All Ages Graphic Novels

A few elementary teachers (grades k-3) have recently requested a list of "kid-friendly" graphic novels to add to their classroom libraries. Below I've highlighted three books (or two books and one series) that I know are used at this age level with some success. That said, I also have these books on the shelves of my high school classroom because like all great children's lit., they're great stories for any age!

* A note to the faithful readers: Please add any of your own suggestions to the "comment" section below!

-Ian

Robot Dreams by Sara Varon

Varon's story of a dog who builds his own friend (a robot) contains a powerful, almost completely wordless narrative dealing with friendship, loss, and love. What I enjoy most about this graphic novel is that it works on so many levels, and can be analyzed by both elementary and high school students with great interest.

The Wolves in the Walls by Neil Gaiman and Dave Mckean

While this book can be a bit scary for those that spook easy, Wolves is really a story about family and the strength (and smarts) of children. You'll probably find this text in the "picture book" section of your local bookseller as opposed to the graphic novel shelf, but Mckean's beautiful sequntial images truly makes Wolves a real highlight of early-childhood graphic novels.

Captain Underpants (series) by Dav Pilkey

This hilarious series is the story of two enterprising elementary comic book creators, their principal, and the most unlikely hero of them all...Captain Underpants! I've met many teachers and young students alike who profess great love for this clothing-challenged avenger.

Teachers Talking Comics

Today I visited the 2009 Maine Writing Project at the University of Maine in Orono. The MWP is an affiliate of the National Writing Project. MWP is dedicated to the improvement of teaching and learning across the curriculum at all grade levels.

I was invited by friends and colleagues to speak about professional development presentations and their natural progressions. I talked for an hour about my graduate studies involving comics and how that led me to hosting academic workshops and starting my beloved blog.

I couldn't ask for a better group to present to than the thirteen teachers who were present for this workshop. These folks give me hope for not only the future of our medium (as a teaching tool), but also for the future generations who will be lucky to have these progressive educators as teachers.

During the demo a few questions arose which I thought I would pass on to you, O' Kindly Reader(s). Let me know what you think by posting a response below...

QUESTION #1- Do you think comics have a place in canonical literature? If "yes," what would that place be?

QUESTION #2- Is there a particular type of student who would benefit more from graphic novels than traditional text?

QUESTION #3- Should teachers focus on building a library of graphic novel adaptations (of classical work)? Should they attain original-to-the-medium material? Or should there be a marriage of both on the classroom bookshelf?

-I know my answers. What do you think?

Comics in College???

Do you have a student who wants to pursue a career in the comic book world? Well, did you know that there are actual college programs dedicated to the almighty comic book? Here are some of the most notable programs in this field (with links provided):

Emerson
-A relatively new program, Emerson's certificate program is truly indisciplinary in nature, spending equal time focusing on both the visual and word-based narratives.

The Center for Cartoon Studies
-Don't be fooled by the name- this is the "Artist's Artist" school. The curriculum traverses the vast landscape of sequential art, and the graduates have produced some of the most powerful autobiographical (and semi-autobiographical ) graphic novels in the past few years.

The Joe Kubert School
-This is the granddaddy of all academic studies in this particular field. Founded in 1976 by Joe Kubert (one of my personal heroes), The Joe Kubert School of Cartoon and Graphic Art is dedicated to aspiring cartoonists who are dedicated to becoming professionals in cartooning, comic book, and the general field of commercial art.

Liberty vs. Security

"Those Who Sacrifice Liberty For Security Deserve Neither."

While Benjamin Franklin spoke these words well over two hundred years ago, this quote has gained new relevance in our post 9/11 world.

I've had an informal boy's book club up and running for some time now (which is not limited to just comics...though they are a favorite), and not too long ago I threw out this quote for my students to mentally chew on. Though I'm not that much older than my current kiddos, my adolescent years were over before America's "War on Terror" began. As we talked about this quote I noticed that my students' perspective on civil liberties varied greatly. As per my normal style, I quickly produced a graphic novel from my "free read" shelf that held both allegorical and thematic ties to the conversation at hand. That graphic novel was Marvel Comics' "Civil War."

In this teacher's humble opinion, "Civil War" is a powerful allegory for the modern American landscape we citizens navigate today. Surprisingly, when we see our favorite brightly-colored superheroes internally struggle with that same concept of liberty vs. security it reads like a punch to the gut. For example, how does Captain America, our country's fighting spirit personified, respond to government mandates for heroes? -The answer makes for some of the most exciting, heart-wrenching, and thought-provoking mainstream comic book reading of the past few years.

If you're a history or English teacher looking to spice things up with a timely debate, consider sharing this exciting book with your students.

The Undersea Adventures of Capt'n Eli

Ah, adventure stories.

If you all will allow me a moment of nostalgia...As a young child I remember watching syndicated episodes of the old Johnny Quest cartoon, and then creating my own action stories in my parent's backyard with my neighborhood friends. As I began reading on my own, the novels of Jules Verne and the Hardy Boys series captivated me. I mention this because I know my love of adventure stories (whether it be cartoons, novels, comics, etc.) is not out of the ordinary. As a high school teacher I've had a lot of luck hooking reluctant readers up with fast-paced action tales. Which brings me to Capt'n Eli...

As a reader, what I really like about the Capt'n Eli series is that author/artist Jay Piscopo embraces the lighthearted adventures of yesteryear. Heroes are clearly heroes and they have strong moral codes. In this blogger's humble opinion, our youth could use more heroes like Capt'n Eli today. Also, the fact that the ongoing story has ties to my native state of Maine and it's rocky coastline is a bonus. And yes, that main character's name is a tribute of sorts to the famous local root beer brand.

As an educator, I really appreciate how Jay and his team at Nemo Publishing have embraced the possibilities of comics as a teaching tool. Many larger comic book publishers could learn something about working with educators from the Capt'n Eli crew. On top of offering in-school workshops on illustration and storytelling, Jay Piscopo has a series of interactive cross-discipline lesson plans available for free on the Capt'n Eli website! -How cool is that?

As a teacher who believes in the potential of comics as a teaching tool I applaud Jay and Nemo Publishing on their efforts to bring the message to the masses. Capt'n Eli is a fun, light-hearted read, and coupled with the thoughtful lesson plans of Laura Richter these books would make a great addition to any classroom.

Age Appropriate Comics

My friend Sarah is an elementary teacher with a dilemma. Sarah is interested in using comics in her classroom, but she finds it hard to acquire age-appropriate books from the graphic novel section of her local library and bookstore. Sound familiar?

I've met a lot of teachers who have expressed this same problem. At it's heart the issue is one of generalization- Almost all graphic novels at a bookstore or library are often times lumped together in one section. Like any other genre of literature, there is a rich diversity in comic book content, and until booksellers catch on to the fact that educators (and the general population) would appreciate a more elaborate organization system, it is up to parents and teachers to preview comics and deem content acceptable (or not) for their children and students.

That said, there is some good news. Many sites dedicated to comic books offer age-appropriate suggestions. Aside from those sites listed in the link section on the right hand side of this page, I would also encourage parents and educators to check out Lyga & Lyga's book Graphic Novels in Your Media Center: A Definitive Guide (Greenwood, 2004) as a great "road map" to the world of comic books in education.

If you find yourself still struggling over a particular book, take a look at these selection tips from the University of Buffalo's Library site (link on right):

1. To avoid unpleasant surprises, preview all comics before putting them out for the public. Many titles popular with older teens may be inappropriate for younger readers.


2. Be particularly wary of publishers with a reputation for controversial materials (e.g., DC's Vertigo imprint).


3. Learn to recognize authors known for using mature themes and language (e.g., Warren Ellis, Garth Ennis).


4. Learn as much about the comics industry as you can by reading comics journals, visiting Web sites, and participating in online SIGs and discussion groups.


5. Once again, get to know a local comics retailer you can trust. Most retailers are extremely sensitive to age-appropriate concerns and will be happy to share their views.


6. Include a statement about comics and graphic novels in your collection development policy, specifying what types of materials will be considered off-limits for your library.


7. Be prepared to address censorship challenges, should they arise.

-Hope this helps Sarah!

Looking at Adaptation and Characterization With Marvel's Hercules

Rationale: Like many high schools, the one I work for requires English/language arts teachers to provide some introduction to mythology as literature. As a lover of myths, it bothers me greatly to hear students complain about how boring these classic stories are. If you are an educator who can relate, I'd like to suggest adding a little graphic novel reading to "spice up" your mythology lesson plans and draw in a few of those reluctant readers.

There are many graphic novel adaptations of mythology out there, but I like to use Marvel Comics' "Hercules: The New Labors." Why this text? I enjoy this book so much because it is a modern day retelling of the Greco-Roman Myth with the classic old-world protagonist attempting to adjust to our reality-television-addicted society.

That said, what I really like about reading this text is that it provides ample opportunity to talk about key literary terms like "adaptation" and "characterization." I like to merge this comic with the reading of the actual Twelve Labors of Hercules and discuss what the word "adaptation" or "re-imagining" real means and how they are similar and different from the original text (which also leads into discussions of theme and the nature of sequels). I also like to spend some time analyzing the Marvel Comics version of Hercules, who is a seemingly happy-go-lucky drunkard who is quite humorous and hold that up to the archetypal portrayal of the hero.



Grade Levels/ Content Area(s): High School (grades 11-12)/ Language Arts- English


Objective: Students will be able to analyze the literary nature of adaptations and discuss variations in characterization.

Time Alloted: Depending on class length. Two 90 minute classes or four 45 minute classes.

Materials: Hercules: The New Labors (Marvel Comics)

Vocabulary: mythology, characterization, adaptation, characterization, sequel

Direct Teaching: Have students read a selected number of the Twelve Labors of Hercules (usually 2-4) and then have them read "The New Labors." Ask them to record how the stories have changed. I like to focus questions which require the students to compare the classic text to the modern re-telling (such as how the creatures were portrayed, or how other gods, like Pluto, were characterized in each text). -This is a perfect time to present the word "adaptation" and discuss how it relates to literature.

Once you feel as though students have a handle on adaptation, ask them to do a character study of each version of Hercules. I like to provide students with a "t-chart" where they record their observations on each with citations to the texts. Students should be able to explain the similarities and differences in characterization by using the exposition, dialogue, and illustrations provided in each text.

*Sometimes I have students write a two page comparison/character analysis as a written product.