Teaching with Comics: Empirical, Analytical, and Professional Experiences

Contents
Notes on Contributors
List of Figures
List of Tables
Introduction: Teaching with Comics: Empirical, Analytical, and Professional Experiences
	Comics and Education
	Outline of the Book
	References
Comics as a Tool for Inquiry
Breaking Boundaries: The Place of Comics in Art Education
	The Absence of Comics in Art Classrooms
	Analyzing Comics Using Art Criticism Approaches
	Supporting Formal Analysis Using Elements of Comics:
	Making Contextual Analysis Using Terry Barrett’s Formula
	Evaluating Comics
	Conclusion
	References
The Superpowers of the Interrogative Mode
	Introduction
	The Interrogative Mode as a Response to Using the Definitional Approach in Teaching Comics
	Method: The Questions of the Interrogative Mode
	Example of Informed Interrogative Mode Questions for Readers Conducting Analysis
	Application: The Interrogative Mode in the Classroom and Teaching the Conflict
	Conclusion
	Sample Syllabus
	Course Introduction and Description
	Schedule
	References
Comics and Social-Emotional Laughter
	Introduction
	Reading Comics for Emotional Relationship
	Using Comics for Social-Emotional Awareness
	Using Comics for Humour Awareness
	Funny Bodies and Critical Reading
	Reading Comics for Critical Thought
	References
Art Education
Comic Art Ed: Making Comics Is for Everyone!
	Introduction
	Teamwork
	Ideation
	Literacy
	Self-Actualization
	Fun
	Conclusion
	References
Cartooning in Educational Contexts: A Promising Way to Promote Cross-Curricular Work with Children and Adolescents
	Introduction
	Cartooning as a Teaching–Learning Tool
		A Tool to Develop Multimodal Communication
		A Tool to Develop and Express Humor, Perspectivism, and Figurative Language
		A Tool to Develop and Express Civic Engagement and Personal Standpoints
	Intertwining Theory and Practice: Cartoon Workshops in Educational Contexts
		The Analysis of the Corpus Gathered
	Results
		Humorous Incongruity and Resources
		Multimodal Narrative Resources
		Topic Addressed and Author’s Motivation
	Conclusions from Our Experiences
	References
Loosening the Straight-Away of Thinking: Comic-Making as Arts Education
	Introduction
	Comic-Making and Arts Education
	Comic-Making as Exploration
	Open-Ended Learning
	Loosening the Straight-Away of Thinking in a Lunchtime Comic Club
	Exploring Character and Narrative
	Exploring Materials
	Exploration On and Off the Page
	Conclusion
	References
Language, Culture, and Communication
‘Multi Is More’: Towards Media-Awareness and Multiliteracy in the Flemish Classroom Through Italian Comics
	Too Many Languages in Belgian Secondary-School Curricula?
	Setting Up “Italian” Comics Workshops for Sixteen-Year-Olds
	Teaching Activities
	Evaluating the Activity
	References
Astérix in Scottish National Education
	Astérix and the Learning Journey
	Astérix Chez Les Pictes Learning Resource
		What Is This?
		How to Use This Learning and Assessment Resource to Improve Practice
	What Have We Learnt?
	References
Developing Disciplinary Literacy Practices with Comics: Highlighting Students’ Strengths, Questionings, and Knowings in School Spaces
	Introduction
	Disciplinary Literacy
	Fifth-Grade ELA
		“What I’m Noticing Here Is…”
	Seventh-Grade Social Studies
		“You Can Interpret Things Differently”
	AP Science
		“Things Like This Have Happened Before”
	Implications
	References
Developing Student Creativity Through the Exploration and Design of Science Comics
	Introduction
	Defining Creativity
	The OECD International Project
		Graphic Novels
		Science Comics
	Research Context
	Research Procedures
		Elements of Visual Art and Design and Picturebooks
		Graphic Novels and the Medium of Comics
		Designing Science Comics
	The Instructional Activities and Creativity
		Criteria 1–3
		Criteria 4–7
		Criterion 8
	Conclusion
	References
Social Sciences
Using Comics to Teach East German History
	Introduction
	Comics as an Educational Tool
	Comics and Graphic Novels About the East German Past
	Studying Original East German Comics Published Before 1990
	Recommendations for the Use of GDR Comics in Selected Teaching Units on East German History
	Source Criticism and Comic Analysis Require Competence
	References
#BlackFemaleIdentityConstructions: Inserting Intersectionality and Blackness in Comics
	Hashtag Syllabi as Tools for Teaching
	Comic Book Narratives and Real World Application
	Makings of the #BlackFemaleIdentityConstructions Syllabus
	Experiences of Black Womanhood
	Breaking Barriers
	Complete Listing of Syllabi Resources
	References
Materializing the Past: Teaching History Through Graphic Novels
	Materializing the Past
		Ukrainian Notebooks and Berlin
	Conclusion: The Obstacles and Possibilities of Teaching with Graphic Novels
	References
Immigrant Voices and Empathy: A Guide to Transformative Listening in Ruillier’s Les Mohamed
	Introduction
	Experiencing Xenophobia and Racism
	Comics and Secondary Witnessing in the Classroom
	Ruillier’s Guide to Transformative Listening
		Intentionality
		Sitting with Discomfort
		Transformative Conversations
	Conclusion
	References