On the forefront of every teachers’ mind is “How can I cover curriculum while still making it fun?”
To this end, Graphic Novels are a tool worthy of strong consideration. The Ontario, Alberta and British Columbia Provincial curriculums' all mention ‘visual text’ as part of their prescribed learning outcomes.
The following are excerpts from each of these Canadian Provincial curriculums' as well as the International Baccalaureate (I.B.) program taught in international schools worldwide.
While any number of Prescribed Learning Outcomes can be achieved with the use of Graphic Novels, depending on the activity and topic, there are a few that specifically address their use.
To this end, Graphic Novels are a tool worthy of strong consideration. The Ontario, Alberta and British Columbia Provincial curriculums' all mention ‘visual text’ as part of their prescribed learning outcomes.
The following are excerpts from each of these Canadian Provincial curriculums' as well as the International Baccalaureate (I.B.) program taught in international schools worldwide.
While any number of Prescribed Learning Outcomes can be achieved with the use of Graphic Novels, depending on the activity and topic, there are a few that specifically address their use.
IB Curriculum Connection
Graphic novels fit into the International Baccalaureate (IB) program. In the Primary Years Programme and the Middle Years Programme, graphic novels help students “learn about and through subject areas” (International Baccalaureate Organization, 2009) across the subjects. For example, in the language curriculum in the Primary Years Programme, visual language is identified as one of the three strands in the subject. Visual language lesson involves not only receptively viewing of materials, but also expressively presenting works by students. In the processes, the students are expected to “involve interpreting, using and constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences” (International Baccalaureate Organization, 2009). Graphic novels are officially itemized as a source of visual language. IB program associates visual language with information and communication technology (ICT) skills that is significant for living in the society.
The students learn how visual images influence meaning and how images and language interact to convey ideas, values and beliefs.
Similarly, Middle Year Programme focuses more on multimodality. Its language lessons include visual interpretation with use of the multimodal resources that connect complex concepts across the subjects. The program identifies that the graphic form possesses different affordance from the one of speech. By using graphic form, the students examine potentials of different communication and representation.
The students learn how visual images influence meaning and how images and language interact to convey ideas, values and beliefs.
Similarly, Middle Year Programme focuses more on multimodality. Its language lessons include visual interpretation with use of the multimodal resources that connect complex concepts across the subjects. The program identifies that the graphic form possesses different affordance from the one of speech. By using graphic form, the students examine potentials of different communication and representation.
Ontario Curriculum Connections
Language
Reading strand has four overall expectations; the first two are easily supported by the use of Graphic Novels.
Students will:
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
(2006, pg. 12)
Specific Strands relating to the Variety of Texts
1.1 read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts, graphic texts , and informational texts (2006, pg. 127)
Similarly the Writing strands also have four overall expectations, but looking at the first three, it is evident that Graphic storytelling would be an appropriate activity to meet curricular goals.
Students will:
1. generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
3. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
(2006, pg. 12)
The specific strand relating to Form:
2.1 write complex texts of different lengths using a wide range of forms (2006, pg . 132)
Arts
Overall Expectation:
D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies;
(2009, pg.143)
Reading strand has four overall expectations; the first two are easily supported by the use of Graphic Novels.
Students will:
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
(2006, pg. 12)
Specific Strands relating to the Variety of Texts
1.1 read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts, graphic texts , and informational texts (2006, pg. 127)
Similarly the Writing strands also have four overall expectations, but looking at the first three, it is evident that Graphic storytelling would be an appropriate activity to meet curricular goals.
Students will:
1. generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
3. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
(2006, pg. 12)
The specific strand relating to Form:
2.1 write complex texts of different lengths using a wide range of forms (2006, pg . 132)
Arts
Overall Expectation:
D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies;
(2009, pg.143)
Alberta Curriculum Connections
Graphic novels fit into the Alberta Program of Studies in many different and creative ways. Being novels, the groundwork for fitting them into the K-6 curriculum begins with the English Language Arts Program of Studies. Five general student outcomes provide the basis for this program of studies. They include:
· Explore thoughts, ideas, feelings and experiences
· Comprehend and respond personally and critically to oral, print and other media texts
· Manage ideas and information
· Enhance the clarity and artistry of communication
· Respect, support and collaborate with others
(http://education.alberta.ca/teachers/program/english.aspx)
Graphic novels provide an engaging forum for students to explore thoughts, ideas and feelings as they connect personal experiences to the curriculum being studied. An example of this would be giving students the option to create a graphic novel during Genius Hour. Genius Hour is designed to allow students to follow their personal learning passion and create a research project presentation in a format of their choice. (geniushour.com) A graphic novel format would also assist students in managing their ideas and information for their projects, thus enhancing the clarity and artistry of communication.
Graphic novel creation includes writing, editing, storyboarding and illustrating. This format lends itself nicely to collaborative projects that foster important group skills such as respecting others work and opinions and supporting each other to complete a project together.
The Alberta Program of Studies for Information and Communication Technology (ICT) draws connections to graphic novels in the following ways:
F.4 - Students will become discerning consumers of mass media and electronic information.
Specific Outcomes:
2.1 recognize that graphics, video and sound enhance communication
2.2 describe how the use of various texts and graphics can alter perception.
P.3 - Students will communicate through multimedia.
Specific Outcomes
2.1create a multimedia presentation, incorporating such features as visual images (clip art, video clips), sounds (live recordings, sound clips) and animated images, appropriate to a variety of audiences and purposes.
(http://education.alberta.ca/teachers/program/ict/programs/division/div2.aspx)
With 21st century learners, the use of technology in the classroom is a given. The creation of the graphic novel as a means to demonstrate learning is a natural fit.
Graphic novels fit into the Alberta Program of Studies in many different and creative ways. Being novels, the groundwork for fitting them into the K-6 curriculum begins with the English Language Arts Program of Studies. Five general student outcomes provide the basis for this program of studies. They include:
· Explore thoughts, ideas, feelings and experiences
· Comprehend and respond personally and critically to oral, print and other media texts
· Manage ideas and information
· Enhance the clarity and artistry of communication
· Respect, support and collaborate with others
(http://education.alberta.ca/teachers/program/english.aspx)
Graphic novels provide an engaging forum for students to explore thoughts, ideas and feelings as they connect personal experiences to the curriculum being studied. An example of this would be giving students the option to create a graphic novel during Genius Hour. Genius Hour is designed to allow students to follow their personal learning passion and create a research project presentation in a format of their choice. (geniushour.com) A graphic novel format would also assist students in managing their ideas and information for their projects, thus enhancing the clarity and artistry of communication.
Graphic novel creation includes writing, editing, storyboarding and illustrating. This format lends itself nicely to collaborative projects that foster important group skills such as respecting others work and opinions and supporting each other to complete a project together.
The Alberta Program of Studies for Information and Communication Technology (ICT) draws connections to graphic novels in the following ways:
F.4 - Students will become discerning consumers of mass media and electronic information.
Specific Outcomes:
2.1 recognize that graphics, video and sound enhance communication
2.2 describe how the use of various texts and graphics can alter perception.
P.3 - Students will communicate through multimedia.
Specific Outcomes
2.1create a multimedia presentation, incorporating such features as visual images (clip art, video clips), sounds (live recordings, sound clips) and animated images, appropriate to a variety of audiences and purposes.
(http://education.alberta.ca/teachers/program/ict/programs/division/div2.aspx)
With 21st century learners, the use of technology in the classroom is a given. The creation of the graphic novel as a means to demonstrate learning is a natural fit.
British Columbia Curriculum Connections
Language
In the British Columbia Language Curriculum for grade 7 they describe the curriculum organizers as follows, notice the mention of ‘visual’ elements. (2006, pg. 5)
The Reading and Viewing section of the curriculum focuses on:
• Purposes – providing opportunities for students to read and view various types of text (written and visual) in order to improve both literal and higher-level comprehension, and to increase fluency in reading
• Features – developing students’ awareness of the different types of written and visual text, the characteristics that distinguish them, and the impact of the stylistic effects used (e.g., rhyme)
B4 demonstrate comprehension of visual texts with specialized features and complex ideas (e.g., visual components of media such as magazines, newspapers, web sites, reference books, graphic novels, broadcast media, videos, advertising and promotional materials)
(2006. pg. 94)
The Writing and Representing section of the curriculum focuses on:
• Purposes – giving students opportunities to create various kinds of texts; personal, imaginative, and informational, including texts that contain a combination of writing and graphic representations
• Strategies – developing students’ repertoire of approaches to creating text,
• Thinking – expanding students’ capacity to set and achieve goals to improve their writing and representing,
• Features – developing students’ command of grammar, spelling, punctuation, and paragraphing, and of the expectations associated with particular forms of writing and representing (e.g., short stories, lab reports, web pages)
C4 create meaningful visual representations for a variety of purposes and audiences that communicate personal response, information, and ideas relevant to the topic, featuring
- development of ideas by making connections to personal feelings, experiences, opinions, and information
- an expressive and individualistic voice
- an organization in which key ideas are evident
(2006. pg. 106)
Art
A4 create images using a variety of materials, technologies, and processes (2010, pg. 40 )
B3 analyse and apply a variety of materials, technologies, and processes to create artworks (2010, pg. 42 )
Technology
- enter, save, modify, and retrieve information using a variety of software
- solve problems using information technology tools and resources
- apply the principles of good design when developing electronic documents
- produce multimedia presentations
- analyse the impact of presentations on the intended audiences
(1996, pg. 46)
In the British Columbia Language Curriculum for grade 7 they describe the curriculum organizers as follows, notice the mention of ‘visual’ elements. (2006, pg. 5)
The Reading and Viewing section of the curriculum focuses on:
• Purposes – providing opportunities for students to read and view various types of text (written and visual) in order to improve both literal and higher-level comprehension, and to increase fluency in reading
• Features – developing students’ awareness of the different types of written and visual text, the characteristics that distinguish them, and the impact of the stylistic effects used (e.g., rhyme)
B4 demonstrate comprehension of visual texts with specialized features and complex ideas (e.g., visual components of media such as magazines, newspapers, web sites, reference books, graphic novels, broadcast media, videos, advertising and promotional materials)
(2006. pg. 94)
The Writing and Representing section of the curriculum focuses on:
• Purposes – giving students opportunities to create various kinds of texts; personal, imaginative, and informational, including texts that contain a combination of writing and graphic representations
• Strategies – developing students’ repertoire of approaches to creating text,
• Thinking – expanding students’ capacity to set and achieve goals to improve their writing and representing,
• Features – developing students’ command of grammar, spelling, punctuation, and paragraphing, and of the expectations associated with particular forms of writing and representing (e.g., short stories, lab reports, web pages)
C4 create meaningful visual representations for a variety of purposes and audiences that communicate personal response, information, and ideas relevant to the topic, featuring
- development of ideas by making connections to personal feelings, experiences, opinions, and information
- an expressive and individualistic voice
- an organization in which key ideas are evident
(2006. pg. 106)
Art
A4 create images using a variety of materials, technologies, and processes (2010, pg. 40 )
B3 analyse and apply a variety of materials, technologies, and processes to create artworks (2010, pg. 42 )
Technology
- enter, save, modify, and retrieve information using a variety of software
- solve problems using information technology tools and resources
- apply the principles of good design when developing electronic documents
- produce multimedia presentations
- analyse the impact of presentations on the intended audiences
(1996, pg. 46)