Graphic Narratives as Teaching Tools

Teaching Strategies

Beginning this unit, teachers can begin with an introductory conversation probing what students already know about graphic narratives. This information could include specific words, characters, titles, or general concepts. Before beginning the more technical defining of terms for the unit, several simplistic examples of comic strips or even children’s books should be implemented. The teacher will model how to read the page,  and students can continue to discuss their observations about how graphic narratives and comics combine visuals, organization, and text to tell stories and generate meaning. Using these examples as a guide, the teacher will then give instruction regarding the key terms and vocabulary needed for analysis of graphic novels and narratives. Checks for understanding should be given throughout this introduction.

Several early class periods can also be devoted to introducing the major themes of the unit: masks and identity. Again, students will brainstorm and discuss their conceptions of the functions of masks and what they can symbolize and how they have encountered them in their own lives. During this section, students can also be exposed to nonfiction sources regarding social camouflaging and Concealed Stigmatized Identities. The teacher will then transition into the more metaphorical connections between masks and identity.

Questions such as:

• What elements or factors contribute to the development of personal identity?
• What are some attributes of an individual's identity might they want to conceal or hide?
• What behaviors do individuals display that might be similar to wearing a mask?
• Is there a difference between self-perception and how we display ourselves to others?

Short writing assignments or journaling can enhance these discussions and allow for a variety of avenues of expression for students.

After these discussions, the teacher can then lead a visual introduction to the history of masked heroes in popular media, especially graphic narratives. Single images, panels, or excerpts can be printed or projected for analysis. Students will compile a list of similar attributes of masked heroes and their evolution from early 20th century comics to more modern graphic novels. Students will also begin to analyze the concept of secret identities and their purposes. Moving through the 20th century, previously discussed titles such as the X-Men can be used as an entry to discussing masked heroes as metaphor for various forms of oppression or the concealment of identities. Articles examining the X-Men as representations of struggles faced by minority groups can briefly be analyzed.

Additional Suggested Text

As an introduction to analyzing graphic novels in depth, Incognegro by Mat Johnson and artist Warren Pleece should be included at this point in the unit. This graphic novel depicts the story of a light skinned black reporter working during the Jim Crow-era deep south. Passing as white, Zane Pinchback, the reporter, is able to use his appearance to infiltrate and expose the atrocities of racist groups and their activities, including lynchings. Pinchback’s “mask” of whiteness allows him to become a hero in the same way that masks are used in the kinds of superhero comics previously discussed. This graphic novel is an effective way to center the units themes of identities and how they manifest societally. It also raises questions of racial histories of America, what it means to be a “hero”, and how the medium of the graphic novel operates to explore deeper themes.

Transitioning into close analysis of Watchmen, teachers will guide students through a variety of prereading exercises. This will include examination of nonfiction sources regarding the political climate from which Watchmen takes inspiration. The Vietnam War, Richard Nixon, Cold War-era tensions, and the nuclear arms race can all be used to build background knowledge before reading. Another opportunity to create prereading engagement would be an introduction to the Rorschach test, in which students would participate in a version of the test and discuss their findings in relation to identity. This would serve as a transition into the reveal of the character Rorschach and Watchmen as a text. Students would make plot predictions and analyze initial impressions of the physical text. The first several pages would be modeled by the teacher who should begin introducing the overall structure and text features to be expected. Guidelines for student reading will be established with instructions for detailed annotations and other during-reading exercises.

Classroom Activities

Prereading Activities

Activity 1: How to read graphic narratives of different styles:

• After a brief introduction to the key terms essential to discussing graphic narratives, teacher will provide several excerpts of different texts to analyze as a class. Students will be asked to complete the following table while reading:

Students will first identify a specific panel that is notable, and then explain their decision. Students will then describe the overall artstyle and some features that stand out, before also explaining what effect the artstyle has on the reader and why the author and artists made these choices. Students will also describe the overall plot arc and give a response as to what possible themes and be discussed and their own personal reactions.

This table will be used to guide a general discussion of the texts.

Possible texts include excerpts from:

• Golden Age of Comics-era superhero comics in contrast to modern graphic novels (early Spider-Man vs. modern Black Panther)
• Calvin and Hobbes strips by Bill Watterson
• Goodnight Punpun by Inio Asano
• Buddha by Osamu Tezuka
• American Born Chinese by Gene Luen Yang

Activity 2: Written and Verbal Class Discussion

Teacher will give students index cards and writing materials. Students will be instructed to first answer a series of questions silently on their index cards. These questions will introduce key themes to be discussed in the unit. Examples previously included are:

• What elements or factors contribute to the development of personal identity?
• What are some attributes of an individual's identity might they want to conceal or hide?
• What behaviors do individuals display that might be similar to wearing a mask?
• Is there a difference between self-perception and how we display ourselves to others?

These questions can be projected and should be given one at a time to allow students to generate ideas. After responding to all questions in writing, the teacher will open up to a spoken dialogue, going back through each question one by one. Teacher can ask for volunteers, or call on students using whichever established methods are in the class.

This activity allows students to gather their thoughts before engaging in actual discussion, which is beneficial for many students hesitant to speak right away.

During Reading Activities

Activity 1: Reading Journal

For each chapter of Watchmen students should complete a guided reading log. Tracking student reading is especially important in teaching a graphic novel, as much of the reading will be done independently.

An example of a possible reading journal might be organized in this manner:

For each chapter students will select five panels that stand out to them. For each panel, students should include:

• Page/Panel number
• Plot Context (what is happening at this point?)
• Visual Elements
• Thematic Ideas or questions raised

Teachers can complete periodic journal checks for assessment, and these journals will be used to collect evidence for later literary analysis.

Activity 2: Rorschach Test

After the first chapter of Watchmen, teachers can provide background knowledge on the actual Rorschach Test. Printed examples of Rorschach tests will also be provided to students, and working in pairs, students will administer a mock version of the test. After collecting responses, students can discuss their findings and their differences. This exercise is intended to generate further discussions of the character Rorschach and the overall unit theme of masks and identity.

Activity 3: Nonfiction Connections

Throughout the unit, connections to real world issues should be made using nonfiction articles and research databases. Topics related to Watchmen include:

• The Vietnam War
• Richard Nixon and political corruption
• Cold War and the Nuclear Arms Race
• Civil rights movements and police response

Options to cover these topics can include assigning groups a topic to research and present on, visiting the library to practice using databases, or analyzing historical documentaries.

Activity 4: Create Your Own Mask

If possible, collaborating with an art class or art teacher, students will be provided materials to create their own individual masks. These masks should visually reflect aspects of their identity.

These could be cultural backgrounds, personal interests, life goals, or really anything that identifies them as an individual. Brief written descriptions can be completed by students and displayed with their mask.

Post Unit Assessment

Prompt: Studying historical, literary, and graphic narratives, the theme of wearing masks is often presented as a means to discuss identity in a variety of societal contexts. Individuals wear physical masks to conceal their identities for personal, political, or possibly nefarious reasons. Under a mask, peoples of many cultures are allowed freedom to adopt alternate personas that can grant them symbolic or even spiritual freedom.  Masks can also perform their basic function: to hide.

Produce a formal written analysis of the unit themes of masks and identity that answers the following questions:

• How are masks used socially and culturally? Use specific examples.
• How are masks used in graphic narratives to discuss identity and morality? Use literary and visual evidence from unit texts.
• What are your personal reflections on identity and the symbol of the mask?

Using a teacher provided rubric, students should write 1000-1200 words, depending on instructional time.

Implementing Unit Standards

These standards reflect the Virginia Standards of Learning (SOL’s).

12.DSR The student will build knowledge and comprehension skills from reading a range of challenging, content-rich texts. This includes fluently reading and gathering evidence from grade-level complex texts, reading widely on topics to gain purposeful knowledge and vocabulary, and using reading strategies when comprehension breaks down.

1. Read a variety of grade-level complex text with accuracy, automaticity, appropriate rate, and meaningful expression in successive readings to support comprehension. Monitor while reading to confirm or self-correct word recognition and understanding, as necessary.
2. Proficiently read and comprehend a variety of literary and informational texts that exhibit complexity at the higher range of the grades 11-12 band to generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions.
3. When responding to text through discussions and/or writing, draw several pieces of evidence from grade-level complex texts to support claims, conclusions, and inferences, including quoting or paraphrasing from texts accurately and tracing where relevant evidence is located.
4. Regularly engage in reading a series of conceptually related texts organized around topics of study to build knowledge and vocabulary (These texts should be at a range of complexity levels so students can read the texts independently, with peers, or with modest support.). Use this background knowledge as context for new learning.

12.RV.1 Vocabulary Development and Word Analysis

1. Develop and accurately use general academic and content-specific vocabulary through reading, discussing, and writing about grade-level texts and topics.

12.RL.1 Key Ideas and Plot Details

2. Examine how authors structure a text and order events within it through parallel episodes, subplots, and conflicts, and explain how they create such effects as mystery, tension, or surprise.
3. Analyze how complex characters-those with multiple or conflicting motivations-develop over the course of texts, interact with other characters, and advance the plot.

12.W.1 Modes and Purposes for Writing

1. Write extended pieces that: i. Introduce a topic clearly by providing context, presenting well-defined theses, and previewing what follows. ii. Adopt an organizational structure that clarifies relationships among ideas and concepts. iii. Develop the topic through sustained use of the most significant and relevant facts, concrete details, quotations, or other information from multiple authoritative sources appropriate to the audience’s knowledge. iv. Provide a concluding section that follows from the information or explanation presented.

3. Blend multiple modes of writing, by routinely engaging in the production of shorter and longer pieces that adapt vocabulary, voice, and tone for a range of audiences, purposes, and tasks (e.g., summaries, reflections, descriptions, critiques, letters, poetry, narratives, etc.).

12.R.1 Evaluation and Synthesis of Information

2. Gather and organize information from various sources.
3. Objectively evaluate primary and secondary sources for their credibility, reliability, accuracy, usefulness, and limitations; that includes identifying the main and supporting ideas, points of view, conflicting information, and any misconceptions or biases.
4. Synthesize multiple streams of evidence to support claims and acknowledge counterclaims.
5. Create research products aligned with the demands of the reading and writing standards.