Sequential Art: Interdisciplinary Approaches to the Graphic Novel

2016 ◽  
KronoScope ◽  
2009 ◽  
Vol 9 (1-2) ◽  
pp. 51-60 ◽  
Author(s):  
David Barnes

AbstractIn 1986 writer Alan Moore and illustrator Dave Gibbons produced a graphic novel called Watchmen. In 2005 Time Magazine produced a list of the 100 best English-language novels from 1923 to the present. To many surprised readers a comic book was among the top ten. It was Watchmen. The story of former crime-fighters brought out of retirement to solve a world destroying mystery is told with a ruthless realism. The style is cinematic with repeating motifs, flashbacks and overlapping subplots. One of the characters in Watchmen, Jon Osterman, as a result of a nuclear accident, receives typical superhuman powers; more importantly to the character he begins to live in a quantum consciousness in which events occur simultaneously rather than sequentially. In chapter four of Watchmen, Moore and Gibbons brilliantly use the sequential art medium to express the subjective and personal nature of that consciousness. This paper will explicate and analyze the way they simulate Jon Osterman's non-temporal consciousness.


Author(s):  
Jan Baetens ◽  
Hugo Frey
Keyword(s):  

Author(s):  
Abu Yazid Abu Bakar ◽  
Dayang Nurfaezah Abang Ahmad ◽  
Melor Md Yunus

Research has shown that using graphic novels in the classroom is one of useful approaches to promote the understanding of learners especially for lengthy and difficult literature texts. This study reports the extent of graphic novel in facilitating students’ understanding of literature and the students’ perceptions towards using graphic novel in learning literature (L2) as compared to other genre of texts. This is a mixed method study which employs quantitative and qualitative methods to obtain data. The findings indicate that most students found that graphic novel helped them to enrich their vocabularies and understand the text better. The findings also reveal that students were attracted to the illustrations in the literature text in which this helps to boost their motivation to learn literature in the classroom. The findings provide useful insights for English as Second Language (ESL) teachers in incorporating and expanding the literature learning through graphic novels in the future. The findings also imply the need of ESL teachers to use graphic novels effectively in facilitating their teaching and learning of literature in L2 classrooms particularly to suit the 21<sup>st</sup> century teaching and learning.


Sign in / Sign up

Export Citation Format

Share Document