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Working Out Comics
Abstract
This paper continues the argument for comics, especially graphic novels and manga (Japanese comics), to be taken seriously as a valid art form and as a source for work at all levels of art education. [1] Specific case studies demonstrate how these ambitions might be realised in practice in the form of classroom comic / graphic novel based projects in primary and secondary schools. Three have been singled out for consideration and each deals with issues affecting comics in education, such as the question of ‘derivative’ work, assessment and interpreting pre-existing texts. The capability of comic-based projects to successfully accommodate wider social issues like gender construction also come under scrutiny. The resulting works are analysed in the context of the prevailing education culture and highlight the difficulties of applying established assessment criteria to projects of this type.
In this final chapter we intend to present a possible interpretation of the results of our international research study about the interests of young people aged 15-18 years old as they are depicted in their drawings. During two years, 1613 drawings were collected from schools in Israel (78 drawings), Japan (123), USA (31), Hungary (400), Mozambique (38), Australia (64), Brazil (242), Spain (62), Croatia (150), Hong Kong (35), Greece (200) and Portugal (190). We selected a few of them to try to understand possible meanings and content. By looking at or listening to the drawings we realised the unique value and the need for understanding young peoples' own culture, and the influences behind them.Teresa Torres de Eca, Rachel Kroupp and Bick Har Lam (Eds).
Learning to Teach Art and Design in the Secondary School advocates art, craft and design as useful, critical, transforming, and therefore fundamental to a plural society. It offers a conceptual and practical framework for understanding the diverse nature of art and design in education at KS3 and the 14-19 curriculum. It provides support and guidance for learning and teaching in art and design, suggesting strategies to motivate and engage pupils in making, discussing and evaluating visual and material culture. With reference to current debates, Learning to Teach Art and Design in the Secondary School explores a range of approaches to teaching and learning, it raises issues, questions orthodoxies and identifies new directions. The chapters examine: ways of learning. planning and resourcing. attitudes to making. critical studies. values and critical pedagogy. The book is designed to provide underpinning theory and address issues for student teachers on PGCE and initial teacher education courses in Art and Design. It will also be of relevance and value to teachers in school with designated responsibility for supervision. © 2000, 2007, 2015 selection and editorial content, Nicholas Addison and Lesley Burgess. All rights reserved.
The struggle to establish more democratic education pedagogies has a long history in the politics of mainstream education. This book argues for the significance of the creative arts in the establishment of social justice in education, using examples drawn from a selection of contemporary case studies including Japanese applied drama, Palestinian teacher education and Room 13 children's contemporary art. Jeff Adams and Allan Owens use their research in practice to explore creativity conceptually, historically and metaphorically within a variety of UK and international contexts, which are analysed using political and social theories of democratic and relational education. Each chapter discusses the relationship between models of democratic creativity and the cultural conditions in which they are practised, with a focus on new critical pedagogies that have developed in response to neoliberalism and marketization in education. The book is structured throughout by the theories, practices and the ideals that were once considered to be foundational for education: democratic citizenship and a just society. Creativity and Democracy in Education will be of key interest to postgraduate students, researchers, and academics in the field of education, especially those interested in the arts and creativity, democratic learning, teacher education, cultural and organisational studies, and political theories of education.
The paper describes a project for Liverpool John Moores University PGCE Art and Design students in which they carried out practical research into comics and graphic novels as part of their preparation for teaching. The students were encouraged to investigate the history of the genre, its formal properties as well as its potential as a vehicle for social realism. The practical task was to prepare a single comic book page design, in the course of which they explored a range of possibilities from imaginative children's stories to serious issues such as illness and abuse. They took the opportunity to investigate the potential of this sequential medium to construct narratives using devices such as sequence, repetition and multiple perspectives as well as the juxtapositions of image and text. The paper contains examples of students' work where the investigations yielded interesting and innovative results.
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