Maybe More Than the Reading, I Enjoyed the Pictures. I Was Raised in a Strictly Spanish-Speaking Household, Where English Was Only My Second Language at School
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Graphic Novels for Children and Teens
J/YA Graphic Novel Titles The 9/11 Report: A Graphic Adaptation Sid Jacobson Hill & Wang Gr. 9+ Age of Bronze, Volume 1: A Thousand Ships Eric Shanower Image Comics Gr. 9+ The Amazing “True” Story of a Teenage Single Mom Katherine Arnoldi Hyperion Gr. 9+ American Born Chinese Gene Yang First Second Gr. 7+ American Splendor Harvey Pekar Vertigo Gr. 10+ Amy Unbounded: Belondweg Blossoming Rachel Hartman Pug House Press Gr. 3+ The Arrival Shaun Tan A.A. Levine Gr. 6+ Astonishing X-Men Joss Whedon Marvel Gr. 9+ Astro City: Life in the Big City Kurt Busiek DC Comics Gr. 10+ Babymouse Holm, Jennifer Random House Children’s Gr. 1-5 Baby-Sitter’s Club Graphix (nos. 1-4) Ann M. Martin & Raina Telgemeier Scholastic Gr. 3-7 Barefoot Gen, Volume 1: A Cartoon Story of Hiroshima Keiji Nakazawa Last Gasp Gr. 9+ Beowulf (graphic adaptation of epic poem) Gareth Hinds Candlewick Press Gr. 7+ Berlin: City of Stones Berlin: City of Smoke Jason Lutes Drawn & Quarterly Gr. 9+ Blankets Craig Thompson Top Shelf Gr. 10+ Bluesman (vols. 1, 2, & 3) Rob Vollmar NBM Publishing Gr. 10+ Bone Jeff Smith Cartoon Books Gr. 3+ Breaking Up: a Fashion High graphic novel Aimee Friedman Graphix Gr. 5+ Buffy the Vampire Slayer (Season 8) Joss Whedon Dark Horse Gr. 7+ Castle Waiting Linda Medley Fantagraphics Gr. 5+ Chiggers Hope Larson Aladdin Mix Gr. 5-9 Cirque du Freak: the Manga Darren Shan Yen Press Gr. 7+ City of Light, City of Dark: A Comic Book Novel Avi Orchard Books Gr. -
Check All That Apply)
Form Version: February 2001 EFFECTIVE TERM: Fall 2003 PALOMAR COLLEGE COURSE OUTLINE OF RECORD FOR DEGREE CREDIT COURSE X Transfer Course X A.A. Degree applicable course (check all that apply) COURSE NUMBER AND TITLE: ENG 290 -- Comic Books As Literature UNIT VALUE: 3 MINIMUM NUMBER OF SEMESTER HOURS: 48 BASIC SKILLS REQUIREMENTS: Appropriate Language Skills ENTRANCE REQUIREMENTS PREREQUISITE: Eligibility for ENG 100 COREQUISITE: NONE RECOMMENDED PREPARATION: NONE SCOPE OF COURSE: An analysis of the comic book in terms of its unique poetics (the complicated interplay of word and image); the themes that are suggested in various works; the history and development of the form and its subgenres; and the expectations of comic book readers. Examines the influence of history, culture, and economics on comic book artists and writers. Explores definitions of “literature,” how these definitions apply to comic books, and the tensions that arise from such applications. SPECIFIC COURSE OBJECTIVES: The successful student will: 1. Demonstrate an understanding of the unique poetics of comic books and how that poetics differs from other media, such as prose and film. 2. Analyze representative works in order to interpret their styles, themes, and audience expectations, and compare and contrast the styles, themes, and audience expectations of works by several different artists/writers. 3. Demonstrate knowledge about the history and development of the comic book as an artistic, narrative form. 4. Demonstrate knowledge about the characteristics of and developments in the various subgenres of comic books (e.g., war comics, horror comics, superhero comics, underground comics). 5. Identify important historical, cultural, and economic factors that have influenced comic book artists/writers. -
When the Superheroes Emerged in the Late 1930S and Early 1940S They
Kameshia Shepherd The Superhero Genre: Exhibitions Which Explore the Identities, Costumes, and Missions of the Superheroes When the superheroes emerged in the late 1930s and early 1940s they had dual identities, sidekicks, powers and abilities, arch-villains, a costume, a moral code, and a top-secret headquarters but a lawsuit in 1940 established identity, power, and mission as the fundamental attributes of the superhero genre. According to Peter Coogan in Superhero: The Secret Origin of a Genre, Judge Learned Hand estab- lished these three elements in a copyright and infringement lawsuit between two comic book companies. In the case of Detective Comics, Inc. v. Bruns Publica- tions, Inc., DC Comics filed a suit which claimed that Bruns Publication’s super- hero Wonder Man was a duplicate of their character Superman. Judge Learned Hand agreed and stated in his ruling that Wonder Man copied Superman’s dual identities, various powers, and pro-social mission. Based on this copyright law- suit, Coogan argued that Judge Hand had unknowingly provided the definitional characteristics of a superhero.1 Coogan took Judge Hand’s interpretation a step further by combing all of the elements of Hand’s verdict to comprise his own definition. Coogan’s superhero is: A heroic character with a selfless, pro-social mission; with superpowers-extraordinary abilities, advanced technology, or highly developed physical, mental, or mystical skills; who has a superhero identity embodied in a codename and iconic costume, which typi- cally expresses his [or her] biography, -
Jewish Comics; Or, Visualizing Current Jewish Narrative
I Jewish Comics + Jewish Comics; Or, Visualizing Current Jewish Narrative Derek Parker Royal Executive Editor, Philip Roth Studies Over the past several years, there has been rapidly growing interest in Jews and comics-not comics of the Groucho Marx, Woody Allen, and Jerry Seinfeld variety, but those as presented on the paneled pages of the newspaper funnies, comic books, and graphic novels.1 In the past four years alone, there have been no less than seven tides devoted exclusively to the history and analysis ofJews and comic art, and these books do not even include the many recent com ics-related texts with substantive portions devoted to specific Jewish authors.2 1"Graphic novel" is a term that is not without its problems, but I am using it here not only because of its widespread common use, but also to distinguish it from comic books as a publication format or delivery system. In this sense, "comics" applies to the medium as a whole, regardless of the form it takes (e.g., the editorial cartoon, the single-panel gag, the newspaper comic strip, the comic book, and the graphic novel). Furthermore, I use "graphic novel" to refer to long-form comics-as opposed to the typical American comic book which runs 32-36 pages-regardless of genre. This could include long works of fictional comics that are "novelistic" in scope, collected issues of previously published comic books or strips, comic memoirs, comics-based journalism, and even expository comics. 2Recenr books devoted solely to Jews and comics include Simcha Weinstein, Up, Up, and Oy -
The Memory and Legacy of Trauma in Art Spiegelman's Maus Author(S): Puneet Kohli Source: Prandium - the Journal of Historical Studies, Vol
The Memory and Legacy of Trauma in Art Spiegelman's Maus Author(s): Puneet Kohli Source: Prandium - The Journal of Historical Studies, Vol. 1, No. 1 (Spring, 2012). Published by: The Department of Historical Studies, University of Toronto Mississauga Stable URL: http://jps.library.utoronto.ca/index.php/prandium/editor/submission/16285/ Prandium: The Journal of Historical Studies 1 The Memory and Legacy of Trauma in Art Spiegelman’s Maus “Historical understanding is like a vision, or rather like an evocation of images”1 Amongst the plethora of Holocaust literature, monuments, films, documentaries, and exhibitions, Art Spiegelman’s graphical representation of the Holocaust and its memory in Maus I and II is one of the most poignant, striking, and creative. Groundbreaking in his approach, Spiegelman reinterprets and expands both the comic form and traditional mediums of telling history to express and relate the history of his survivor-father. Spiegelman also explores and addresses the burden and legacy of traumatic memory on second-generation survivors. Interweaving a variety of genres, characterizations, temporalities, and themes, Maus depicts the process of, and Spiegelman’s relationship to, remembrance through a combination of images and text. This paper situates Spiegelman’s work within the framework of second-generation Holocaust literature and post-memory, and will discuss the debate regarding Spiegelman’s representation of the memory process and the Holocaust in the comic medium, along with his use of animal characters instead of humans. Moreover the essay will critically analyze and enumerate the various themes within Maus such as the relation between past and present and the recording of memory. -
Graphic Novels in Academic Libraries: from Maus to Manga and Beyond
This article is a post-print copy. The final published article can be accessed at: O’English, L. Matthews, G., & Blakesley, E. (2006). Graphic novels in academic libraries: From Maus to manga and beyond. Journal of Academic Librarianship, 32(2). https://doi.org/10.1016/j.acalib.2005.12.002. Graphic Novels in Academic Libraries: From Maus to Manga and Beyond Lorena O’English Social Sciences Reference/Instruction Librarian Washington State University Libraries PO Box 645610 Pullman WA 99164-5610 [email protected] J. Gregory Matthews Cataloging Librarian Washington State University Libraries PO Box 645610 Pullman WA 99164-5610 [email protected] Elizabeth Blakesley Lindsay Assistant Dean, Public Services and Outreach Former Head, Library Instruction Washington State University Libraries PO Box 645610 Pullman WA 99164-5610 [email protected] 1 Graphic Novels in Academic Libraries: From Maus to Manga and Beyond Abstract This article addresses graphic novels and their growing popularity in academic libraries. Graphic novels are increasingly used as instructional resources, and they play an important role in supporting the recreational reading mission of academic libraries. The article will also tackle issues related to the cataloging and classification of graphic novels and discuss ways to use them for marketing and promotion of library services. A Brief Introduction to Graphic Novels Graphic novels grew out of the comic book movement in the 1960s and came into existence at the hands of writers who were looking to use the comic book format to address -
Superhero Comics: Artifacts of the U.S. Experience Dr
Superhero Comics: Artifacts of the U.S. Experience Dr. Julian C. Chambliss Sequential SmArt: A Conference on Teaching with Comics, May 19, 2012 Julian Chambliss is Associate Professor of History at Rollins College. n the last two decades, comic books and comic book heroes have experienced increased scholarly I interest. This attention has approached comic books and characters as myth, sought context of the superhero archetype, and used comic books as cultural markers for postwar America. What all of these efforts share is an acknowledgement that comic books and superheroes offer a distinct means to understand U. S. culture.1 The place of comic books in contemporary discussion of the American experience has been seen as space linked to popular culture. The comic book genre, especially its most popular aspect, the superhero, uses visual cues to reduce individual characters into representations of cultural ideas. This process has allowed characters to become powerful representations of nationalism (Superman), or the search for societal stability (Batman), or struggles over femininity (Wonder Woman). Scholars have established the importance of heroic characterization as a means to inform societal members about collective expectations and behavioral ideas.2 In many ways, the use of comics in the classroom has become standardized over the last few years as teachers have discovered the medium’s ability to engage students. Indeed, academic conferences like this one have grown in number as scholars have rediscovered what we all know: kids who read comics tend to go on and read other material.3 Perhaps the most visible and lauded use of comics is in the History classroom, following the pattern established with the successful integration of comics focused on war and politics, found notably in Maus by Art Spiegelman and, more recently, in Alan’s War: The Memories of G.I. -
The Holocaust and Anti-Semitism in Jewish Made Comic Books, 1963
Why Don’t We Talk About It? : The Holocaust and Anti-Semitism in Jewish Made Comic Books 1963-1989 By Cameron Fontaine “My parents didn’t talk in any coherent or comprehensive way about what they had lived through. It was always a given that they had lived through “the War” which was their term for the Holocaust. I don’t even think I heard the word Holocaust until the late 70’s but I was aware of “the War” as long as I was aware of anything.” - Art Spiegelman1 As Spiegelman wrote in Meta Maus, his parents really did not directly refer to or openly discuss the Holocaust until the late seventies. There was a similar trend in the comics industry. Many of the artists and writers in the early days of comics were Jewish immigrants or born into a Jewish immigrant families. So the question raised is why is to why is no one talking about the Holocaust? Why is there so little discussion of the hardships faced by Jewish immigrants? There are a couple of reasons why these themes do not emerge until later in comics. The Jewish immigrant experience and the legacy of the Holocaust were unpleasant themes not suited for the stringent guidelines of the Comics Code established in 1954. While themes of Jewish identity were discussed under the code they were not openly discussed until the abandonment of the code in the late 1970’s and early 80’s. Comic creators discussed a myriad of different issues through the medium since the first issue of Action Comics. -
The Politics of Truth and Reconciliation in Post-Conflict Comics
Redwood, H. and Wedderburn, A. (2019) A cat-and-Maus game: the politics of truth and reconciliation in post-conflict comics. Review of International Studies, 45(4), pp. 588-606. (doi: 10.1017/s0260210519000147). This is the author’s final accepted version. There may be differences between this version and the published version. You are advised to consult the publisher’s version if you wish to cite from it. http://eprints.gla.ac.uk/210169/ Deposited on: 19 February 2020 Enlighten – Research publications by members of the University of Glasgow http://eprints.gla.ac.uk A CAT-AND-MAUS GAME: THE POLITICS OF TRUTH AND RECONCILIATION IN POST-CONFLICT COMICS Henry Redwood, King’s College London A: The Strand, London, WC2R 2LS, UK. E: [email protected] BIO: Henry Redwood is an ESRC post-doctoral fellow in the Department of War Studies, King's College London. Alister Wedderburn, Australian National University. A: 130 Garran Road, Canberra, ACT, Australia. E: [email protected] BIO: Alister Wedderburn is the John Vincent Postdoctoral Research Fellow in International Relations at the Australian National University. ACKNOWLEDGMENTS: Previous iterations of this paper were read by Tim Aistrope, Claudia Aradau, Lindsay Clark, Kyle Grayson, Luke Hennessy, Rachel Kerr, Rhiannon Nielsen, Dave Norman and Ben Zala. We are grateful to all of them for their engagement. Thanks are also owed to the RIS editorial team and the three reviewers for their constructive and generous stewardship. Sierrarat is reproduced here with the permission of John Caulker. MAUS: A Survivor’s Tale: My Father Bleeds History, Copyright © Art Spiegelman, 1973, 1980, 1981, 1982, 1983, 1984, 1985, 1986. -
Stony Brook University
SSStttooonnnyyy BBBrrrooooookkk UUUnnniiivvveeerrrsssiiitttyyy The official electronic file of this thesis or dissertation is maintained by the University Libraries on behalf of The Graduate School at Stony Brook University. ©©© AAAllllll RRRiiiggghhhtttsss RRReeessseeerrrvvveeeddd bbbyyy AAAuuuttthhhooorrr... The Graphic Memoir and the Cartoonist’s Memory A Dissertation Presented by Alice Claire Burrows to The Graduate School in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Comparative Literature Stony Brook University August 2016 Stony Brook University The Graduate School Alice Claire Burrows We, the dissertation committee for the above candidate for the Doctor of Philosophy degree, hereby recommend acceptance of this dissertation. _________________________________________________________ Raiford Guins, Professor, Chairperson of Defense _________________________________________________________ Robert Harvey, Distinguished Professor, Cultural Analysis & Theory, Dissertation Advisor _________________________________________________________ Krin Gabbard, Professor Emeritus, Cultural Analysis & Theory _________________________________________________________ Sandy Petrey, Professor Emeritus, Cultural Analysis & Theory _________________________________________________________ David Hajdu, Associate Professor, Columbia University, Graduate School of Journalism This dissertation is accepted by the Graduate School ___________________________ Charles Taber Dean of the Graduate School ii Abstract of the Dissertation -
Superhero History: Using Comic Books to Teach U.S. History
Katherine C. Aiken Superhero History: Using Comic Books to Teach U.S. History aptain America recently vis- the comic books that have fulfilled ited my home state of Idaho. that function, superhero comics have CTo be more precise, in early occupied a special place ever since February 2010, readers of issue #602 Superman first came on the scene of Captain America learned that the in 1938. For teachers seeking to use superhero's evil double, also call- new types of approaches to engage ing himself Captain America, was students, superhero comics offer a in Boise, plotting with a right-wing suprisingly valuable window into mihtia-type organization called the twentieth century U.S. history. In Watchdogs. Meanwhile, the good addition, as uniquely American in- Captain America, joined by African ventions' they are particularly appro- American superhero Falcon, arrived priate for American history courses in town to infiltrate the group and foil (3). In my classes, I like to focus on their plans. Hiding atop a building on three of the most popular superhe- the main street, the good guys saw a roes of all time in order to suggest crowd of angry protesters, presum- ways in which they provide insights ably Watchdog sympathizers who into shifting historical contexts and bore a striking resemblance to the ongoing themes: Captain America, conservative Tea Party activists who Wonder Woman, and Spider-Man. appeared on the scene this past year. Captain America and Wonder Wom- In the sea of white faces, one could an both first appeared during World spot placards with slogans including War II and have continued to mirror "No New Taxes." "Stop the Social- developments in the wider American ists." and "Tea Bag the Libs Before society. -
The Depiction of Jewish People's Struggle Against Negative
THE DEPICTION OF JE:,SH 3E23/E‘S STR8GG/E AGAINST NEGATIVE STEREOTYPES IN ART SP,EGE/MA1‘S GRA3H,C 129E/ MAUS Nasti Mudita Study Program of English, Faculty of Cultural Studies, Universitas Brawijaya ABSTRACT Jewish people have been facing discrimination and negative stereotyping for ages. Conflicts between the majority and Jewish communities, propagated by racial prejudice, result in violent acts committed by the society to isolate the Jews. MAUS is a biography of Art Spiegelman‘s father, 9ladeN Spiegelman, which tells about his experience in surviving the persecution of Jewish people in Poland during :orld :ar ,,, and also about Art Spiegelman‘s efforts to defy the lingering stereotypes of Jewish people in the present. This research is conducted to analyze the acts of discrimination and negative stereotyping against -ews and the author‘s efforts to defy them. Sociological approach is utilized in this research in order to explain the root of prejudice and discrimination against Jewish people, as well as the negative stereotypes labeled to them. The finding of this research shows that Vladek Spiegelman, the main character, faced various violent discriminatory acts inflicted against Jews due to the 1azi‘s racial propaganda. The propaganda affected the majority by creating an ingroup-outgroup bias, thus forcing the minority Jews into isolation. Nevertheless, Vladek Spiegelman survived using cunningness and hard-work ethic; both are stereotypes highly associated with Jews. On the other hand, Art Spiegelman faced difficulties in portraying his father in the graphic novel, since Vladek Spiegelman‘s aforementioned positive traits becomes negative in the present. The father-and-son conflict brought Art Spiegelman into self-doubting his identity as a Jew.