In this article, I argue that deficient and declining opportunities for art in schools coupled with initiatives to incorporate computer literacy, coding and STEM (Science, Technology, Engineering, Mathematics) as priorities forecast a dire future for the comics medium as a pedagogical tool. Additionally, one result of the medium’s historical debasement is that most educators are unfamiliar with ways to use comics and cartooning; thus classroom opportunities for students to engage in a medium they love are rare. In this study, I investigate integrating the language of comics into classroom learning strategies and research some of the ways writing/cartooning can help students negotiate conceptions of identity. I wrote a lesson plan that weaved connections between making comics and teaching curriculum, and taught the twenty-five participants sequential narratives through freehand cartooning. This study investigates some of the ways drawing fictional comics can support students’ learning and negotiations of identity in the classroom.
|Number of pages||17|
|Journal||Journal of Cultural Research in Art Education|
|Publication status||Published - 1 Sep 2017|