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14 DocuComics in the Classroom

  • Marie Vanderbeke
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Handbook of Comics and Graphic Narratives
This chapter is in the book Handbook of Comics and Graphic Narratives

Abstract

With the increasing popularity of graphic non-fiction works, like graphic (auto-) biographies or graphic documentaries, more and more scholars recommend using these comics in class. Especially graphic biographies like Art Spiegelman’s Maus or Marjane Satrapi’s Persepolis are often suggested teaching material. Graphic documentaries, however, are less frequently discussed. Furthermore, explicit suggestions for classroom exercises are rare. This article will therefore take a closer look at how graphic documentaries could be used to foster students’ critical and visual literacy. The article will first describe the genre of graphic documentary, discussing its relation to other genres like graphic biographies and graphic journalism, before reviewing reasons why graphic documentaries could be beneficial for students’ literacy development. Taking Josh Neufeld’s A. D.: New Orleans After the Deluge as an example, some pre-, while- and post-reading exercises are suggested, employing a combination of analytical and product-process-oriented approaches.

Abstract

With the increasing popularity of graphic non-fiction works, like graphic (auto-) biographies or graphic documentaries, more and more scholars recommend using these comics in class. Especially graphic biographies like Art Spiegelman’s Maus or Marjane Satrapi’s Persepolis are often suggested teaching material. Graphic documentaries, however, are less frequently discussed. Furthermore, explicit suggestions for classroom exercises are rare. This article will therefore take a closer look at how graphic documentaries could be used to foster students’ critical and visual literacy. The article will first describe the genre of graphic documentary, discussing its relation to other genres like graphic biographies and graphic journalism, before reviewing reasons why graphic documentaries could be beneficial for students’ literacy development. Taking Josh Neufeld’s A. D.: New Orleans After the Deluge as an example, some pre-, while- and post-reading exercises are suggested, employing a combination of analytical and product-process-oriented approaches.

Chapters in this book

  1. Frontmatter i
  2. Editors’ Preface v
  3. Contents vii
  4. Comics Studies: Survey of the Field 1
  5. Part I: Systematic Aspects
  6. 1 Comics Terminology and Definitions 11
  7. 2 History, Formats, Genres 35
  8. 3 Text-Image Relations 81
  9. 4 Comics Narratology 99
  10. 5 Seriality 121
  11. 6 Adaptation 141
  12. Part II: Contexts and Themes
  13. 7 Politics 167
  14. 8 World-Building 181
  15. 9 Life Writing 201
  16. 10 Gender 219
  17. 11 Queerness 231
  18. 12 Science Comics 247
  19. 13 Postcolonial Perspectives 265
  20. 14 DocuComics in the Classroom 289
  21. 15 Superheroes
  22. 15.1 Historical Overview 311
  23. The Golden Age: Batman 317
  24. 15.3 The Silver Age: Nick Fury 331
  25. 15.4 The Dark Age: Superheroes in the 1980s 343
  26. Part III: Close Readings
  27. 16 Richard F. Outcault: The Yellow Kid 361
  28. 17 George Herriman: Krazy Kat 379
  29. 18 Winsor McCay: Little Nemo in Slumberland 387
  30. 19 Dave Sim: Cerebus 405
  31. 20 Will Eisner: A Contract with God 431
  32. 21 Raymond Briggs: When the Wind Blows 451
  33. 22 Art Spiegelman: Maus 467
  34. 23 Robert Crumb 481
  35. 24 Alan Moore: From Hell 499
  36. 25 Neil Gaiman: The Sandman 513
  37. 26 Alison Bechdel: Dykes to Watch Out For 529
  38. 27 Chris Ware: Jimmy Corrigan – The Smartest Kid on Earth 545
  39. 28 Daniel Clowes: Ghost World 561
  40. 29 Martin Rowson: The Life and Opinions of Tristram Shandy, Gentleman 573
  41. 30 Marjane Satrapi: Persepolis 589
  42. 31 Grant Morrison: Flex Mentallo 601
  43. Index of Subjects 619
  44. Index of Names 629
  45. List of Contributors 635
https://doi.org/10.1515/9783110446968-015

Chapters in this book

  1. Frontmatter i
  2. Editors’ Preface v
  3. Contents vii
  4. Comics Studies: Survey of the Field 1
  5. Part I: Systematic Aspects
  6. 1 Comics Terminology and Definitions 11
  7. 2 History, Formats, Genres 35
  8. 3 Text-Image Relations 81
  9. 4 Comics Narratology 99
  10. 5 Seriality 121
  11. 6 Adaptation 141
  12. Part II: Contexts and Themes
  13. 7 Politics 167
  14. 8 World-Building 181
  15. 9 Life Writing 201
  16. 10 Gender 219
  17. 11 Queerness 231
  18. 12 Science Comics 247
  19. 13 Postcolonial Perspectives 265
  20. 14 DocuComics in the Classroom 289
  21. 15 Superheroes
  22. 15.1 Historical Overview 311
  23. The Golden Age: Batman 317
  24. 15.3 The Silver Age: Nick Fury 331
  25. 15.4 The Dark Age: Superheroes in the 1980s 343
  26. Part III: Close Readings
  27. 16 Richard F. Outcault: The Yellow Kid 361
  28. 17 George Herriman: Krazy Kat 379
  29. 18 Winsor McCay: Little Nemo in Slumberland 387
  30. 19 Dave Sim: Cerebus 405
  31. 20 Will Eisner: A Contract with God 431
  32. 21 Raymond Briggs: When the Wind Blows 451
  33. 22 Art Spiegelman: Maus 467
  34. 23 Robert Crumb 481
  35. 24 Alan Moore: From Hell 499
  36. 25 Neil Gaiman: The Sandman 513
  37. 26 Alison Bechdel: Dykes to Watch Out For 529
  38. 27 Chris Ware: Jimmy Corrigan – The Smartest Kid on Earth 545
  39. 28 Daniel Clowes: Ghost World 561
  40. 29 Martin Rowson: The Life and Opinions of Tristram Shandy, Gentleman 573
  41. 30 Marjane Satrapi: Persepolis 589
  42. 31 Grant Morrison: Flex Mentallo 601
  43. Index of Subjects 619
  44. Index of Names 629
  45. List of Contributors 635
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