Living in a time in which working with technology has become usual in all kinds of situations and especially in educational terms, people still tend to underestimate the benefits of using several kinds of media which are actually obvious. Parents and politicians tend to focus on the usage of technology and emphasize its pros and importance for teaching. On the one hand, they demand for the newest media and technologies, but on the other hands they seem to refuse innovations such as using youth literature, especially graphic novels. While reading the classics keeps being a big part of the curriculum, the educational standards themself have changed. Especially while teaching English in a foreign language classroom it is now demanded to concentrate on fostering competences than making the students memorize several information. But the curriculum and the methods of teaching remain instead of innovating them. One innovation which still is not considered may be teaching English by using Graphic Novels. Firstly, it is important to define the term “graphic novel” correctly and to know about its traces and development. According to Hallet, graphic novels are fictional and similar to long novels, but uses the narrative form of comics. Graphic novels mainly arisen from the comic books from the US. Secondly, it is necessary to be aware of their benefits and how to use them while teaching English.
Although graphic novels seem to remain as media which are not considered while teaching English in a foreign language classroom, an increasing number of educators try to integrate them in the curriculum and stand against the criticism. The following term paper will discuss the usage of graphic novels in the foreign language classroom, will relate to the educational policies and compare the advantages and disadvantages. Furthermore, a graphic novel will be analyzed and a teaching unit using it will be presented.
Table of Contents
1. Introduction
2. Theoretical Introduction
2.1 Graphic Novels in the Foreign Language Classroom
2.2 Educational policies:
2.3 Advantages and disadvantages of the Usage of Graphic Novels
3. Teaching Unit
3.1 Brain Camp: Technical analysis
3.2 Sequence
Objectives & Topics
The main objective of this paper is to advocate for the integration of graphic novels into the English as a Foreign Language Classroom (EFLC) as an innovative medium for fostering student competences. The paper addresses the pedagogical challenge of updating outdated curricula by leveraging the potential of visual literacy.
- The didactic value of graphic novels in secondary education.
- Educational policies and the shift toward competency-based teaching.
- Comparative analysis of the pros and cons of using graphic novels vs. traditional literature.
- Technical and stylistic analysis of the graphic novel "Brain Camp".
- Practical implementation of a ten-double-period teaching unit.
Excerpt from the book
3.1 Brain Camp: Technical analysis
The Graphic Novel “Brain Camp” by Susan Kim, Laurence Klavan and Faith Erin Hicks was published on the 3rd of August 2010 in English language and is appropriate for classes seven, eight and nine.
The protagonists are Jenna and Lucas, two teenagers who are brought to “Camp Fiedling” which is known for its successful attendants. On the one hand, there is Jenna who is overlooked because of her sister’s success. Jenna’s sister is an extremely talented and diligent girl with good grades. While she is a musician and is going to go to Yale, Jenna is the inconspicuous and more reticent daughter of the higher middle class doctors. On the other hand, there is Lucas living with his mother, as his father ended up in jail. They are from the lower middle class. His grades are bad and so is his behavior, he got turned down reading Olympics, chess club or remedial in math. His mother is worried he will end up as an alcoholic in jail. So you can both identify Jenna and Lucas as underachievers.
This is the point when “Camp Fiedling” comes up, as they are known for turning underachievers to winners. Even if Lucas’ mother and Jenna’s parents are loath first and are not sure about the big decision, they end up giving in and accept sending their children to “Camp Fiedling” as they are impressed by the promised success of the camps participants. Also, the camps’ agent claims they are looking for young people who have potential to grow bigger. Finally, the camp’s agent is able to convince Lucas mother and Jenna’s parents for sending the both to the camp.
Summary of Chapters
1. Introduction: This chapter contextualizes the necessity of incorporating modern media like graphic novels into the EFLC to address changing educational standards and student motivation.
2. Theoretical Introduction: This section covers the pedagogical landscape, comparing traditional literary canons with graphic novels and evaluating the advantages and disadvantages of visual storytelling.
3. Teaching Unit: This chapter provides a technical analysis of "Brain Camp" and outlines a detailed teaching sequence designed for eighth-grade classrooms.
Keywords
Graphic Novels, EFLC, Teaching Unit, Brain Camp, Competence-based Learning, Visualization, Educational Policies, Stylistic Devices, Visual Literacy, Youth Literature, Pedagogy, Synaesthetics.
Frequently Asked Questions
What is the core focus of this term paper?
The paper explores the pedagogical benefits of using graphic novels in the English as a Foreign Language Classroom as a way to enhance student competences and modernize the curriculum.
Which key areas does the research cover?
It covers educational policy, the didactic advantages of visual media, a detailed technical analysis of a specific graphic novel, and a practical teaching plan for students.
What is the primary goal of the author?
The primary goal is to provide educators with a rationale and a concrete, actionable teaching unit that demonstrates how to effectively incorporate graphic novels into their syllabus.
Which teaching methodology is suggested?
The paper suggests a competency-based approach, utilizing interactive methods like the placemat method, student discussions, and creative group presentations to foster speaking, reading, and listening skills.
What topics are addressed in the main part of the paper?
The main part includes a theoretical justification for using graphic novels, an analysis of the narrative and technical aspects of "Brain Camp," and a step-by-step 10-period teaching sequence.
What are the characterizing keywords of this work?
Key terms include Graphic Novels, EFLC, Competence-based Learning, Visual Literacy, and Teaching Unit.
Why is "Brain Camp" chosen for the teaching unit?
It is selected because it is appropriate for students in grades seven through nine and effectively addresses relevant themes such as identity crisis, growing up, and generational clashes.
How does the author define synaesthetics in the context of the novel?
The author uses the term to describe how the graphic novel unites senses—such as sound, color, and visual motion—to help readers understand the emotional atmosphere and narrative intensity.
What is the significance of the "placemat method" in the proposed unit?
The method is used to activate students, encouraging them to reflect on the graphic novel independently before collaborating to identify and agree upon the core motifs and themes.
- Quote paper
- Erstes Staatsexamen Talia Baskaya (Author), 2016, Teaching Unit for the Graphic Novel Brain Camp, Munich, GRIN Verlag, https://www.grin.com/document/492245
