Reading Graphic Narratives
The goal of this lesson is to familiarize students with visual narratives as a unique medium and mode of storytelling.
Learning Objectives
Students will be able to:
- understand that visual narratives are distinct from other media.
- understand how their distinct form shapes their content and message.
- identify and articulate the key features of visual narratives, and how they function.
- appreciate the breadth and variety of many different kinds of visual narratives.
- interpret various visual narratives, discussing their interpretations while adhering to a trauma-informed pedagogy.
Guiding Questions
- What makes graphic narratives a unique medium?
Preparation
Individually or in a previous class, watch the video, “Understanding Comics,” by Scott McCloud.
Print sample pages of graphic narratives to hang around the classroom. Each sample page is a station. Provide a way for students to annotate the pages: display the sample pages on a large sheet of paper, give students sticky notes, or offer another note-taking option.
Introduction
Begin with the mood meter.
Ask the class how familiar they are with graphic narratives using the one-to-five finger scale or hands up. If “graphic narrative” doesn’t provoke a response, try the terms “graphic novel” and “comic book.”
Lesson Activities
How to Read Comics: Gallery Walk
Begin by reviewing “Understanding Comics” with Scott McCloud.
Break students into groups of no more than four. Have groups rotate through each station, writing comments and questions about things they notice in the sample pages. Ask students to think specifically about how the samples demonstrate the unique language of visual narrative/comics. While each page typifies one aspect of the medium, there is overlap between pages (they use similar techniques to accomplish different things).
For a more detailed breakdown of what to look for, review the suggested sample pages. See the Handout: Reading Graphic Narratives.
After each group has rotated through each station, adding written notes, groups will revisit the stations to review their peers’ questions and comments.
Keeping students in their groups, and giving them time to prepare answers to prompting questions, facilitate a class discussion.
Suggested questions:
- What were some things you noticed all the pages had in common?
- Which page(s) stood out to you and why?
- How might these stories need to change if told through a different medium (film, novel, etc.)?
You may also wrap-up the activity by showing students the two images from Red: A Haida Manga as an example of a book that breaks with the typical conventions of the form. It can be useful to see how varied the medium can be.
Conclusion
Revisit the mood meter, asking students to reflect on how the lesson has affected their mood.
Once students are feeling grounded, and before moving to the reflection exit slip, we recommend you prepare students for the challenging content in the next lesson. Let them know what to expect so they feel prepared to take it on, and reiterate that their emotional wellbeing is the priority. Discussing the lesson in advance will help students confront the challenging subject matter.
Wrap-up with an exit slip reflection.
Extension
Exit slip suggested prompts:
- What are some advantages and disadvantages to communicating trauma through visual/graphic narratives over other forms such as films, non-visual text (novels, memoirs, poetry), etc.?
- We may think of graphic narratives as a less serious form of literature, being closely associated with things like superheroes or newspaper comic strips. How do you feel about very serious subject matter such as the Holocaust being represented in this form? Do you think the graphic narrative is an appropriate medium?
- What was your understanding of comics or graphic narratives before this lesson? How has your understanding changed? Give specific examples.
Note: Students need not answer all questions—it is in keeping with a trauma-informed practice to offer students their choice of prompt.
