Entering into Week 2 of my Composition 2 applying the use and having students argue for graphic novels, students are working on their Literary Analysis papers of their graphic novels. Many of them are choosing to approach the graphic novel as either Appropriate for the College Classroom or as Worthy to be a Work of Literature.
The Literary Analysis Paper is serving for them as a kind of “rough” Rough Draft of their ultimate research paper. The analysis will act as a kind a close reading of their graphic novel that should help solidify their thesis positions, provided background and research source material for their Research Paper, and spark ideas for elements to explore further for their research.
CLOSE ANALYSIS OF WORDS AND IMAGES
We began by reviewing Scott McCloud’s Ch. 6 of Understanding Comics. This chapter in particular is where McCloud discusses the different kinds of interrelationship that words and images can share.
Specifically, McCloud highlights SEVEN combinations:
- Word Specific
- Picture Specific
- Duo Specific
- Additive
- Parallel
- Montage
- Inter-Dependent
Part 1: What McCloud says
Word Specific basically relies on the words to tell the narrative while imagery acts as a kind of ornamentation.
Picture Specific is the inverse of Word Specific. Here the use of words acts as ornamentation to the imagery or pictures that are conveying the actual narrative.
Duo-Specific acts as a situation where words and images are complimentary to one another in the fact that they basically convey “the same message.”
Additive is where the words serve as a means of amplifying or elaborating on the image that is communicating the narrative.
Parallel demonstrates a situation where the words and images appear to be conveying “parallel” but separate narratives. This can be more easily identified or isolated often times when one is only shown a page or panel or two of a comic or graphic novel without knowing the entire context. It can also represent some esoteric storytelling too.
Montage is where the words and images are part of the same framework. This is where the words in particular become part of the actual image.
Inter-Dependent is noted by McCloud to be the “most common” combination. This is where words and pictures/images convey different meanings separately but in combination convey a meaning that neither has without the other.
Part 2: Putting McCloud Into Practice
After we reviewed this section, I then presented my students with a completely random selection of images that I had put together from digital graphic novels that I own, mainly from the superhero genre, and asked the to look at each and using McCloud’s definitions, define which combination each image appeared to embody.
The images I showed the students were selected at random:
Images 1-3
Superman: Whatever Happened to the Man of Tomorrow by Alan Moore and Curt Swan
Images 4-5
Flex Mentallo: Man of Muscle Mystery by Grant Morrison and Frank Quitely
Image 6
Justice League #1 by Geoff Johns and Jim Lee
Images 7-9
Kingdom Come by Mark Waid and Alex Ross
Images 10-11
All-Star Superman by Grant Morrison and Frank Quitely
Image 12
Batman: The Killing Joke by Alan Moore and Brian Bolland
Here is what the students came up for as a consensus as combinations after reading McCloud and examining the following image:
IMAGE 1
This image after close examination of wordy introduction was ruled to represent a “Word Specific” combination because of the way that the imagery acts as a kind of ornamentation to the introduction to the story of Superman’s “death.”
IMAGE 2
The image of Superman crying as Krypto stands by him is a “Duo-Specific” combination for the way what is said, briefly “He looked as if he’d been crying.” This could also be argued to be perhaps a “Picture Specific” combination as well.
IMAGE 3
For this panel shot, I asked students to focus on the last 3 panels of the page. The first panel it was decided to be a “Duo-Specific” combination for the way that the words and images complimented one another
The second panel provided an “Additive” combination. It was decided to be “Additive” rather than any other for the presence of the sign on the door helping establish the words as helping elaborate or amplify.
Finally, the third panel was ruled to be another example of “Duo-Specific,” where the words compliment and demonstrate exactly what the imagery is showing the audience.
IMAGE 4
This example was quickly and clearly ruled to be an example of “Picture Specific” for the use of almost no dialogue or caption and the illustration driving the narrative.
IMAGE 5
The image here, with its lack of context to the complete narrative, presented the students with an example of a “Parallel” combination. The words and images appear to be conveying separate meanings and ideas that are not complimentary or related unless further context of the narrative is known.
IMAGE 6
Batman on the run from gunfire in a splash page by Jim Lee helps provide an illustration for the “Montage” combination. This is made possible by the placement of sound effects given off by the impact of the bullets hitting Batman’s cape and the ground, as well as the sound of helicopters. In particular, the entire wording is incorporated into the picture itself.
IMAGE 7
Again, lacking the specific or larger follow-up context of the overall narrative, this image provides another example of “Parallel” combination. The words of the Biblical Book of Revelation are here juxtaposed with violent, dream-like imagery with no specific or obviously established connection.
IMAGE 8
At first glance this image appears to be and can be argued to be like Image 7 and be an example of a “Parallel” combination. However, if one goes deeper and looks more closely, there is potentially a case that this image is perhaps an example of “Duo-Specific.” This case exists if one makes a case that the worded description of “seven angels,” “golden censer,” and “filled it [the censer] with fire” are correlated with the seven shadowy figures in the image, the torch as censer, and the fire burning in it.
IMAGE 9
After close discussion it was decided that this image represented either an “Additive” but more likely a “Duo-Specific” combination example of words and images.
IMAGE 10
This was another example where the first impulse of the students was to look at it as “Parallel” but more likely as “Duo-Specific” but upon close examination, particularly looking closely at the two middle panels on the page, the general consensus came out at “Additive” combination choice. Of course, since McCloud’s combinations apply to panels, it is in fact both in all likely-hood.
IMAGE 11
This is perhaps one of my favorites, and I consider it incredibly powerful, image from any graphic novel. With the lack of words throughout, most of the panel is “Picture Specific” in its presentation of imagery. The two panels that do have words though serve up an “Additive” combination.
IMAGE 12
A great deal of this panel puts into practice a combination of “Picture Specific” and “Montage” combinations. The use of words in this page and in the panels is spare at best and acts as ornamentation, while the visual use of laughter “Ha Ha Ha” worked into this scene definitely places a shared enface between words and images but with the words acting in onomatopoeia fashion as actually part of the overall image.
Of course, ultimately McCloud’s method is meant to be put into practice per panel and some of the approaches used in this study with students was on a larger scale, incorporating the whole page. This works for some of the chosen images, while others would clearly have more and varied application of word/image combinations.
Part 3: Conclusions and Observations
As noted earlier, students are in the process of conducting Literary Analysis of their chosen graphic novel. The purpose of this exercise with the students was introduce and expand upon their own perceptions and vocabulary (to aid in their analysis process) of the combination of visuals and words they are encountering in their readings.
It is worth noting that the students took to this assignment quite eagerly and were willing and able to make small scale arguments for different types of combinations being at work in the image shown them.
I was happy to see both the level of enthusiasm that the students applied, along with the way that many of them continually glanced at their copies of McCloud and fact checking their assertions. The interchange of ideas and material was enjoyable.
A Rhetorical Quest For Identity 