Visually Re-think: The Graphic Narrative and the Research Based Composition Classroom

So, there are TWO ways I am using to approaching the idea of the Graphic Narrative (or as Scott McCloud might refer to it, Graphic Fiction) in the classroom:

 

  1. Directly teaching and using Graphic Narratives such as Graphic Novels in the Composition Classroom

 

  1. Utilizing the creation of Graphic Narratives and other forms of Visual Rhetoric to communicate concepts, ideas, etc. found in the Composition classroom

 

I am currently applying both of these approaches.

 

Interestingly I have come to realize that when examining both of these approaches, there appears to exist interlinked but distinct aspects. Approach 1 is perhaps the more surface level, generic (emerging) approach often used in the classroom. Approach 2 represents a more conceptual synthesis of the form, the Graphic Narratives, in applying them less as texts and artifacts to be explored, analyzed, and evaluated, and instead applying the form directly to the interpretation and synthesis of information for student consumption within the teaching process itself.

 

Both do share the fact that they are and represent an ongoing, evolution approach in the classroom instruction.

 

To help differentiate the fact that I plan to post and discuss both approaches I have given here (both are ongoing) at different points and at varying times, it probably behooves me to name these two approaches to help. So, I will call Approach 1, the direct use and discussion of graphic novels in the composition classroom The Application Approach. Approach 2 I will rename here, the one about applying graphic narratives as adaptation of genres, assignments, and concepts, and refer to it as The Adaptation Approach.

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