{"id":158,"date":"2026-03-18T14:00:22","date_gmt":"2026-03-18T18:00:22","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/?post_type=chapter&#038;p=158"},"modified":"2026-03-20T20:20:22","modified_gmt":"2026-03-21T00:20:22","slug":"reading-comics-as-a-medium","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/chapter\/reading-comics-as-a-medium\/","title":{"raw":"Reading Comics as a Medium","rendered":"Reading Comics as a Medium"},"content":{"raw":"In this lesson, students will explore how comic devices create meaning. Through guided discussion, group analysis, and individual practice, students will strengthen their understanding of how <em>Two Roses<\/em> uses visual elements to communicate deeper ideas.\r\n\r\nLesson aim: To deepen students\u2019 understanding of how comics use visual techniques to communicate complex ideas and present deeper meanings.\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Objectives<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nStudents will be able to:\r\n<ul>\r\n \t<li>define key comic terminology and recognize its function in narrative structure.<\/li>\r\n \t<li>identify how comic elements contribute to tone, pacing, mood, etc., in <em>Two Roses.<\/em><\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h2>Guiding Questions<\/h2>\r\n<ul>\r\n \t<li>How does the comic format affect how we read and understand a story?<\/li>\r\n \t<li>How can comic devices create meaning?<\/li>\r\n<\/ul>\r\n<h2>Materials<\/h2>\r\n<ul>\r\n \t<li>copies of <em>Two Roses<\/em><\/li>\r\n \t<li>copies of the Comic Terminology Worksheet <a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/L4.2b_Handout_ComicTerminologyWorksheet.pdf\">Handout_ComicTerminologyWorksheet<\/a><\/li>\r\n \t<li>copies of the Comic Device Analysis Worksheet <a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/L4.2a_Handout_ComicDeviceAnalysisWorksheet.pdf\">Handout_ComicDeviceAnalysisWorksheet<\/a><\/li>\r\n \t<li>laptop and projector<\/li>\r\n \t<li>Comic Terminology Slideshow <a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/L4.2c_ComicTerminologySlideshow.pdf\">ComicTerminologySlideshow<\/a><\/li>\r\n<\/ul>\r\n<h2>Preparation<\/h2>\r\nEnsure students have copies of <em>Two Roses<\/em>, and make sure you have the digital version open on your computer. Prepare the Comic Terminology Worksheet and Device Analysis Worksheet.\r\n<h2>Lesson Activities<\/h2>\r\n<h3>Introduction<\/h3>\r\nBegin by asking students their impressions of <em>Two Roses. <\/em>Encourage them to reflect on how the comic format affected their reading experience. In other words, how did this experience differ from reading prose?\r\n<h3>Comics Terminology<\/h3>\r\nHand out the Comic Terminology Worksheet. Go through the accompanying slide show (Comic Terminology Slideshow) and have students write down the definitions for each term. Have students think about how the size, colour, and\/or placement of devices can affect meaning.\r\n\r\nPose this or a similar question: If a panel is small and cramped, what feeling might that create? If a gutter is wide and empty, what might that silence suggest?\r\n<h3>Device Analysis<\/h3>\r\nDivide the students into groups of 3\u20134 and assign each group one device from the list. In their groups, students must find at least two examples from <em>Two Roses <\/em>where their assigned device is used to convey meaning outside of its basic function.\r\n\r\nHave one group member keep track of the page number and their notes.\r\n\r\nAfter 10 minutes, have each group share their analysis with the class while you project the page on the screen.\r\n<h3>Comic Device Analysis \u2013 Individual Practice<\/h3>\r\nHand out the individual practice sheet. Students will complete the Comic Device Analysis Worksheet using <em>Two Roses. <\/em>Circulate the classroom and provide assistance where needed. If students do not complete this sheet, it will be assigned as homework.\r\n<h2>Conclusion<\/h2>\r\nFive minutes before class ends, ask students to think about one new thing they learned about analyzing comics today. Have them think-pair-share and then call on a few students to share their ideas. Before they leave, remind them of their homework.\r\n<h2>Additional Resources<\/h2>\r\n<a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/L4.2a_Handout_ComicDeviceAnalysisWorksheet.pdf\">L4.2a_Handout_ComicDeviceAnalysisWorksheet<\/a>\r\n\r\n<a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/L4.2b_Handout_ComicTerminologyWorksheet.pdf\">L4.2b_Handout_ComicTerminologyWorksheet<\/a>\r\n\r\n<a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/L4.2c_ComicTerminologySlideshow.pdf\">L4.2c_ComicTerminologySlideshow<\/a>","rendered":"<p>In this lesson, students will explore how comic devices create meaning. Through guided discussion, group analysis, and individual practice, students will strengthen their understanding of how <em>Two Roses<\/em> uses visual elements to communicate deeper ideas.<\/p>\n<p>Lesson aim: To deepen students\u2019 understanding of how comics use visual techniques to communicate complex ideas and present deeper meanings.<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Students will be able to:<\/p>\n<ul>\n<li>define key comic terminology and recognize its function in narrative structure.<\/li>\n<li>identify how comic elements contribute to tone, pacing, mood, etc., in <em>Two Roses.<\/em><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2>Guiding Questions<\/h2>\n<ul>\n<li>How does the comic format affect how we read and understand a story?<\/li>\n<li>How can comic devices create meaning?<\/li>\n<\/ul>\n<h2>Materials<\/h2>\n<ul>\n<li>copies of <em>Two Roses<\/em><\/li>\n<li>copies of the Comic Terminology Worksheet <a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/L4.2b_Handout_ComicTerminologyWorksheet.pdf\">Handout_ComicTerminologyWorksheet<\/a><\/li>\n<li>copies of the Comic Device Analysis Worksheet <a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/L4.2a_Handout_ComicDeviceAnalysisWorksheet.pdf\">Handout_ComicDeviceAnalysisWorksheet<\/a><\/li>\n<li>laptop and projector<\/li>\n<li>Comic Terminology Slideshow <a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/L4.2c_ComicTerminologySlideshow.pdf\">ComicTerminologySlideshow<\/a><\/li>\n<\/ul>\n<h2>Preparation<\/h2>\n<p>Ensure students have copies of <em>Two Roses<\/em>, and make sure you have the digital version open on your computer. Prepare the Comic Terminology Worksheet and Device Analysis Worksheet.<\/p>\n<h2>Lesson Activities<\/h2>\n<h3>Introduction<\/h3>\n<p>Begin by asking students their impressions of <em>Two Roses. <\/em>Encourage them to reflect on how the comic format affected their reading experience. In other words, how did this experience differ from reading prose?<\/p>\n<h3>Comics Terminology<\/h3>\n<p>Hand out the Comic Terminology Worksheet. Go through the accompanying slide show (Comic Terminology Slideshow) and have students write down the definitions for each term. Have students think about how the size, colour, and\/or placement of devices can affect meaning.<\/p>\n<p>Pose this or a similar question: If a panel is small and cramped, what feeling might that create? If a gutter is wide and empty, what might that silence suggest?<\/p>\n<h3>Device Analysis<\/h3>\n<p>Divide the students into groups of 3\u20134 and assign each group one device from the list. In their groups, students must find at least two examples from <em>Two Roses <\/em>where their assigned device is used to convey meaning outside of its basic function.<\/p>\n<p>Have one group member keep track of the page number and their notes.<\/p>\n<p>After 10 minutes, have each group share their analysis with the class while you project the page on the screen.<\/p>\n<h3>Comic Device Analysis \u2013 Individual Practice<\/h3>\n<p>Hand out the individual practice sheet. Students will complete the Comic Device Analysis Worksheet using <em>Two Roses. <\/em>Circulate the classroom and provide assistance where needed. If students do not complete this sheet, it will be assigned as homework.<\/p>\n<h2>Conclusion<\/h2>\n<p>Five minutes before class ends, ask students to think about one new thing they learned about analyzing comics today. Have them think-pair-share and then call on a few students to share their ideas. Before they leave, remind them of their homework.<\/p>\n<h2>Additional Resources<\/h2>\n<p><a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/L4.2a_Handout_ComicDeviceAnalysisWorksheet.pdf\">L4.2a_Handout_ComicDeviceAnalysisWorksheet<\/a><\/p>\n<p><a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/L4.2b_Handout_ComicTerminologyWorksheet.pdf\">L4.2b_Handout_ComicTerminologyWorksheet<\/a><\/p>\n<p><a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/L4.2c_ComicTerminologySlideshow.pdf\">L4.2c_ComicTerminologySlideshow<\/a><\/p>\n","protected":false},"author":1929,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[50],"contributor":[],"license":[],"class_list":["post-158","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":110,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/158","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/users\/1929"}],"version-history":[{"count":4,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/158\/revisions"}],"predecessor-version":[{"id":372,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/158\/revisions\/372"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/parts\/110"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/158\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/media?parent=158"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapter-type?post=158"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/contributor?post=158"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/license?post=158"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}