"Using Graphic Novels, Anime, and the Internet in an Urban School", Wilhelm;s Chap. 5

“Using Graphic Novels, Anime, and the Internet in an Urban High School” provided several strategies that I plan on using in my classroom as an Elementary Education major.  I feel these strategies mentioned in the article can be adapted and modified to this younger age.  I can totally relate and connect with the information presented here.  I, for one, am a very visual person.  I feel when I had struggled with reading when I was younger these strategies would have been a great way for me to comprehend and make meaning of a story.  When I am able to establish the meaning myself, I can remember everything so much better.  Most students seem to be the same way, especially for English Language Learners.  They do not know the English language yet, therefore, they connect with visuals.  With graphic novels, the importance is stated; “limited amount of text would allow students to read and respond to complex messages with text that better matched their reading level” (20).  Even according to Wilhelm’s text, he mentions on page 158, “visualization was considered to be an important part of reading and that it has been shown in various ways that the use of mental imagery has various powerful positive effects for readers”.  I just find myself agreeing, connecting, and knowing exactly what Wilhelm is talking about.  Imagery helps students check their comprehension, whether they “see” it.  That can play an important role in whether or not a student is getting the text. 

Students are able to use dialogue in a more meaningful way, in ways they can reflect, relate, and connect.  By taking a graphic novel or comic strip that is wordless or has wordless sections, the students are able to use their thinking and “reader response” to what they visualize.  The students seem to understand the “visual vocabulary” more than the “written vocabulary” as the article puts it and I absolutely agree. 

As I mention, in my blogs and in class, as a teacher you can gain many various perspectives on using visual literature, along with the other strategies of having open ended questions/discussions to create that meaning and understanding for a student.  As a teacher, you will come away with so much more than the “right” answer or interpretation; you will have a whole class full of various meanings and understandings.  A teacher can learn more about a student through what they are writing (whether using visuals or not).  In the article, it mentioned a student connecting the wordless strip to his own life.  Most often authors and artists create their masterpieces using their own personal experiences and lives. 

I really enjoyed reading about the photography project on page 23-34.  This allows for the creativity students should be able to express, especially in a way that does not seem like it is used enough.  The students create the meaning and will remember it.  I know if I was able to do a project like this I would not forget it.  I can remember in high school doing a project my senior year that was a scrapbook.  There were no guidelines to follow, just our creativity.  It turned out to be one of the best things I ever created and written.  I feel when you use your imagination, your creativity, your knowledge the better you will remember that experience and that information.  As a teacher, including those things in a lesson for a student to use, will increase the comprehension they get in return. 

I was doing a little research and found a website where three teachers were interviewed about incorporating graphic novels into the curriculum.  It had great feedback and seemed to be a positive experience for the teacher, the students, and the school.

http://www.graphicnovelreporter.com/content/elementary-schools-libraries-and-comics-roundtable

How can you put this comic into words?