Why Comic Strips are a Teaching Tool
Legitimate proof now exists that comics are educational, supported by experts of academic research. The articles chosen below help to flush out why comics work so well in the classroom. Any art teacher can now feel much more confident in defending any lesson plan involving comic strip creation. One of the main points made in the articles is that reading and writing comic strips can enhance literacy instruction. Comics are not as restrictive as text-only books, and while books require students to recognize letters, words, and grammar, comics offer so much more. Comics help students comprehend complex stories, emotions, plot elements, and helps them figure out solutions to problems. Comics draw in younger readers as well as students who are averse to reading. Some comic books are created with easy to read text meant for all ages, which can be perfect for helping these types of students. Teachers use comic strip elements such as word balloons to help foreign students learn English. By linking together unfamiliar words with a familiar setting, comic books can help these ELL students with both reading and writing. A reading/writing workshop for Spanish speaking students described in one article involved students helping each other understand both the story and the words of a comic book, while working together. Suggested comic strip themes can be used like writing prompts for students, and help students to develop stories. The extensive dissection of comics and their academic application as a literacy tool can benefit all teachers in the classroom immensely. Academic research now proves that creating comics fosters reading, writing, and creativity. After reading these articles, you will know the challenges facing teachers who utilize comic strips in their lessons. Presenting The Comic Tree curriculum as an educational unit will help convince any administrator of the legitimacy of comics in the classroom. Phil Lohmeyer Creator, The Comic Tree |
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Literacy InstructionTITLE: Comic books’ latest plot twist: Enhancing literacy instruction
AUTHOR: David N. Rapp, Dept. of Psychology, Northwestern University SOURCE & DATE: Phi Delta Kappan December 2011 93 (4) PAGE LENGTH: 64-67, 4 pages |
Reading, Writing, and CreativityTITLE: Creating Comics Fosters Reading, Writing, and Creativity
AUTHOR: Bill Zimmerman, Creator, MakeBeliefsComix.com SOURCE & DATE: The Educational Digest December 2008 PAGE LENGTH: 55-57, 3 pages |
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TITLE: Using Comic
Books as Read-Alouds: Insights on Reading Instruction
From an English as a Second Language Classroom
AUTHOR: Jason Ranker, Dept. of Language Arts, Portland State University SOURCE & DATE: The Reading Teacher, December 2007/January 2008, 61(4), PAGE LENGTH: 296–305, 10 pages |
TITLE: Defining Comics?
AUTHOR: Aaron Meskin, Dept. of Philosophy, University of Leeds SOURCE & DATE: The Journal of Aesthetics and Art Criticism, Fall 2007, 65 (4) PAGE LENGTH: 369–379, 11 pages |
