Analyzing Graphic Novels
“Reading Lessons: Graphic Novels 10,1” by Hollis Rudiger, serves as a teaching tool to reading graphic novels for adults. Rudiger informs the reader why adults have a hard time reading comics after learning to read novels. Adults start to believe that reading words is the only method of reading information. However, this is one of many ways humans read. As children, we read pictures before we can read words. Rudiger tells her audience that adults reading graphic novels must start to read like a child to fully experience the work. After Rudiger explains why adults have to learn how to read graphic novels, she presents her audience with a few pages from Kazu Kibuishi’s graphic novel, Daisy Kutter: The Last Train (see below). Pictures often carry more meaning than the words used. Teach your students to look beyond the words on the page and to view the pictures as words so we can see the full meaning.
Our students are young adults and they may need assistance in reading these panels in your classroom. High school students need to learn how to assess graphic novels because they need to learn how to read both pictures and text together. The teacher can present the strategies Rudiger uses with Maus to show her or his students how to read the panels Art Spiegelman designed. This will help teach students to study the panels closely and to take in every detail, rather than rely on first glance and the words listed.
Below are some examples of comics and how to analyze the pictures.
Our students are young adults and they may need assistance in reading these panels in your classroom. High school students need to learn how to assess graphic novels because they need to learn how to read both pictures and text together. The teacher can present the strategies Rudiger uses with Maus to show her or his students how to read the panels Art Spiegelman designed. This will help teach students to study the panels closely and to take in every detail, rather than rely on first glance and the words listed.
Below are some examples of comics and how to analyze the pictures.
Activity
Picture Referenced
Show your students these examples, and review it with them.
In panel one, the girl is sitting and looking at the clock ticking. What could that mean? Is she waiting on something or someone? Is she just bored and watching time go by? She is at a store. Does she work there?
In these next two panels we see the girl looking upset. What is she upset about? Then we see the clock ticking again. Why is there a close up on both the clock and her face again?
The author zooms in more. Why does this happen? The girl'e expression has changed some, why? It gets very close to the clock and her eye again, what do you think is happening?
Im this panel, she sighs. Did something not happen? What does this mean? The clock is still ticking.
In panel one, the girl is sitting and looking at the clock ticking. What could that mean? Is she waiting on something or someone? Is she just bored and watching time go by? She is at a store. Does she work there?
In these next two panels we see the girl looking upset. What is she upset about? Then we see the clock ticking again. Why is there a close up on both the clock and her face again?
The author zooms in more. Why does this happen? The girl'e expression has changed some, why? It gets very close to the clock and her eye again, what do you think is happening?
Im this panel, she sighs. Did something not happen? What does this mean? The clock is still ticking.
Picture Referenced
Why does someone put a shirt over the clock? We can assume it was the girl since she is the only person we've met so far.
Now she is sweeping. Why do the panels overlap with the clock?
Now she looks bored again and is sitting quietly. Why is there a sign that says they can refuse service to people?
Does she see something? What is that glance for?
There is a target on the wall. What is the point of a target?
Picture Referenced
Now there are dart guns shown on a hook. These are probably sold in the store. We see movement, and then just one gun. Where did the other one go?
Daisy is now holding one of the guns. and is in motion.
She is aiming. Is she shooting at someone or something?
She shoots at the wall, and something is sticking out. Is that the target. What did she shoot?
The target is shown and she looks like she hit the center.
What is her expression saying?
This can be used as a guide to help teach the students about reading into the pictures. Since students are very used to watching television and videos, they may find this analyzing to be effortless. However, have the students analyze why the author chooses to place certain images in the picture so they can fully comprehend what the author is saying.