Superheroes in Comics Studies: a Bibliography Plan
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JKA918 Manga Studies (JB, VT2019) (1) Studying Manga: Introduction to the Research Field Inside and Outside of Japan JB (2007)
JKA918 Manga Studies (JB, VT2019) (1) Studying manga: Introduction to the research field inside and outside of Japan JB (2007), “Considering Manga Discourse: Location, Ambiguity, Historicity”. In Japanese Visual Culture, edited by Mark MacWilliams, pp. 351-369. Armonk, NY: M. E. Sharpe [e-book]; JB (2016), Chapter 8 “Manga, which Manga? Publication Formats, Genres, Users,” in Japanese Civilization in the 21st Century. New York: Nova Science Publishers, ed. Andrew Targowski et al., pp. 121-133; Kacsuk, Zoltan (2018), “Re-Examining the ‘What is Manga’ Problematic: The Tension and Interrelationship between the ‘Style’ Versus ‘Made in Japan’ Positions,” Arts 7, 26; https://www.mdpi.com/2076-0752/7/3/26 (2) + (3) Archiving popular media: Museum, database, commons (incl. sympos. Archiving Anime) JB (2012), “Manga x Museum in Contemporary Japan,” Manhwa, Manga, Manhua: East Asian Comics Studies, Leipzig UP, pp. 141-150; Azuma, Hiroki ((2009), Otaku: Japan’s Database Animals, UP of Minnesota; ibid. (2012), “Database Animals,” in Ito, Mizuko, ed., Fandom Unbound: Otaku Culture in a Connected World, Yale UP, pp. 30–67. [e-book] (4) Manga as graphic narrative 1: Tezuka Osamu’s departure from the ‘picture story’ Pre- reading: ex. Shimada Keizō, “The Adventures of Dankichi,” in Reading Colonial Japan: Text, Context, and Critique, ed. Michele Mason & Helen Lee, Stanford UP, 2012, pp. 243-270. [e-book]; Natsume, Fusanosuke (2013). “Where Is Tezuka?: A Theory of Manga Expression,” Mechademia vol. 8, pp. 89-107 [e-journal]; [Clarke, M.J. (2017), “Fluidity of figure and space in Osamu Tezuka’s Ode to Kirihito,” Journal of Graphic Novels and Comics, 26pp. -
Comics, Graphic Novels, Manga, & Anime
SAN DIEGO PUBLIC LIBRARY PATHFINDER Comics, Graphic Novels, Manga, & Anime The Central Library has a large collection of comics, the Usual Extra Rarities, 1935–36 (2005) by George graphic novels, manga, anime, and related movies. The Herriman. 741.5973/HERRIMAN materials listed below are just a small selection of these items, many of which are also available at one or more Lions and Tigers and Crocs, Oh My!: A Pearls before of the 35 branch libraries. Swine Treasury (2006) by Stephan Pastis. GN 741.5973/PASTIS Catalog You can locate books and other items by searching the The War Within: One Step at a Time: A Doonesbury library catalog (www.sandiegolibrary.org) on your Book (2006) by G. B. Trudeau. 741.5973/TRUDEAU home computer or a library computer. Here are a few subject headings that you can search for to find Graphic Novels: additional relevant materials: Alan Moore: Wild Worlds (2007) by Alan Moore. cartoons and comics GN FIC/MOORE comic books, strips, etc. graphic novels Alice in Sunderland (2007) by Bryan Talbot. graphic novels—Japan GN FIC/TALBOT To locate materials by a specific author, use the last The Black Diamond Detective Agency: Containing name followed by the first name (for example, Eisner, Mayhem, Mystery, Romance, Mine Shafts, Bullets, Will) and select “author” from the drop-down list. To Framed as a Graphic Narrative (2007) by Eddie limit your search to a specific type of item, such as DVD, Campbell. GN FIC/CAMPBELL click on the Advanced Catalog Search link and then select from the Type drop-down list. -
Beowulf: the Graphic Novel Created by Stephen L
ORIGINAL GRAPHIC NOVEL THE GRAPHIC NOVEL TUFSOtTUFJOJOHFSt4UVEBCBLFS Carlos Barrera (order #4973052) 71.204.91.28 THE GRAPHIC NOVEL Carlos Barrera (order #4973052) 71.204.91.28 THE GRAPHIC NOVEL Writer Stephen L. Stern Artist Christopher Steininger Letterer Chris Studabaker Cover Christopher Steininger For MARKOSIA ENTERPRISES, Ltd. Harry Markos Publisher & Managing Partner Chuck Satterlee Director of Operations Brian Augustyn Editor-In-Chief Tony Lee Group Editor Thomas Mauer Graphic Design & Pre-Press Beowulf: The Graphic Novel created by Stephen L. Stern & Christopher Steininger, based on the translation of the classic poem by Francis Gummere Beowulf: The Graphic Novel. TM & © 2007 Markosia and Stephen L. Stern. All Rights Reserved. Reproduction of any part of this work by any means without the written permission of the publisher is expressly forbidden. Published by Markosia Enterprises, Ltd. Unit A10, Caxton Point, Caxton Way, Stevenage, UK. FIRST PRINTING, October 2007. Harry Markos, Director. Brian Augustyn, EiC. Printed in the EU. Carlos Barrera (order #4973052) 71.204.91.28 Beowulf: The Graphic Novel An Introduction by Stephen L. Stern Writing Beowulf: The Graphic Novel has been one of the most fulfilling experiences of my career. I was captivated by the poem when I first read it decades ago. The translation was by Francis Gummere, and it was a truly masterful work, retaining all of the spirit that the anonymous author (or authors) invested in it while making it accessible to modern readers. “Modern” is, of course, a relative term. The Gummere translation was published in 1910. Yet it held up wonderfully, and over 60 years later, when I came upon it, my imagination was captivated by its powerful descriptions of life in a distant place and time. -
Doing Social Sciences Via Comics and Graphic Novels. an Introduction
Re-formats: Envisioning Sociology – peer-reviewed Sociologica. V.15 N.1 (2021) https://doi.org/10.6092/issn.1971-8853/12773 ISSN 1971-8853 Doing Social Sciences Via Comics and Graphic Novels. An Introduction Eduardo Barberis* a Barbara Grüning b a Department of Economics, Society, Politics, University of Urbino Carlo Bo (Italy) b Department of Sociology and Social Research, University of Milan-Bicocca (Italy) Submitted: March 16, 2021 – Revised version: April 25, 2021 Accepted: May 8, 2021 – Published: May 26, 2021 Abstract Visual communication is far from new and is almost as old as the social sciences. In the last decades, the interest in the visual dimension of society as well as towards the visual as expression of local and global cultures increased to the extent that specific disciplinary approaches took root — e.g. visual anthropology and visual sociology. Nevertheless, it seems to us that whereas they are mostly engaged in collecting visual data and analyzing visual cultural products, little attention is paid to one of the original uses of visual mate- rial in ethnographic and social research, that is communicating social sciences. Depart- ing from some general questions, such as how visualizing sociological concepts, what role non-textual stimuli play in sociology, how they differentiate according to the kind of pub- lic, and how we can critically and reflexively assess the social and disciplinary implications of visualizations of empirical research, we collect in the special issues contributions from social scientists and comics artists who materially engaged in the production of social sci- ences via comics and graphic narratives. The article is divided into three parts. -
Graphic Gothic Introduction Julia Round
Graphic Gothic Introduction Julia Round ‘Graphic Gothic’ was the seventh International Graphic Novel and Comics Conference, held at Manchester Metropolitan University in June 2016.1 The event brought together fifty scholars from all over the globe, who explored Gothic under themes such as setting, politics, adaptation, censorship, monstrosity, gender, and corporeality. This issue of Studies in Comics collects selected papers from the conference, alongside expanded versions of the talks given by three of our four keynote speakers: Hannah Berry, Toni Fejzula and Matt Green. It is complemented by a comics section that recalls the conference and reflects the potential of Gothic to inform and inspire as Paul Fisher Davies provides a sketchnoted diary of the event. Defining the Gothic is a difficult task. Baldick and Mighall (2012: 273) note that much of the relevant scholarship to date has primarily applied ‘the broadest kind of negation: the Gothic is cast as the opposite of Enlightenment reason, as it is the opposite of bourgeois literary realism.’ Moers also suggests that the meaning of Gothic ‘is not so easily stated except that it has to do with fear’ (1978: 90). Many Gothic scholars and writers have explored the nature of this fear: attempting to draw out and categorise the metaphorical meanings and affect it can create. H.P. Lovecraft (1927: 41) claims that ‘The oldest and strongest emotion of mankind is fear, and the oldest and strongest kind fear of the unknown’ (Lovecraft 1927: 41) and that this is the basis for ‘the weirdly horrible tale’ as a literary form. Ann Radcliffe (1826: 5) famously separates terror and horror, and later writers and critics such as Devendra Varma (1957), Robert Hume (1969), Stephen King (1981), Gina Wisker and Dale Townshend continue to explore this divide. -
GRAPHIC NOVELS in ADVANCED ENGLISH/LANGUAGE ARTS CLASSROOMS: a PHENOMENOLOGICAL CASE STUDY Cary Gillenwater a Dissertation Submi
GRAPHIC NOVELS IN ADVANCED ENGLISH/LANGUAGE ARTS CLASSROOMS: A PHENOMENOLOGICAL CASE STUDY Cary Gillenwater A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education. Chapel Hill 2012 Approved by: Madeleine Grumet James Trier Jeff Greene Lucila Vargas Renee Hobbs © 2012 Cary Gillenwater ALL RIGHTS RESERVED ii ABSTRACT CARY GILLENWATER: Graphic novels in advanced English/language arts classrooms: A phenomenological case study (Under the direction of Madeleine Grumet) This dissertation is a phenomenological case study of two 12th grade English/language arts (ELA) classrooms where teachers used graphic novels with their advanced students. The primary purpose of this case study was to gain insight into the phenomenon of using graphic novels with these students—a research area that is currently limited. Literature from a variety of disciplines was compared and contrasted with observations, interviews, questionnaires, and structured think-aloud activities for this purpose. The following questions guided the study: (1) What are the prevailing attitudes/opinions held by the ELA teachers who use graphic novels and their students about this medium? (2) What interests do the students have that connect to the phenomenon of comic book/graphic novel reading? (3) How do the teachers and the students make meaning from graphic novels? The findings generally affirmed previous scholarship that the medium of comic books/graphic novels can play a beneficial role in ELA classrooms, encouraging student involvement and ownership of texts and their visual literacy development. The findings also confirmed, however, that teachers must first conceive of literacy as more than just reading and writing phonetic texts if the use of the medium is to be more than just secondary to traditional literacy. -
ICLA Research Committee Comics Studies and Graphic Narrative Statement of Purpose the Research Committee Comics Studies and Gr
ICLA Research Committee Comics Studies and Graphic Narrative Statement of Purpose The research committee Comics Studies and Graphic Narrative seeks to advance the study of the medium of comics in the field of comparative literature. The committee aims to facilitate opportunities for discussion, to present research in joint sessions at the AILC/ICLA congresses and other major meetings, to encourage and enable the publication of the results in journals and anthologies, and to support young and emerging scholars in the field. The main research foci of this committee are: • the history of the medium, in particular of specific genres (the superhero, the graphic novel, bande dessinée, manga, autobiography and other nonfiction genres); • the history of the comics industry, and future developments in the production of comics including, for example, digital comics; • narrative studies in comics (the forms and conventions of graphic storytelling, the development and adaptation of narrative theory in analyzing comics); • the relationship between text and image; • the culture of comics and fandom; • media studies of comics, in particular the study of adaptation and translation, (transmedial relations between comics and other media, such as screen media;, comics and the history of literature and the visual arts; • Cultural studies of comics, for example the study of gender, race, politics, disabilities, place and the environment; • The teaching of comics, and the pedagogical uses of comics; • comparative approaches to these studies from different traditions, cultures and language areas; All research committee members share a strong commitment to developing methods of analysis and comics’ theory as well as trans- and intermedial relations. Comics studies is an interdisciplinary field that builds on a variety of disciplinary approaches from art history and media studies to literary studies, narratology, history and sociology, and thus offers a platform for discussion and interaction across research areas that have traditionally stood apart. -
Manga As a Teaching Tool 1
Manga as a Teaching Tool 1 Manga as a Teaching Tool: Comic Books Without Borders Ikue Kunai, California State University, East Bay Clarissa C. S. Ryan, California State University, East Bay Proceedings of the CATESOL State Conference, 2007 Manga as a Teaching Tool 2 Manga as a Teaching Tool: Comic Books Without Borders The [manga] titles are flying off the shelves. Students who were not interested in EFL have suddenly become avid readers ...students get hooked and read [a] whole series within days. (E. Kane, personal communication, January 17, 2007) For Americans, it may be difficult to comprehend the prominence of manga, or comic books, East Asia.1. Most East Asian nations both produce their own comics and publish translated Japanese manga, so Japanese publications are popular across the region and beyond. Japan is well-known as a highly literate society; what is less well-known is the role that manga plays in Japanese text consumption (Consulate General of Japan in San Francisco). 37% of all publications sold in Japan are manga of one form or another, including monthly magazines, collections, etc. (Japan External Trade Organization [JETRO], 2006). Although Japan has less than half the population of the United States, manga in all formats amounted to sales within Japan of around 4 billion dollars in 2005 (JETRO, 2006). This total is about seven times the United States' 2005 total comic book, manga, and graphic novel sales of 565 million dollars (Publisher's Weekly, 2007a, 2007b). Additionally, manga is closely connected to the Japanese animation industry, as most anime2 television series and films are based on manga; manga also provides inspiration for Japan's thriving video game industry. -
Brianna J. Leesch. the Graphic Novel Ratings Game: Publisher Ratings and Librarian Self-Rating
Brianna J. Leesch. The Graphic Novel Ratings Game: Publisher Ratings and Librarian Self-rating. A Master’s Paper for the M.S. in L.S. degree. April, 2013. 62 pages. Advisor: Brian Sturm Graphic materials such as comic books, graphic novels and manga are an expanding section within most library collections. This study defines graphic materials and examines the role of ratings systems and subjective rating assignment by librarians in the acquisition and collection process. While publishers of such graphic materials provide rating systems for librarians to use when making acquisition and placement decisions, these rating systems are not uniform. This leads to the librarian relying upon professional judgment along with review resources and knowledge of the community served by the library. The author has concluded that librarians self-rate graphic materials consistent with the publisher ratings 50% of the time. Data also shows that a further 30% of the time librarians will rate graphic materials for a younger age than the publishers. Misplacement in the public library, according to the interview information, is a rare occurrence. Headings: Graphic novels Age-rating Public library Placement THE GRAPHIC NOVEL RATINGS GAME: PUBLISHER RATINGS AND LIBRARIAN SELF-RATING by Brianna J. Leesch A Master’s paper submitted to the faculty of the School of Information and Library Science of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Master of Science in Library Science. Chapel Hill, North Carolina April 2013 Approved by _______________________________________ Brian Sturm 1 Table of Contents Acknowledgements……………………………………………………………………………………………2 "Ratings Game" Comic Introduction by Daena Vogt-Lowell…………………………………....3 Introduction ........................................................................................................................................... -
Extending and Visualizing Authorship in Comics Studies
AN ABSTRACT OF THE THESIS OF Nicholas A. Brown for the degree of Master of Arts in English presented on April 30, 2015 Title: Extending and Visualizing Authorship in Comics Studies. Abstract approved: ________________________________________________________________________ Tim T. Jensen Ehren H. Pflugfelder This thesis complicates the traditional associations between authorship and alphabetic composition within the comics medium and examines how the contributions of line artists and writers differ and may alter an audience's perceptions of the medium. As a fundamentally multimodal and collaborative work, the popular superhero comic muddies authorial claims and requires further investigations should we desire to describe authorship more accurately and equitably. How might our recognition of the visual author alter our understandings of the author construct within, and beyond, comics? In this pursuit, I argue that the terminology available to us determines how deeply we may understand a topic and examine instances in which scholars have attempted to develop on a discipline's body of terminology by borrowing from another. Although helpful at first, these efforts produce limited success, and discipline-specific terms become more necessary. To this end, I present the visual/alphabetic author distinction to recognize the possibility of authorial intent through the visual mode. This split explicitly recognizes the possibility of multimodal and collaborative authorships and forces us to re-examine our beliefs about authorship more generally. Examining the editors' note, an instance of visual plagiarism, and the MLA citation for graphic narratives, I argue for recognition of alternative authorships in comics and forecast how our understandings may change based on the visual/alphabetic split. -
Igncc18 Programme
www.internationalgraphicnovelandcomicsconference.com [email protected] #IGNCC18 @TheIGNCC RETRO! TIME, MEMORY, NOSTALGIA THE NINTH INTERNATIONAL GRAPHIC NOVEL AND COMICS CONFERENCE WEDNESDAY 27TH – FRIDAY 29TH JUNE 2018 BOURNEMOUTH UNIVERSITY, UK Retro – a looking to the past – is everywhere in contemporary culture. Cultural critics like Jameson argue that retro and nostalgia are symptoms of postmodernism – that we can pick and choose various items and cultural phenomena from different eras and place them together in a pastiche that means little and decontextualizes their historicity. However, as Bergson argues in Memory and Matter, the senses evoke memories, and popular culture artefacts like comics can bring the past to life in many ways. The smell and feel of old paper can trigger memories just as easily as revisiting an old haunt or hearing a piece of music from one’s youth. As fans and academics we often look to the past to tell us about the present. We may argue about the supposed ‘golden age’ of comics. Our collecting habits may even define our lifestyles and who we are. But nostalgia has its dark side and some regard this continuous looking to the past as a negative emotion in which we aim to restore a lost adolescence. In Mediated Nostalgia, Ryan Lizardi argues that the contemporary media fosters narcissistic nostalgia ‘to develop individualized pasts that are defined by idealized versions of beloved lost media texts’ (2). This argument suggests that fans are media dupes lost in a reverie of nostalgic melancholia; but is belied by the diverse responses of fandom to media texts. Moreover, ‘retro’ can be taken to imply an ironic appropriation. -
Graphic Novel Spread
Graphic novel Spread 2/20/07 11:56 AM Page 1 Building Literacy Novels Connectionswith Graphic Building Literacy Connections with Graphic Novels As teachers, we’re always looking for new ways to help our students Page by Page, Panel by Panel engage with texts. James Bucky Carter and the contributors to this collection have found an effective approach: use graphic novels! Carter and his contributors tap into the growing popularity of graphic novels in this one-of-a-kind guidebook. Each chapter presents practical suggestions for the classroom as it pairs a graphic novel with a more traditional text or examines connections between multiple sources. Some of the pairings include: • The Scarlet Letter and Katherine Arnoldi’s The Amazing “True” Story of a Teenage Single Mom • Oliver Twist and Will Eisner’s Fagin the Jew • Young adult literature and Marjane Satrapi’s Persepolis • Dante’s Inferno and an X-Men story • Classic fantasies (Peter Pan, The Wizard of Oz, and Alice in Wonderland) and Farel Dalrymple’s Pop Gun War • Traditional and graphic novel versions of Beowulf Carter These creative pairings open up a double world of possibilities—in words and images—to all kinds of learners, from reluctant readers and English language learners to gifted students and those who are critically exploring relevant social issues. A valuable appendix recommends additional graphic novels for use in middle and high school classrooms. Packed with great ideas for integrating graphic novels into the curriculum, this collection of creative and effective teaching strategies will help you and your students join the fun. National Council of Teachers of English 1111 W.