. Some material included with standard print versions of this book may not be included in e-books or in print-on-demand. If this book refers to media such as a CD or DVD that is not included in the version you purchased, you may download this material at http://booksupport.wiley.com. For more information about Wiley products, visit www.wiley.com. Library of Congress Cataloging-in-Publication Data Names: Jaffe, Meryl, author. | Hurwich, Talia, author. Title: Worth a thousand words : using graphic novels to teach visual and verbal literacy / Meryl J. Jaffe, Talia Hurwich. Description: San Francisco, CA : Jossey-Bass, 2018. | Includes bibliographical references and index. Identifiers: LCCN 2018031311 (print) | LCCN 2018047611 (ebook) | ISBN 9781119394617 (Adobe PDF) | ISBN 9781119394631 (ePub) | ISBN 9781119394327 (pbk.) Subjects: LCSH: Graphic novels in education. | Visual literacy—Study and teaching. Classification: LCC LB1044.9.C59 (ebook) | LCC LB1044.9.C59 J35 2018 (print) | DDC 371.33—dc23 LC record available at https://lccn.loc.gov/2018031311 Cover design: Wiley Cover images: © ivector/Shutterstock;© Fernandodiass/Shutterstock Printed in the United States of America first edition PB Printing 10 9 8 7 6 5 4 3 2 1 CONTENTS Notes of Thanks vii Preface ix About the Authors xi 1 Graphic Novels: Fears and Facts 1 Fears 1 Facts 4 How and Where to Find Graphic Novels 8 Moving Forward: Using this Book to Help You Read and Integrate Graphic Novels into Your Curricula 9 2 Why Use Graphic Novels? Why Now? 11 Graphic Novels Improve and Enhance Teaching Methods 11 Graphic Novels Motivate All Kinds of Readers and Learners 17 Responding to the Naysayers: The Complex History of Graphic Novels and Why Now Is the Time to Use Them 19 References 21 3 Foundational Skills in Graphic Novels, Part 1: Reading Pictures 25 Visual Literacy: Teaching How to Critically Read an Image 26 This Assessment: Understanding What to Expect Developmentally 31 Teaching Visual Literacy Skills to Your Students 33 Moving On 37 4 Foundational Skills in Graphic Novels, Part 2: How to Teach Graphic Novels 39 The Anatomy of a Graphic Novel: Panels 41 The Anatomy of a Graphic Novel: Narrative, Text, and Thought Balloons 45 Gutters 49 Putting This All Together and Taking a Page for a Spin 51 Taking These Basics Further 56 5 Motivation 59 Getting to Know Your Students 59 Are Your Students Comfortable Taking Risks? 60 Are Your Students Artistic? 65 Leveraging Collaboration and Group Work 70 v vi Contents Leveraging Student Affinities 71 6 Using Graphic Novels to Teach Reading 75 Addressing the Challenges of Integrating Graphic Novels into Your Reading Curriculum 75 Using Graphic Novels for Reading Instruction 82 Graphic Novels and Literary Devices 96 Graphic Novels and Character Development 102 7 Graphic Novels and the Writing Process 107 Using Graphic Novels to Teach Writing Prose Fiction 108 Using Graphic Novels to Teach Writing Prose Nonfiction 114 Writing Graphic Novels 124 8 Graphic Novels and Content-Area Curriculum 131 Reasons for Using Graphic Novels in Your Math Classroom 131 Reasons for Using Graphic Novels in Your Social Studies Classroom 138 Reasons for Using Graphic Novels in Your Science Classroom 144 9 Final Words 151 Where We’ve Come From 151 Where We’re Heading 151 Where We May Continue Together 152 Appendix A: Guidelines and Resources to Support Your Reading and Graphic Novel Choices 153 Appendix B: Resources for Creating and Using Graphic Novels in Your Classroom 155 For Making Comics and Graphic Novels 155 For Creating Storyboards 156 Additional Links and Resources 156 Index 157 NOTES OF THANKS First and foremost, thank you to my incredible family who have so enriched my life: to Adam, who has always supported and enabled us all; to Talia, whose strong insightful voice continues to grow and who took this work to places I never dreamed of; to Leah and to Zev, for your honesty and love; and to my mom, Solange, who read aloud to me whenever I asked (especially when she didn’t really want or have time to), and to my dad, Lloyd whom I miss terribly and who introduced me to the world of storytelling. I am grateful for all you have given and continue to give me. To my agent and dear friend, Judy Hansen, for your insights, your letters of introduction, your encouragement, but most of all for your friendship; to our editor Kate Bradford, whose edits and insights have been spot-on and this book is the better for them; to Annette Dorfman, whose friendship I deeply value and who continues to teach me to calm and open my mind – thank you. To my dear friends, the authors who’ve joined me on my journey both professionally and socially and who make graphic novels so easy to write about and teach with – Jennifer Holm and Matthew Holm, Janet Lee, Royden Lepp, Cecile Castellucci, Raina Telgemeier, Nathan Hale, Jon- athan Hennessey, Jimmy Gownley, Jeff Smith, Scott McCloud, Gene Luen Yang, Kazu Kibuishi, and Joe Kelly (whose book began my journey), and also those whom I’ve neglected to mention (due to addled brains and deadlines) and those who are yet to come – thank you. Finally, but most of all, to all the dedicated teachers, librarians and comic book aficionados who helped pave the way for comics in classrooms and to all of you who have picked up this book in hope of expanding your own classroom tools and techniques – thank you. I consider myself privileged where the people who inspire me (including my family and stu- dents) have become peers and friends. —With my deepest appreciation, Meryl My path has been slightly different from my mother’s, but many of the sentiments are the same. Many thanks to my family: to Lee for his emotional support, delicious meals, and readiness to pick up some of my household chores as I worked on this project; to my parents, who have pushed me to proudly pursue my interests no matter how unconventional they are (in fact, the stranger, the better); to Zev for being my first partner in crime when it came to graphic novels; and to Leah for her skepticism and ability to keep me honest with myself. Thank you to the teachers and administrators who have taught me how to teach: Maxine Borenstein, Jessica Alyesh, and Elisheva Gould. A special thank you to Christie Pearsall, whose creative integration of acting and literature first convinced me that I can bring my hobbies into the classroom (and the source of our tableau vivant activity). Thank you to all my role models at New York University for your interest and your support of a doctoral candidate intensely fascinated by “the funny books”; to vii viii Notes of Thanks the late Harold Wechsler for his infectious, heartwarming enthusiasm and keen ability to guide me – he is deeply missed; and to Bethamie Horowitz, Camillia Matuk, and Miriam Eisenstein Ebsworth for their continued support as I cobble together a research program to better understand the way this medium can be used. Thank you to all the amazing creators of the graphic novels I’ve encountered: your insights, creativity, and sheer genius regularly reaffirm why I tried to convince my mother all those years ago. Thank you to my students for being guinea pigs for so many of the lessons teachers will find in this book. Finally, thank you to Kate Bradford: your input and insights have been such a boon. You have made this book possible, you have made it what it is today, and for that I cannot thank you enough. —Talia

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Use graphic novels to teach visual and verbal literacy While our kids today are communicating outside the classroom in abbreviated text bursts with visual icons, teachers are required to teach them to critically listen, think, and read and write complex texts. Graphic novels are a uniquely poised ve
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