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Teaching the Graphic Memoir Book: The Best We Could Do Author / Artist: Thi Bui Write Into the Day 3 minutes + share ● What is your history / relationship to comics, at this point in your life? ● Are you planning on using a graphic novel / memoir (or Thi Bui’s The Best We Could Do) in your classroom? ● Share your writing (or a selection) in the chat! Why Teach with a Graphic Novel ? ● You are utilizing a format some students are already avid readers of / familiar with. (Juvenile Graphic novels are the most popular and lucrative arm of sequential art publication, at the moment, for tweens and teens.) ● Developing and Augmenting Visual Literacy skills for students. ● Autobiographical Graphic novels are Personal and Historical Narratives. ● Topics covered in AGNs utilize Geographic / Historical Context and cover important historical time periods, Personal History and various topics. ● Many Genres are represented and art styles and techniques vary. ● Historical / Literary themes can be covered using a Graphic Novel. ● Reinforcement of Visual Literacy techniques for the classroom ● Students develop analytical thinking skills as they process the text and visuals. (What is shown / Not shown? How does the text reinforce the art / and art reinforce the text) ● Develop an understanding of the creative process of storytelling. Background Information ● Industry Vocabulary ● Publishing Info ● Deciphering the Comic Page ● Creative Process Trade Paperbacks ● Trade paperbacks are chunks of Issue#4 serialized stories that are reprinted in one volume. (Sometimes called Graphic Novels) ● These stories are usually collected and supplemented with behind the scenes material or new art. ● Trade paperbacks have increased in Trade popularity and importance in the Paperback Publishing world. 5 ● Comic Companies can ● Bookstores and repackage older libraries became material with minimal primary markets. cost. ● Higher price point and ● Keep characters and limited returnability titles in print and making it lucrative for increase the profile. publishers ● Spotlight Creators and characters. 6 Graphic Novels ● Graphic novel is the term used to describe original stories that utilize the blending of words and sequential art. ● These original stories are like novels, that utilize the comic book format. ● Many GN’s are creator owned properties and autobiographical. 7 Graphic Novels / Trade Paperbacks SIMILARITIES Trade Paperbacks and 1. Large Variety of Genres Graphic Novels are 2. Comic book format sometimes lumped 3. Vary in Quality together as the same DIFFERENCES thing. 1. Trades reprint previously They are separate entities published material but have similarities that 2. Graphic Novels are original overlap material 3. Graphic novels can feature original or pre-existing characters 8 These would be sold as Graphic Novels by book sellers and would be read in the same manner. Graphic Novel ● Trade Paperback (Original) (Reprint) 9 Graphic Novel Sales Sales of Graphic novels out pace comic book sales because of…… •A more complete reading experience. •Adaptation from other entertainment cause readers to seek out the source material. •A large amount of trade product is aimed at “tween” and early teen readers. •Publisher Scholastic had 20 top sellers in book sales for 10 2020. Comic & Graphic Novel Sales Reading Graphic Novels is similar to reading a comic book. 12 1. Reading a comic page is simple: Start at the top of the page and read to the right. Then eye the panels for visual clues to follow the action that is presented. 1 2 Manga would be read right to left. 3 4 A Page from Bone by Jeff Smith 13 2. Follow the arrows to read the Dialogue. 2 1 4 4 3 Some readers are more visually oriented and they may look at the art 1st and 14 then read the text on the page. https://prezi.com/hwzollmg9id-/analyzing-elements-of-graphic-novels/ How Are Comics / Graphic Novels Made? The creative process for 1 comics and graphic novels can be simplified into two main categories. 2 1. Collaborative 2. Single Creator 16 Single vision One creator Collaborative (Writer and Artist) Editor, Writer, Artist A story is told through one person’s This form of creation is done as a group vision. They create the story, draw effort. Each person has an assigned the art and write the captions and role and bring their talent to a project. dialogue. The writer creates and plots out a story. The final product is a combination of He writes a script and it is sent to the their creativity, vision and hard work. artist. * The creator may have an editor The artist draws the story out sometimes (Someone who guides and shapes the creating a rough draft outline called a story, checks for factual errors and thumbnail. The thumbnail helps the fixes grammar mistakes.) artist with pacing, perspective and 17 panel layout. Why Teach with The Best We Could Do? ● You are utilizing a format some students are already avid readers of the format. (Juvenile Graphic novels are the most popular and lucrative arm of sequential art, at the moment for tweens and teens.) ● Developing and Augmenting Visual Literacy skills for students. ● Working with a Personal and Historical Narrative. ● Geographic and Historical Context for an important historical time period. (Vietnam / Vietnam War) ● Cultural Heritage and Familial bonds in the story make the material relatable to students. ● Can cover Literary themes using the Graphic Novel ● Synergy of Art and Prose ● Storytelling Techniques Elements of analyzing a film can be applied to a Graphic Novel. Reading The Best We Could Do by Thi Bui 1. Chapter Breakdowns 2. Utilizing See / Think / Wonder Approach (Usually used with Art - Adapt to Graphic Novels) 3. Historical Period of Vietnam War 4. Discuss role of Memory with Family History 5. Familial Bonds and Relationships 6. Art / Color: Evoking and Punctuating Emotion 7. Creative Choice A couple of things to remember about GN’s: ● The creator(s) have put thought and meaning into the prose, art depictions, panel layout ,colors etc. they choose. ● The reader interprets the story following the visual and verbal direction of the creator. Analyzing a graphic page. Layout of page Captions / Dialogue boxes Panels Shading & Color Facial Expressions Body Language Gutter Background Midground Foreground Template Exercise Observations: Reactions: Questions: Emotional Connection: Areas to Examine With Students Historical Narrative : History of Vietnam - Family’s relationship to their Heritage, Ethnicity, Ties to the land / Region Personal Narrative: Feelings / Role of Motherhood, Heritage, Family History and the Impact on Family Relationships, Cultural Identity Memory and Family History: Impact on Relationships, Memory and Personal Identity, Personal “Baggage” Marriage and Gender Roles: Marriage and Family, Gender Roles, Motherhood, Cultural Gender Identity (What is a Wife, Husband) Story Telling: Artistic Choice (Art Styles, Panel Construction, Flashbacks as a Narrative Choice, Linear / Non Linear Story, Narrative, Color Choice) Mood and Emotion Possible Lesson Activities and Strategies ● Create a Review of The Best We Could Do using a Comic Page Format ● Reading Guide - The Best We Could Do ● See, Think, Wonder - thinking routine for analyzing visual art and comics ● Elements of Graphic Novels - Prezi ● YouTube playlist - videos of teaching ideas, workshop panels, and sample videos for students ● Interview with Thi Bui in The Comics Journal ● The Boat by Nam Le - digital graphic memoir adaptation for virtual classes ● Character Maps and Character Charts - teaching strategies - Facing History and Ourselves ● Reading With Pictures - Teaching Resources Reading List - Graphic Memoir ● Thi Bui, The Best We Could Do ● Malaka Gharib, I Was Their American Dream ● Lucy Knisley, Relish ● Jared Reinmuth, Frank “Big Black” Smith, and Ameziane, Big Black: Stand At Attica ● Sarjane Satrapi, Persepolis ● Art Spiegelman, Maus ● George Takei, They Called Us Enemy ● Raina Telgemeier, Smile ● Georgia Webber, Dumb: Living Without a Voice ● Gene Luen Yang, American Born Chinese ● Gene Luen Yang, Dragon Hoops Write Out 5 minutes + share ● How has your relationship to comics changed over the course of this workshop? ● What are you left wondering? What questions / concerns do you still have about utilizing a Graphic Novel or Comic story in your classroom?.
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