How the Historical Context is absorbed into the “Language” of Comic Books for Children: The Case of Greek Tragedies’ Adaptations Dr. Moula Evangelia Executive in Innovative Activities in Secondary Education, Rhodes, Greece
[email protected] Abstract Youth’s preference and interest in comic strip art suggests that it can be a viable medium for promoting and developing literacy. Comics realize semiotic realities. The visual elements, the combination of images with words in an inextricable relationship and the cultural context of their production and reception as well, are the basic components of comic books’ language. Comic book adaptations of classical works popularize and make classical texts accessible to the mass, promoting this way cultural literacy. Such adaptations give the original scripts the opportunity to shed their reputation for merely illustrating written narrative, and for serving the function of simplifying. Moreover, it is asserted that by incorporating comics in curriculums, the gap between real life and school could be bridged, provided that instead of reading comics just for fun, students are guided to understand and interpret their meaning generating mechanisms and to recognize how the historical and social realm is being inscribed in them. In other words provided students manage to read critically “between the lines”. We are going to examine two characteristic moments of Greek tragedies’ comic book adaptations for children, published in two different historical periods. Tragedy in modern Greece has mainly been used as the matrix for Greek national virtues, constructing and consolidating a continuous and non- negotiable national identity. Classics Illustrated adaptations that first appeared and were prominent during the 60s follow the norm of the literary tradition of Tragedies’ adaptations.