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The Complete Maus by Art Spiegelman“

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The Complete Maus by Art Spiegelman“ DIPLOMARBEIT Titel der Diplomarbeit “Holocaust Comics in the EFL Classroom: The Complete Maus by Art Spiegelman“ verfasst von Simone Hofer angestrebter akademischer Grad Magistra der Philosophie (Mag.phil.) Wien, 2015 Studienkennzahl lt. Studienblatt: A 190 313 344 Studienrichtung lt. Studienblatt: Lehramtsstudium UF Geschichte, Sozialkunde, Polit. Bildg. UF English Betreut von: Assoz. Prof. Mag. Dr. Susanne Reichl, Privatdoz. Acknowledgements This thesis would not be possible without a number of people whom I owe much gratitude due to their support. First of all, I want to utter my utmost gratitude to Assoz. Prof. Mag. Dr. Susanne Reichl for providing me with motivation and scientific support during the writing process. Furthermore, I would like to thank my parents who have supported me from the beginning and who made this thesis possible by providing love and understanding for me. I would like to express my special appreciation and thanks to my dearest friends Barbara and Natascha. Our friendship provided me with motivation and encouragement throughout the writing-phase. Also, I owe thanks to my colleagues at university, especially to the following three people: Teresa, Manuel, Eva. Speaking of colleagues, I also need to thank Julia, who drew my attention to Art Spiegelman’s Maus as we worked as Language Assistants in England. Finally, I wish to say thank you to Dominik, for his love and support. 1 Declaration of Authenticity I confirm to have conceived and written this paper in English all by myself. Quotations from other authors and any ideas borrowed and/or passages paraphrased from the works of other authors are all clearly marked within the text and acknowledged in the bibliographical references. Signature _______________________________________________________ 2 Abstract Using a comic in order to teach the Holocaust in an EFL classroom might be considered to be unusual. This thesis however, is intended to prove that the use of a comic like The Complete Maus by Art Spiegelman can serve as a useful tool in order to teach the Holocaust applying CLIL as the methodological framework. To show that this is a valid approach to the Holocaust as well as working with the medium comic I considered national (Austrian) and international concepts approaching Holocaust Education. Austria’s role during the World War was ambivalent and the development of a national Holocaust Education has been problematic. This year, the whole world celebrated the 70th anniversary of the liberation of Auschwitz. At the same time, anti-Semitic attacks all over Europe are hitting Jewish institutions. This is one reason why Holocaust Education is so important and why teachers must take responsibility to make their students aware of what has happened and what consequences these happenings caused. The effects are still visible in our society today. The graphic novel, that is introduced in this thesis to assist teachers and students, in order to deal with the Holocaust in an unusual way, was written by Art Spiegelman and won the Pulitzer Prize in 1992. The story about Vladek, an Auschwitz survivor who tells his story to his son Art, can have a major impact on Holocaust Education in the EFL classroom as it fosters discussions, makes aware of the ramifications of the Holocaust, encourages the involvement with one’s own (family) history, initiates the acquisition of media competences as multimodal skills are developed and draws students’ attention to historical facts about the Holocaust. All in all, the main aim of this thesis is to argue for the usage of Maus in the EFL classroom. 3 Table of Contents Abbreviations...................................................................................................................6 1 Introduction...............................................................................................................7 2 Holocaust Education...............................................................................................12 2.1 What is the Holocaust?.....................................................................................13 2.2 The importance of Holocaust Education...........................................................14 2.3 How to Apply Holocaust Education in Schools .................................................15 2.4 Challenges........................................................................................................18 3 Teaching the Holocaust in Austria..........................................................................22 3.1 Austria’s Holocaust Education History..............................................................22 3.2 Today’s Situation..............................................................................................24 3.3 Problems of Holocaust Education in Austria today...........................................28 3.4 Teaching the Holocaust in an EFL Context ......................................................29 3.4.1 English as a Second Language .................................................................30 3.4.2 CLIL ...........................................................................................................33 4 The Holocaust and Literature .................................................................................37 4.1 Representing the Holocaust .............................................................................37 4.2 Comics .............................................................................................................38 4.2.1 The History of Comics................................................................................38 4.2.2 Terminology ...............................................................................................40 4.3 Historical Comics and their Benefits.................................................................41 4.4 Holocaust Comics.............................................................................................42 5 Analysis..................................................................................................................48 5.1 Introducing Maus..............................................................................................49 5.1.1 Art Spiegelman ..........................................................................................49 5.1.2 The Story ...................................................................................................50 5.2 Maus as a Comic..............................................................................................51 5.2.1 Narrative Technique...................................................................................51 5.2.2 Visual Techniques......................................................................................52 5.3 Identity..............................................................................................................55 4 5.3.1 Animal Metaphor........................................................................................55 5.3.2 Vladek........................................................................................................58 5.3.3 Relationship between Vladek and Art ........................................................62 5.3.4 Art ..............................................................................................................64 5.4 Languages in Maus ..........................................................................................70 5.4.1 Titles ..........................................................................................................70 5.4.2 English .......................................................................................................71 5.4.3 German and Polish ....................................................................................74 5.5 Limits of Representation...................................................................................75 5.5.1 Vladek’s Limits...........................................................................................76 5.5.2 Spiegelman’s Limits ...................................................................................77 5.5.3 Ash and Smoke..........................................................................................79 5.5.4 The End .....................................................................................................80 6 The Meaning of Maus in the EFL Classroom .........................................................83 6.1 Social Competence ..........................................................................................85 6.2 Media Competence ..........................................................................................88 6.3 Language Competences ..................................................................................91 6.3.1 Speaking....................................................................................................91 6.3.2 Reading......................................................................................................92 6.3.3 Writing........................................................................................................93 6.3.4 The English Language ...............................................................................93 6.4 Historical Competence .....................................................................................96 7 Conclusion..............................................................................................................99 8 Bibliography..........................................................................................................103
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