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LOOK BACK. SEE FURTHER. a Teacher’S Resource Guide for Teaching with Primary Sources

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LOOK BACK. SEE FURTHER. A Teacher’s Resource Guide for Teaching with Primary Sources PICTURES WORTH READING: A Teacher’s Guide to Comics ACKNOWLEDGEMENTS The University of the Arts, established in 1876, is one of the nation’s only universities dedicated solely to educating students in visual arts, performing arts, design, and liberal studies. The University has developed an innovative approach to developing professional artists, designers, and writers. UArts acts as a catalyst for creative professionals to connect, collaborate, and create across disciplines and tradi- tional boundaries. The Professional Institute for Educators + MEd Programs develops innovative and creative educational programming to serve the professional development needs of K-12 teachers through the arts. The Library of Congress is the world’s largest library, offering access to the creative record of the United States —and extensive materials from around the world— both on-site and online. It is the main research arm of the U.S. Congress and the home of the U.S. Copyright Office. Explore collections, reference services and other programs and plan a visit at loc.gov; access the official site for Teaching with Primary Sources (TPS) Program at the U.S. federal legislative information at congress.gov; University of the Arts administrative team: Erin Elman, and register creative works of authorship at copyright.gov. Hanna Finchler, Kaitlynd O’Doherty, Sheila Watts www.loc.gov/item/prn-18-068/ Art Direction and Design: GDLOFT The Free Library of Philadelphia advances literacy, guides Special thanks to Alina Josan, Librarian, Art Department, learning, and inspires curiosity. With more than 6 million Free Library of Philadelphia visits to its 54 locations, including the Rosenbach, and millions more online annually, the Free Library is one of Content created and featured in partnership with the Philadelphia’s most widely used educational and cultural TPS program does not indicate an endorsement by institutions. Its Print and Picture Collection (PIX) is home to the Library of Congress. diverse collections of fine art prints, photographs, drawings, and artists’ books, as well as extensive research collections Photo Credits: Unless otherwise noted, images above of Philadelphia images, both historical and modern. PIX is a and throughout this guide are from the collections free resource that is invaluable to artists, students, teachers, of the Library of Congress. All photographs used collectors, and all library users. with permission. Contributors: Ian Sampson, Catherine Cooney, Erin Elman, Stormy Vogel PICTURES WORTH READING: A Teacher’s Guide to Comics TABLE OF CONTENTS Look Back and See Further 2 Working with Teachers 3 Teaching With Primary Sources 4 Pictures Worth Reading 6 How to Use This Guide 7 The Melting Pot 8 High Society, Low Class 10 Representation 12 City and the Country 14 Gender Roles 16 Primary Source Analysis Tool 18 Common Core State Standards 19 Single-Sheet Workshop 20 PICTURES WORTH READING 1 Look Back and See Further by Erin Elman Director, Teaching with Primary Sources Program Dean, Division of Continuing Studies University of the Arts The arts teach us to think about relationships and move- ments, celebrate multiple perspectives, develop aural and visual literacy skills, and consider complex forms of prob- lem solving. The arts enable us to have experiences we can get from no other sources. The arts provide a humanistic, sociological, and aesthetic connection to our nation as it evolves. Looking back through the lens of the arts connects students to the continuum of history and provides them with a glimpse of their possible roles in the making of history. Utilizing visual literacy skills to decipher encoded messages and discover new meanings can empower our students to be more discerning consumers of information and conveyors of messages. As both an art form and as primary sources, comics can “Comics Studies” is a new, serious academic field in which serve as an engaging and instructive platform for inquiry. scholars focus on the art and producers of comics, sequential Comics can be used to engage students in critical thinking art, and graphic narratives as they pertain to the fields of art about historical context, social issues, design issues, and history, history, semiotics (the study of signs and symbols), more. Because comics are an art form that uses a combina- philosophy, ontology (the study of knowledge), tion of text and image to tell a story, students simultaneously epistemology (the study of nature, being, and reality), and employ literacy of the written word and visual images when aesthetics (the study of the nature of art, beauty, and taste). reading them. Teaching with comics as primary sources This popular and democratic art form clearly offers to allows students to study and investigate how individuals students a great deal to analyze and learn from, as they use creative activity to celebrate and explore cultural and resonate across cultures, nations, ages, genders, and races. national identity and history both through the students’ own experiences, as well as those of the witnesses of history. We at TPS-UArts are honored to be part of the Library of Congress’s TPS consortium and to bring an artistic perspec- The Library of Congress holds the largest collection of tive to teachers, allowing them to look back and see further. comics in the United States. By their very nature, comics are We hope that teachers across grades and subjects find this accessible to a broad audience and are often representative guide to be a useful tool in their classrooms as they seek of the time and culture in which they were produced. to guide their students to navigate the stories comics tell, Comics have been around for a long time. While the founda- and the messages they convey. tions for today’s comics were laid in the early 20th century, some scholars have identified the 17,000-year-old cave paint- ings of Lascaux as the very first “comic.” Modern comics are distributed through a myriad of means including printed comic panels and strips in periodicals and newspapers, comic book series, graphic novels, and web-published materials. 2 A TEACHER’S GUIDE TO COMICS Working with Teachers by Stormy Vogel The Library of Congress holds a multitude of digitized Teachers can explore the Library of Congress’s classroom primary source materials that are available on their website resources located on the Teachers page (www.loc.gov/teachers) at www.loc.gov. The Library developed these digital resources as well as resources posted on the TPS-UArts website to help students understand history by providing access to (tps.uarts.edu/teacher-resources). The Library’s Teachers original artifacts. page is a starting point to gather resources such as lesson plans, primary source sets, and interactive presentations. Using the Library of Congress’s digitized images of cartoons The Library also provides primary source–based professional and comics and this guide, teachers learn how to analyze development so educators can learn how to instruct other and understand the meaning behind the caricatures and teachers about the vast resources available at the Library animations held by the Library and their significance in US (see www.loc.gov/teachers/professionaldevelopment). history. The September/October 2017 issue of the Library of These professional development opportunities include Congress Magazine is a tribute to comics in US history and ready-to-present lessons (which can be used with students a great resource for teachers. Visual literacy, the ability to too), YouTube videos, webinars, and Summer Teacher recognize and understand ideas conveyed through visible Institutes. The blog, Teaching with the Library of Congress, actions or images, is an important skill for students to (blogs.loc.gov/teachers), the Teaching with Primary Sources develop. Visual learning experiences, such as the method Journal (www.loc.gov/teachers/tps/journal), the LOC Twitter of inquiry outlined on page 7 are extremely interesting and feed (@TeachingLC) are additional resources provided by engaging, as they draw upon students’ own senses and expe- the Library to engage learners and to help students develop riences, and follow the students’ own curiosity. This kind critical thinking skills. of learning can be used with students of all ages. PICTURES WORTH READING 3 Teaching With Primary Sources Researching Comics by Catherine Cooney The teacher who wants to use historic comic strips in the Consider these collections: classroom must be prepared to face some challenges par- ticular to this medium. Michael Cavna, in his Last Word Cartoon Drawings: Swann Collection of essay for the Library of Congress Magazine (vol. 6, no 5; Caricature and Cartoon www.loc.gov/lcm/pdf/LCM_2017_0910.pdf available at ), www.loc.gov/collections/cartoon-drawings-swann/about- writes how comic books were a “source of inspired social this-collection/ connection” and demonstrates many ways in which com- ics have provided social commentary and contributed to The Swann Collection contains comics, caricatures, discourse in a democratic society. However, a look at historic and illustrations from the United States and Europe, American comic strips shows us that they also reinforced dating from 1780 to 1977. Of the 769 items available online, social divisions. The “funnies” consistently presented casual about 324 are available as full resolution images. and pervasive racism, sexism, homophobia, and xenophobia. It does not take a specialized eye to parse out the racism Small Press Expo Comic and Comic Art Web Archive inherent in strips like Little Nemo, or the sexism of Blondie. www.loc.gov/collections/small-press-expo-comic-and-comic- Many of the themes that early comic strips presented may art-web-archive/about-this-collection/ not be appropriate for all ages and may contain offensive This web archive includes the SPX Festival Website and words and images. Teachers are encouraged to consider the Ignatz Award nominees and winners.
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