The primary education system is constantly
going through new changes and adjustments. Recently, within the new school
year, primary schools have been faced with the new national curriculum. The
national curriculum (2013) English programme of study states that ‘All pupils
must be encouraged to read widely across both fiction and non-fiction to
develop their knowledge of themselves and the world in which they live’ (DFE
2013:4). The use of comics and graphic novels within literacy in primary
schools has created a conflicting debate between teachers and different researchers.
One area that debates the use of comics and
graphic novels is within the guided reading scheme. Carolyn Swain (2010:134) states
that the use of comics and graphic novels within guided reading can allow the
teacher to ask a series of questions that influence ‘critical debate’ and ‘independent
thought’ between the children and their ideas. Using everyday material, that
contains images, advertisements and information to do with current relations to
children is a good idea to get them to talk and explore different ideas and
opinions on varying aspects of today’s society. Stafford (2009) discusses the
idea that by introducing comics and graphic novels with open questions, it will
introduce the belief that comics are as good literature as any other book they
may read for pleasure within schools. He also discusses the advantage that as
teachers, we have the power to look at selected pages and that ‘if you are not
comfortable showing certain parts of a comic to pupils, then do not’.
Millard and Marsh (2001:25) oppose to the
advantages of using comics and graphic novels within a primary setting. Within
their argument, they highlight that ‘those who choose to read books in graphic
forms are seen as denying themselves encounters with ‘nourishing’ materials’. They
continue to differentiate between the male and female stereotypes that are
bought out within children when reading graphic novels. They discuss the idea
that ‘boys’ comics have been thought to promote violence, girls’ to induce a
soppy passivity based on a preconception with domesticity, appearance and
dress, which denies girls agency in the adult world’ (Millard and Marsh,
2001:26).
Both arguments are valid within opinions
that have been created over sightings of comics and graphic novels within
schools. On one hand, if age and content appropriate, they create a stimulus
for children within the classroom and can provide a centre for talk in guided
reading groups. These skills will become useful as the children progress within
the education system, as they will be able to interpret different texts and
develop comprehension skills in many different areas. On the other hand, there
is an increasing worry that children are reading comic and graphic novel material
that is not suitable and may be too old for their age group, which would
increase the worry of children being exposed to bad habits and content too
early on within their reading progression.
Within my seminar group, we created a comic
that would be appropriate for early year’s children that are learning about the
environment and colours. Here is our example:
Bibliography:
DfE (2013) English programmes of study: key stages 1
and 2. The National
Curriculum in England. London: DfE https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335186/PRIMARY_national_curriculum_-_English_220714.pdf
(accessed 13/10/14)
Millard, E. and Marsh, J.
(2001) Sending Minnie and the Minx Home:
comics and reading choices. Cambridge Journal of Education. Vol 31, No. 1.
(pp 25- 38)
Stafford, T. (2009) Teaching Comics. Teaching children’s
literature: Making stories work in the classroom. Abingdon: Routledge. (pp
116-130)
Swain, C. (2010) Reflections on the Discourse of Guided
Reading and its role in fostering critical response to magazines. Literacy.
Volume 44, Number 3.
Would you use comics in your classrom? If yes then how would you use them?
ReplyDelete