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Copyright 2013 Shawn Patrick Gilmore
Copyright 2013 Shawn Patrick Gilmore THE INVENTION OF THE GRAPHIC NOVEL: UNDERGROUND COMIX AND CORPORATE AESTHETICS BY SHAWN PATRICK GILMORE DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in English in the Graduate College of the University of Illinois at Urbana-Champaign, 2013 Urbana, Illinois Doctoral Committee: Professor Michael Rothberg, Chair Professor Cary Nelson Associate Professor James Hansen Associate Professor Stephanie Foote ii Abstract This dissertation explores what I term the invention of the graphic novel, or more specifically, the process by which stories told in comics (or graphic narratives) form became longer, more complex, concerned with deeper themes and symbolism, and formally more coherent, ultimately requiring a new publication format, which came to be known as the graphic novel. This format was invented in fits and starts throughout the twentieth century, and I argue throughout this dissertation that only by examining the nuances of the publishing history of twentieth-century comics can we fully understand the process by which the graphic novel emerged. In particular, I show that previous studies of the history of comics tend to focus on one of two broad genealogies: 1) corporate, commercially-oriented, typically superhero-focused comic books, produced by teams of artists; 2) individually-produced, counter-cultural, typically autobiographical underground comix and their subsequent progeny. In this dissertation, I bring these two genealogies together, demonstrating that we can only truly understand the evolution of comics toward the graphic novel format by considering the movement of artists between these two camps and the works that they produced along the way. -
The Practical Use of Comics by TESOL Professionals By
Comics Aren’t Just For Fun Anymore: The Practical Use of Comics by TESOL Professionals by David Recine A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in TESOL _________________________________________ Adviser Date _________________________________________ Graduate Committee Member Date _________________________________________ Graduate Committee Member Date University of Wisconsin-River Falls 2013 Comics, in the form of comic strips, comic books, and single panel cartoons are ubiquitous in classroom materials for teaching English to speakers of other languages (TESOL). While comics material is widely accepted as a teaching aid in TESOL, there is relatively little research into why comics are popular as a teaching instrument and how the effectiveness of comics can be maximized in TESOL. This thesis is designed to bridge the gap between conventional wisdom on the use of comics in ESL/EFL instruction and research related to visual aids in learning and language acquisition. The hidden science behind comics use in TESOL is examined to reveal the nature of comics, the psychological impact of the medium on learners, the qualities that make some comics more educational than others, and the most empirically sound ways to use comics in education. The definition of the comics medium itself is explored; characterizations of comics created by TESOL professionals, comic scholars, and psychologists are indexed and analyzed. This definition is followed by a look at the current role of comics in society at large, the teaching community in general, and TESOL specifically. From there, this paper explores the psycholinguistic concepts of construction of meaning and the language faculty. -
Aesthetics, Taste, and the Mind-Body Problem in American Independent Comics
PAPER TOWER: AESTHETICS, TASTE, AND THE MIND-BODY PROBLEM IN AMERICAN INDEPENDENT COMICS William Timothy Jones A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS May 2014 Committee: Jeremy Wallach, Advisor Esther Clinton © 2014 William Timothy Jones All Rights Reserved iii ABSTRACT Jeremy Wallach, Advisor Comics studies, as a relatively new field, is still building a canon. However, its criteria for canon-building has been modeled largely after modernist ideas about formal complexity and criteria for disinterested, detached, “objective” aesthetic judgment derived from one of the major philosophical debates in Western thought: the mind-body problem. This thesis analyzes two American independent comics in order to dissect the aspects of a comic work that allow it to be categorized as “art” in the canonical sense. Chris Ware’s Building Stories is a sprawling, Byzantine comic that exhibits characteristically modernist ideas about the subordination of the body to the mind and art’s relationship to mass culture. Rob Schrab’s Scud: The Disposable Assassin provides a counterpoint to Building Stories in its action-heavy stylistic approach, developing ideas about the merging of the mind and the body and the artistic and the commercial. Ultimately, this thesis advocates for a re -evaluation of comics criticism that values the subjective, emotional, and the popular as much as the “objective” areas of formal complexity and logic. iv ACKNOWLEDGMENTS To Anna O’Brien, for the original germ of this idea and hours of enlightening conversation and companionship. To Jeremy Wallach and Esther Clinton, whose emphatic response to the paper that eventually became this thesis was instrumental to my belief in the quality of my work. -
NEDOR HEROES! $ NEDOR HEROES! In8 Th.E9 U5SA
Roy Tho mas ’Sta nd ard Comi cs Fan zine OKAY,, AXIS—HERE COME THE GOLDEN AGE NEDOR HEROES! $ NEDOR HEROES! In8 th.e9 U5SA No.111 July 2012 . y e l o F e n a h S 2 1 0 2 © t r A 0 7 1 82658 27763 5 Vol. 3, No. 111 / July 2012 Editor Roy Thomas Associate Editors Bill Schelly Jim Amash Design & Layout Jon B. Cooke Consulting Editor John Morrow FCA Editor P.C. Hamerlinck Comic Crypt Editor Michael T. Gilbert Editorial Honor Roll Jerry G. Bails (founder) Ronn Foss, Biljo White, Mike Friedrich Proofreaders Rob Smentek, William J. Dowlding Cover Artist Shane Foley (after Frank Robbins & John Romita) Cover Colorist Tom Ziuko With Special Thanks to: Deane Aikins Liz Galeria Bob Mitsch Contents Heidi Amash Jeff Gelb Drury Moroz Ger Apeldoorn Janet Gilbert Brian K. Morris Writer/Editorial: Setting The Standard . 2 Mark Austin Joe Goggin Hoy Murphy Jean Bails Golden Age Comic Nedor-a-Day (website) Nedor Comic Index . 3 Matt D. Baker Book Stories (website) Michelle Nolan illustrated! John Baldwin M.C. Goodwin Frank Nuessel Michelle Nolan re-presents the 1968 salute to The Black Terror & co.— John Barrett Grand Comics Wayne Pearce “None Of Us Were Working For The Ages” . 49 Barry Bauman Database Charles Pelto Howard Bayliss Michael Gronsky John G. Pierce Continuing Jim Amash’s in-depth interview with comic art great Leonard Starr. Rod Beck Larry Guidry Bud Plant Mr. Monster’s Comic Crypt! Twice-Told DC Covers! . 57 John Benson Jennifer Hamerlinck Gene Reed Larry Bigman Claude Held Charles Reinsel Michael T. -
An Abstract of the Thesis Of
AN ABSTRACT OF THE THESIS OF Brian S. Mosher for the degree of Master of Arts in English on May 28, 2013 Title: Comics in the Classroom Abstract approved: ______________________________________________________________________ Lisa S. Ede As the necessity grows for undergraduate English teachers to incorporate various multimodal texts into their course material due to the changing landscape of what is considered English studies, comics can be an increasingly viable source for such texts. This thesis introduces several formal qualities of comics available for teachers to draw upon and add to their own arsenal of critical and terminological vocabulary in order to deploy comics-specific pedagogical material. A history of comics' problematic history and growth is provided as well as several examples of the sophistication of comics texts. In addition, specific information is given on how several comics might be incorporated into common undergraduate courses, and guidance for teachers is provided through extended examples of comics' value for English courses. ©Copyright by Brian S. Mosher May 28, 2013 All Rights Reserved Comics in the Classroom by Brian S. Mosher A THESIS submitted to Oregon State University In partial fulfillment of the requirements for the degree of Master of Arts Presented May 28, 2013 Commencement June 2013 Master of Arts thesis of Brian S. Mosher presented on May 28, 2013. APPROVED: _________________________________________________________ Major Professor, representing English _________________________________________________________ Director of the School of Writing, Literature, and Film _________________________________________________________ Dean of the Graduate School I understand that my thesis will become part of the permanent collection of Oregon State University libraries. My signature below authorizes release of my thesis to any reader upon request. -
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Revista Sans Soleil Estudios de la imagen Hijos del átomo: la mutación como génesis del monstruo contemporáneo. El caso de Hulk y los X-Men en Marvel Comics José Joaquín Rodríguez Moreno* University of Washington RESUMEN La Era Atómica engendró un nuevo tipo de monstruo, el mutante. Esta criatura fue explotada en las historias de ciencia ficción y consumida principalmente por una audiencia adolescente, pero fue más que un simple monstruo. A través de un análisis detenido, el mutante puede mostrarnos los miedos y las expectativas que despertaba en su público. Para lograr eso, necesitamos conocer el modo en que estas historias eran creadas, cuál fue su contexto histórico y qué temas desarrollaron los autores. Este trabajo estudia dos casos concretos producidos en Marvel Comics durante los primeros años sesenta: Hulk y los X-Men, gracias a los cuales sabremos más sobre el tiempo y la sociedad en que fueron producidos. PALABRAS CLAVE: Monstruo, Mutante, Era Atómica, Cómics, Estudios culturales. ABSTRACT: The Atomic Age spawned a new monster type – the mutant. This creature was exploited in science fiction narratives and mostly consumed by a teenage audience, but it was more than a mere monster. Through an inquisitive analysis we can learn about the nightmares and hopes that mutants represented for its audience. In order to do it, we need to learn how these narratives were created, what was its historical context and what topics were portrayed by the authors. We are studying two concrete cases from Marvel Comics in the early 60s – Hulk and the X-Men, which will show us more about their time and society. -
{PDF EPUB} Spider-Man's Tangled Web, Vol. 4 by Marvel Comics
Read Ebook {PDF EPUB} Spider-Man's Tangled Web, Vol. 4 by Marvel Comics Mar 31, 2003 · Series: Spider-man's Tangled Web (Book 4) Paperback: 176 pages; Publisher: Marvel Comics (March 31, 2003) Language: English; ISBN-10: 078511064X; ISBN-13: 978-0785110644; Product Dimensions: 6.6 x 0.3 x 10.2 inches Shipping Weight: 13.4 ounces (View shipping rates and policies) Customer Reviews: 3.1 out of 5 stars 2 customer ratings3.1/5(2)Author: Marvel ComicsPrice: $4.99Format: PaperbackImages of Spider-Man's Tangled Web, Vol. 4 by Marvel Comics bing.com/imagesSee allSee all imagesSPIDER-MAN: SPIDER- MAN'S TANGLED WEB VOL. 4 TPB (Trade ...https://www.marvel.com/comics/collection/1102/...Collects Spider-Man's Tangled Web (2001) #18-22, Peter Parker: Spider-Man #42-43. Find out as some of the comic book industry's most unique creators explore various city- dwellers, both super-powered and not, whose lives are changed when the wall-crawler leaps into their lives. Spider-Man's Tangled Web » Spider-Man's Tangled Web #4 - Volume 4 released by Marvel on 2003. ... This book collects Spider-Man: Tangled Web #s 18-22 and Peter Parker: Spider-Man #s 42-43. ... (Marvel Comics) Spider-Man's Tangled Web #4 Value. Severance Package ... SPIDER-MAN'S TANGLED WEB #4. Marvel | Back To Spider-Man's Tangled Web | September 2001 | Volume 1 | USA | 126 Owned. Severance Package. Close. Please fill out the following form to report a missing variant issue from the database. ... Browse the Marvel comic series Spider-Man's Tangled Web (2001 - 2003). -
Mao's War on Women
Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 8-2019 Mao’s War on Women: The Perpetuation of Gender Hierarchies Through Yin-Yang Cosmology in the Chinese Communist Propaganda of the Mao Era, 1949-1976 Al D. Roberts Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the History Commons Recommended Citation Roberts, Al D., "Mao’s War on Women: The Perpetuation of Gender Hierarchies Through Yin-Yang Cosmology in the Chinese Communist Propaganda of the Mao Era, 1949-1976" (2019). All Graduate Theses and Dissertations. 7530. https://digitalcommons.usu.edu/etd/7530 This Thesis is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. MAO’S WAR ON WOMEN: THE PERPETUATION OF GENDER HIERARCHIES THROUGH YIN-YANG COSMOLOGY IN THE CHINESE COMMUNIST PROPAGANDA OF THE MAO ERA, 1949-1976 by Al D. Roberts A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF ARTS in History Approved: ______________________ ____________________ Clayton Brown, Ph.D. Julia Gossard, Ph.D. Major Professor Committee Member ______________________ ____________________ Li Guo, Ph.D. Dominic Sur, Ph.D. Committee Member Committee Member _______________________________________ Richard S. Inouye, Ph.D. Vice Provost for Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2019 ii Copyright © Al D. Roberts 2019 All Rights Reserved iii ABSTRACT Mao’s War on Women: The Perpetuation of Gender Hierarchies Through Yin-Yang Cosmology in the Chinese Communist Propaganda of the Mao Era, 1949-1976 by Al D. -
MANHUA MODERNITY HINESE CUL Manhua Helped Defi Ne China’S Modern Experience
CRESPI MEDIA STUDIES | ASIAN STUDIES From fashion sketches of Shanghai dandies in the 1920s, to phantasma- goric imagery of war in the 1930s and 1940s, to panoramic pictures of anti- American propaganda rallies in the 1950s, the cartoon-style art known as MODERNITY MANHUA HINESE CUL manhua helped defi ne China’s modern experience. Manhua Modernity C TU RE o ers a richly illustrated and deeply contextualized analysis of these il- A lustrations from the lively pages of popular pictorial magazines that enter- N UA D tained, informed, and mobilized a nation through a half century of political H M T and cultural transformation. N H O E A “An innovative reconceptualization of manhua. John Crespi’s meticulous P study shows the many benefi ts of interpreting Chinese comics and other D I M C illustrations not simply as image genres but rather as part of a larger print E T culture institution. A must-read for anyone interested in modern Chinese O visual culture.” R R I CHRISTOPHER REA, author of The Age of Irreverence: A New History A of Laughter in China L N “A rich media-centered reading of Chinese comics from the mid-1920s T U U I I through the 1950s, Manhua Modernity shifts the emphasis away from I R R T T ideological interpretation and demonstrates that the pictorial turn requires T N N examinations of manhua in its heterogenous, expansive, spontaneous, CHINESE CULTURE AND THE PICTORIAL TURN AND THE PICTORIAL CHINESE CULTURE Y and interactive ways of engaging its audience’s varied experiences of Y fast-changing everyday life.” YINGJIN ZHANG, author of Cinema, Space, and Polylocality in a Globalizing China JOHN A. -
Manga and the Graphic Novel, According to a List of Key Discursive Characteristics
The Influence of Manga on the Graphic Novel Simon Grennan There is a noticeable, though imperfect, historic parallel between the increase in the readership of Anglophone manga since the early 1990s and the maturation of concepts of the graphic novel, as an “Anglophone” comics genre, since the 1980s. According to a number of approaches, this historic parallel offers opportunities to scrutinize relationships between the development of the two genres (Couch 2010, Hatfield 2005).In particular, this parallel offers the opportunity to historicize descriptions of the complex ways in which these emerging relationships revised diverse practices of visioning, producing and reading comics, in order either to entrench or transform specific markets and cultures, precipitating new types of product and creating new types of reading experience. This chapter will summarize distinctions between the traditions of manga and the graphic novel, according to a list of key discursive characteristics. It will focus on a number of case studies that exemplify some foundational activities for the genre of the graphic novel beween1980 and 2000. According to Laurence Venuti’s descriptions of “foreignization” and “domestication,” it will discuss ways in which manga practices have been adopted and transformed by Anglophone markets and readers, relative to the maturation of the graphic novel. Specifically, the chapter will consider foreignization strategies in Miller’s Ronin, Anglophone translations of Koike and Kojima’s Kozure Ōkami (Lone Wolf and Cub), Nakazawa’s Hadoshi no Gen (Barefoot Gen) and in Spiegelman’s Maus, touching upon the significance of experiences of Anglophone anime for the adoption of manga practices by the graphic novel in the same period. -
Graphic Novels - Faqs
Graphic Novels - FAQs What are graphic novels? Michelle Gorman defines a graphic novel as “. an original book-length story, either fiction or nonfiction, published in comic book style . or a collection of stories that have been published previously as individual comic books . .” Gorman, Michelle. Getting Graphic!: using graphic novels to promote literacy with preteens and teens. Worthington, OH: Linworth Publishing, 2003. (p. xii) According to Gorman there is no widely accepted term for the graphic nonfiction, “therefore the use of the seemingly erroneous label of “novel” for all books created in a comic-style format must be understood and accepted as the status quo.” (p. xii) The criteria that we have developed for NC are categorized as Graphic Novels: Fiction, Graphic Novels: Nonfiction and Graphic Novel Multimedia. What is manga? Manga (mahn-guh) are serial comics originally published in Japan that usually read right to left and back to front and contain characters with exaggerated facial and body characteristics. Some genres of manga are shonen for boys, shojo for girls and kodomo for children. The Korean term for print comics is Manhwa (mahn-hwah) and the Chinese call their comics manhua. What is anime? Anime (ah-nee-may), originally from Japan, is the term for animated feature films, television programs and original video animation (OVA). It comes from the Japanese word animeshon, a translation of animation. Why does DPI include Supports NC K-12 curriculum as one of the criteria for evaluating Graphic Novels? Please see the following competency goals and objectives: • Grade 2 (LA) 1.05 Use a variety of strategies and skills to read self-selected texts independently for 20 minutes daily. -
The Return of Chinese Dance Socialist Continuity Post-Mao
5 The Return of Chinese Dance Socialist Continuity Post-Mao With its suppression of early socialist dance projects in favor of the newer form of revolutionary ballet, the Cultural Revolution decade of 1966–76 nearly brought an end to Chinese dance, as both an artistic project and a historical memory. Prior to the Cultural Revolution, Chinese dance had been the dominant concert dance form in the PRC. Most new dance choreography created between 1949 and 1965 had been in the genre of Chinese dance, and Chinese dance was the dance style officially promoted domestically and abroad as an expression of China’s socialist ideals and values. However, with the introduction of new cultural policies begin- ning in 1966, a decade of support for ballet and suppression of Chinese dance nearly wiped out memories of pre–Cultural Revolution activities in China’s dance field. Although many Chinese dance institutions that had been forced to shut down in 1966 reopened in the early 1970s, by the beginning of 1976 they were still banned from performing most pre–Cultural Revolution Chinese dance rep- ertoires, and ballet was still dominating the curriculum used to train new dancers. Dance films created before the Cultural Revolution were still censored from public view, meaning that most audiences had not seen pre–Cultural Revolution reper- toires, either live or on screen, for at least a decade. For children and adolescents too young to remember the pre–Cultural Revolution period, revolutionary ballet had become the only kind of socialist dance they knew. For them, revolutionary ballet was socialist dance.