Within two years, however, the commercial success the character experienced, coupled with the legion of imitators he spawned, made it difficult for them to do so any longer. Specifically, it regards works written in the medium of comics be it comic books or graphic novels as a less complex, less sophisticated form of reading material best used with weaker readers or struggling students. Less Is More is full of powerful ideas for teaching with short, provocative text. The classroom reality is that many students are not ready or motivated to immerse themselves in an entire novel. David observes that the number of comic books published in the United States grew from 150 in 1937 to approximately 700 in 1940 p. He has taught undergraduate courses in Young Adult Literature, as well as an English Education Lab Experience course for potential preservice English language arts teachers.
It is a valuable resource for language arts teachers. I also appreciate how teaching provides me with the opportunity to learn from and with students. A junior in high school, Barry was familiar with the emotional pain such stigmas can cause, and when he talked about them, an underlying sense of anger often permeated his words. Two of the papers asked them to address traditional young adult novels, while the third invited them to respond to a graphic novel. Chapters examine different genres of short text, such as short stories, essays, memoir, and graphic novels. In order to reach and engage all students, teachers need to look beyond novels alone and embrace a richer variety of literatu. Good graphic novels, like good literature, are capable of moving readers to reflect on unexamined aspects of their lives.
For the past three years, I taught an introductory course on young adult literature for undergraduates interested in pursuing a career in elementary or secondary education. My experiences working with students, both at the university and high school levels, suggest that teachers who are interested in using graphic novels may expect to encounter a certain degree of resistance. Using student-generated comic books in the classroom. Abstract: Less Is More is full of powerful ideas for teaching with short, provocative text. It is interesting to note the negative manner in which they regarded the image, which they assumed precluded critical thinking.
Kimberly Hill Campbell had a bit of a bumpy start as a beginning teacher. Less is more: Teaching literature with short texts - grades 6--12. It is not hard to recognize points of overlap between the arguments outlined above and those made for using graphic novels in the classroom today. She is currently assistant professor in the M. Nevertheless, arguments that foreground graphic novels as tools with which to support struggling readers, promote multiple literacies, motivate reluctant readers, or lead students to transact with more traditional forms of literature have the unintended effect of relegating them to a secondary role in the classroom; in doing so, they overlook the aesthetic value in much the same way as educators did in the past. This book broadens and extends our available teaching tools and materials, and can help engage all students. In 1942, Harriet Lee, who taught freshman English, observed that while teachers recognized a need to encourage students to evaluate their experiences with film and radio, they ignored comic books.
The more I practice teaching and study the craft of teaching, the more respect I have for the work. This workshop has been cancelled due to insufficient enrollment. It was surprising to me to discover that many of my students did not share my passion for literature and writing. Instead, they regarded them as a way station on a journey whose ultimate purpose was to lead students to transact with traditional literature. About the Instructor , B. By examining the professional debate that raged over comic books in the 1940s, it is possible to appreciate the extent to which current arguments for using graphic novels in the classroom parallel those educators made on behalf of the comic book in the past.
In order to reach and engage all students, teachers need to look beyond novels alone and embrace a richer variety of literature. Writing the book gave me permission to lose myself in reading wonderful short texts. Journal of Educational Sociology, 18, 232-240. It's sheer joy to witness. Participants will also be invited to share their experiences with short texts. In Less Is More Kimberly Hill Campbell draws on research as well as her own classroom experiences to show how short texts engage a wide range of middle and high school students. Others took a similar tack.
Before reading: Narrative conventions and the politics of interpretation. While they were willing to entertain the notion that young adult literature might warrant a place in the curriculum, they vehemently resisted the possibility that graphic novels might be of value as well. Asked to provide a rationale for teaching traditional literature—young adult or canonical—educators routinely cite its ability to foster self-reflection, initiate social change, promote tolerance, and stimulate the imagination. Not all graphic novels will, of course, but the same might be said of much of the traditional literature on bookstore shelves. Teaching language arts allowed me to weave my love of teaching with my love of literature and writing.
It is a valuable resource for language arts teachers. Each chapter provides reading, writing and response strategies as well as a broad selection of short text resources that have proven effective with a wide range of students. She shares her discovery of the power of short texts to support her students' skills as readers, writers, and students of literature. Cris Tovani Language arts teachers want all of their students to love literature and embrace the novels they assign. In short, we cannot, as educators, proceed from a belief that students will automatically embrace a form of reading material that has historically been stigmatized, especially when we ask them to interact with it in a classroom context. Those who write about graphic novels, myself included, consequently recognize a need to persuade teachers—as well as parents—of their value. English Journal, 31 9 , 677-679.
English Journal, 93 3 , 19-25. This book broadens and extends our available teaching tools and materials, and can help engage all students. Literary Merit or Means to an End? Indeed, much like those who criticized comic books, they were unable to recognize any degree of literary merit in them at all. She taught language arts at Estacada Junior High School from 1979 until 1982. It is not that the essential character of the adolescent student has changed, or that the principles of grammar or the tenets that govern good literature have been greatly modified, but rather that the average student of the present is being molded in many ways by three potent influences: the movies, the radio, and the comic book.
Teaching requires a keen eye, an attentive ear, a commitment to knowing each of my students well, a willingness to share myself as a reader and writer, and the unwavering belief that I'll find a way to reach each student if I just keep trying. This book broadens and extends our available teaching tools and materials, and can help engage all students. Although there were educators who insisted that comic books were detrimental to reading, there were others who acknowledged the value students attached to them and advocated a more tolerant approach. Comic books - A challenge to the English teacher. At the same time, these arguments strike me as perpetuating—albeit unintentionally—a misperception that has plagued the comic book for the better part of its existence. The classroom reality is that many students are not ready or motivated to immerse themselves in an entire novel. Moreover, there is a need for reviews that acknowledge titles beyond the usual standards and that help educators keep pace with the multitude of graphic novels published each year.