In this paper, I will argue that the usage of the graphic novel "The Complete Maus" by Art Spiegelman is beneficial in the EFL classroom and will improve students' communicative competencies in learning English as a foreign language.
"Graphic novels let you take risks that just wouldn't fly in the conventional book form". This quote by the American professor Karin Slaughter proves that the genre of graphic novels is special and therefore needs more attention. Still, many people have prejudices and think of graphic novels as an embellished term for comics which shows that it is a controversial topic. However, graphic novels are way more than just picture books as they deal with complicated topics and storylines, developing characters and detailed drawings. Reading a graphic novel can be more difficult and challenging as a "usual" book as readers need to engage with the writing and the drawings and connect both in order to create meaning. The curriculum for the subject of English does not clearly state or suggest the usage of comics or graphic novels in the EFL classroom which is probably why the medium finds little to no space in the classroom. However, it's potential in the current competence-oriented curriculum is big as it can nurture the reading and writing competencies, the intercultural and lexical competencies as well as the training of a visual literacy which has never been so important as we are living in a visual world. That is why I will research how using graphic novels in general but also how using the specific graphic novel The Complete Maus by Art Spiegelman in the EFL classroom can improve student's communicative competencies. I picked this book as it is one of the most popular and powerful graphic novels. Spiegelman even received the Pulitzer Prize for his memoir of the Holocaust.
In the first part of this work I will focus on the theoretical background of graphic novels and their characteristics as this builds the foundation of this paper. Next, I will continue with the second part of the theoretical background by looking at the competencies of visual literacy and intercultural communicative competence as . In the next and main part of this paper, I will shortly analyze Maus and set my teaching goals before creating a concept for the EFL classroom. The concept will contain specific lesson plans with its material.
Table of Content
1. Introduction
2. Comic Style Theory
2.1 Definition of Comics and Graphic Novels
2.2 Visual Language
2.3 Words and Text
2.4 Panel, Sequence and Page Layout
2.5 Text – Image – Relationship
3. Theoretical Background - Competencies
3.1 Visual Literacy
3.1.1 Definition
3.1.2 Teaching Visual Literacy
3.2 Intercultural Communicative Competence
3.2.1 Byram’s model of ICC
3.2.2 Acquisition of ICC through Graphic Novels
4. The Complete Maus Analysis
4.1 Comic Style Analysis of The Complete Maus
4.2 Teaching goals using Maus
4.3 Concept for the classroom
4.3.1 Lesson 1: Introduction to the Book and Spiegelman’s Style
4.3.2 Lesson 2: Review and Introduction to Artie and Vladek
4.3.3 Lesson 3: The Past and the Present
4.3.4 Lesson 4: Loss of Rights
4.3.6 Lesson 6: Juxtaposition of Vladek in Chapter 3+4
Lesson 7: Mouse Holes
Lesson 8 – The Talk Show
Lesson 9 – Maus Review
5. Conclusion
5.1 Summary of Results
5.2 Final Consideration and Critical Appraisal of the Thesis
Objectives and Topics
This thesis examines the pedagogical benefits of utilizing graphic novels, specifically Art Spiegelman’s The Complete Maus, in English as a Foreign Language (EFL) classrooms to enhance students' communicative, visual, and intercultural competencies.
- Theoretical analysis of visual language and comic book structures.
- Fostering visual literacy through the interpretation of non-textual elements.
- Developing Intercultural Communicative Competence (ICC) based on Byram’s model.
- Practical lesson planning for secondary education (grades 9/10).
- Critical exploration of historical and political narratives in graphic memoirs.
Excerpt from the book
2.1 Definition of Comics and Graphic Novels
People are often mistaking comics and graphic novels for being the same thing but the terms are no synonyms and so it is necessary to clarify what is meant with each of the terms. Even though both are illustration-based storytelling formats, they reveal differences. First and foremost, comics are not a genre but a medium “[a]nd, like other media, comics has given rise to a variety of different formats – including comic strips, comic books and graphic novels – and also a profusion of genres, from superhero and war stories to teen romance” (Glover und McCracken 175). The medium that was once acknowledged as children’s entertainment grew up and now addresses all ages because it can cover a wider collection of genres and subject matters. Graphic novels on the other hand try to be more grown up than the usual superhero comics by dealing with a more challenging and serious content. Often, they are autobiographical or even documentaries like the popular graphic novels of Alison Bechdel’s Fun Home or Art Spiegelman’s Maus which will be the focus of this work later on (Baetens und Frey 11-12).
The author Douglas Wolk closely analyzes the medium and takes much time to clarify what comics are and what they are not. He builds his argument on Will Eisner’s claim that comics, like movie scripts, are a literary form because they use language, have a narrative and are printed in book formats just like ‘regular’ novels. “They are not a text-driven medium with added pictures; they are not the visual equivalent of prose narrative or a static version of a film. They are their own thing: a medium with its own device, its own innovators, its own clichés, its own genres and traps and liberties” (Wolk 14). He is so passionate about the medium because in order to be able to read a comic correctly someone must first acknowledge the medium itself (13-14).
Summary of Chapters
1. Introduction: This chapter highlights the potential of graphic novels as a challenging medium for EFL classrooms and outlines the research objective of exploring The Complete Maus.
2. Comic Style Theory: This section provides the foundational knowledge of the medium, covering visual language, textual elements, structural layout, and the interplay between image and text.
3. Theoretical Background - Competencies: This section investigates how reading graphic novels fosters visual literacy and the acquisition of Intercultural Communicative Competence (ICC) in a school setting.
4. The Complete Maus Analysis: This chapter provides a structural analysis of Maus and presents a detailed, nine-unit lesson plan designed for secondary school students.
5. Conclusion: The author summarizes the results, confirming that Maus is a complex and beneficial tool for fostering communicative and intercultural competencies.
Keywords
Graphic Novels, Maus, Art Spiegelman, EFL Classroom, Communicative Competence, Visual Literacy, Intercultural Communicative Competence, Byram, Visual Language, Comics, Holocaust, Lesson Planning, Secondary Education, Multimodal Literacy, Narrative Structures.
Frequently Asked Questions
What is the primary focus of this work?
This bachelor thesis investigates the pedagogical value of using graphic novels, specifically The Complete Maus, to support communicative competencies in the English as a Foreign Language (EFL) classroom.
What are the key thematic pillars of the research?
The work centers on understanding the structure of comics, teaching visual literacy to critically interpret images, fostering intercultural awareness, and practical application through structured lesson plans.
What is the core research objective?
The aim is to demonstrate that The Complete Maus is a beneficial teaching tool that improves students' ability to communicate, interpret visual signals, and engage with complex historical and political themes.
What research methodologies are employed?
The paper utilizes a literature-based theoretical approach, analyzing comic style theory, visual literacy frameworks, and Michael Byram’s model for Intercultural Communicative Competence (ICC).
What do the core chapters cover?
The main sections cover the technical definitions of comics, the psychological and educational aspects of visual and intercultural literacy, and a comprehensive classroom concept applied to Maus.
Which keywords best describe the paper?
Key terms include Graphic Novels, Visual Literacy, EFL Education, Intercultural Communicative Competence, and Holocaust memoir.
How are students encouraged to interact with the text?
The provided lesson plans utilize active learning methods like the "Visual Thinking Strategy" (VTS), "Think Pair Share", and "Four-Corners" to ensure students actively engage with the visual and textual content.
Why is The Complete Maus considered a suitable academic tool?
The author argues that because of its complex narrative structure and its handling of the Holocaust, Maus serves as a profound resource for critical thinking and cultural reflection beyond traditional text-heavy literature.
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- Jessica Büscher (Autor:in), 2020, The Benefits of Teaching Through Graphic Novels. Using Maus in the EFL Classroom, München, GRIN Verlag, https://www.grin.com/document/1490746
