Introduction
Before we go into my unit, let me give you a little history about comics, when comics were used before the 1950 in the classroom and how graphic novels implemented in the classroom.
What is Graphic Novel?
What is graphic novel or is it another term for comic books? Both graphic novels and comic books both use forms of images and text to relay a story. In Duncan, randy and Matthew J. Smith. The power of comics history, form, & culture, 3–3. New York: Continuum, 2009. “Comics is a useful general term for designating the phenomenon of juxtaposing images in sequence. (To juxtapose means to place two things side by side.)”. Also, The Power of Comics History, Form, & Culture, mentions, “For creators, labeling their work a graphic novel allows them to distance themselves from the commercial and periodical connotations associated with comic books.” The language “comics books” was popular term to use to describe cartoonish illustration that had side by side panels to capture moments to create a story and it was not until later people called comics, graphic novel. By calling comics; graphic novel, this would allow publishers to push them into bookstores, libraries and even the academic setting. But to distinguish them, comics are short issue stories. For example, the X-Men comic series, which was created by Stan Lee and Jack Kirby in 1963. The X-Men are a group people that are mutants with superman powers. The first series of the X-Men had about 141 issues from 1963 to 1981. These issues would be release monthly to readers. It is impossible to get the original issues today. So, there are reprint of the entire fist issue X-Men in one paperback or hardcover book which would be considered a graphic novel. This mean you get a clear beginning, middle, and end; it is designed to be read as a single unit. The Power of Comics History, Form & Culture states, “for our intents and purposes, a graphic novel is a comic book.”
The rise and fall of comic books in the classroom 1940 – 1950
The secrete origins of comic studies (2017) referenced how comics were used in the classroom back in the 1940s to the 1950s. According to Smith, Matthew J, and Randy Duncan. The secret origins of comic studies. New York, NY: Routledge, 2017, “In language arts classes, comics provided opportunities for active learning.” Teachers would use comic books or strips to correct grammar or have the students create comic for their class newsletter. It seems that students were engaged in English Language Art content. In 1944 the Journal of Educational Sociology dedicate a full issue about the progression of comic books in the classroom. Teachers would use comics to help their students with comprehension, vocabulary and literary elements to improve student the academic areas. The secret origins of comic studies (2017) states, “The 1944 issue is most salient here, as it specifically focused on comics as an educational medium and feature articles by Child Study Association of America reading consultant Josette Frank, psychiatrist Lauretta Bender, and others.” Comic books in the education sky rocked because of the language coexisting with the visuals; it went hand-and-hand. Comic books in the 1940s were also cheaper to purchase than a children’s book. The secret origins of comic studies(2017) mention, “Only two years after Superman’s debut in Action Comics, Comic books sales outstripped traditional children’s book by a five to one margin (Bechtel, 1941) made all the more impressive by considering comics’ 10 – cent cover price in comparison to the typical children’s hardcover that might cost two dollars.” Yes, comics books in the education setting were thriving, until Dr. Frederick Wertham, a psychologist who wrote a book in 1954 called Seduction of the Innocent. Dr. Wortham debated that comic book caused juvenile delinquency. According to Wertham, Fredric. Seduction of the innocent. New York: Rinehart, 1954 “We made the interesting observation that those nearest to actual work with children regarded comic books as a powerful influence, disapproved of them and considered them harmful.” He goes on to mention the gore and sexualization of comics books that cause children to be delinquents. This led to school superintendents and principal to band comic books in the classroom. What Dr. Wertham failed to mention is that almost every child in the 1940s and 1950s; in American read comic books. This led to a downfall of comic book; publishers, and comic artists were left out of the job. Comic books in the classroom faded.
Graphic Novel in the Classrooms
Graphical novels are making a comeback and looks like they will be around forever. Some educators are utilizing graphic novel as a medium in the classroom, most likely they are using it as a supplemental material to help teach vocabulary, close reading, and inferencing. According to Graphic Novels for Children and Young Adults a Collection of Critical Essay(2017), “Speaking in 2014 about the increasing clout of children’s comics, Jesse Karp, a New York City public school librarian, points out that comics appeal to K-12 curriculum developers because “they reinforce left-to-right sequence,” and the images aid “in word/sentence comprehension” and provide “a deeper interpretation of the words and story” (Alverson).”
Through my experience as an educator, I have not yet to use graphic novel as a teaching tool. I do not believe I have any collections in my classroom library. However, my Seminar Leader, Dr. Marta Figlerowicz sent me a collection of graphic novels in May of 2025. Graphic novels like Guts (2019) by Raina Telgemeier focuses on the normalization of mental health problems; Born American Chinese (2006) by Gene Luen Yang focuses on race, stereotypes and identity; another graphic novel added to my collection is Human Body Theater (2015) by Maris Wicks, and it focuses on the major systems of the human body. These graphic novel mention can be taught in English Language, Science and Social Study class. According to Graphic Novels for Children and Young Adults, (2017), “…Hatke joins a growing chorus of authors, artists, educators, and scholars who emphasize the value of the comics medium as a vehicle for storytelling that encourages young readers to appreciate the often-complex relationship between image and text.” However, I would like to have my students create a graphic novel. I do hope my students that will create a graphical novel will spark interest learn about the Dine Teachings or inquire about it.
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