Teaching With Technology: A Comic Life

Cindy Matthews

As a storytelling medium, comics have come of age in the last few decades. With an enduring history in North America as a venue for superhero quests, they have entertained many a young reader. When Will Eisner published  A Contract with God in 1978, comics took  a  step forward and the graphic novel was born.

Graphic novels have become  the obsessive read for our students. They are enthusiastic about the easier to read ones such as  Sardine and Baby-mouse Queen of the World , and about the meticulously researched Age of Bronze series. There’s something for everyone: from girls’ favourites such as  Amelia Rules!  to the ever popular Bone series to those that are popular with teens, like  Re-Gifters and Full Metal Alchemist. 

Many  titles  lend  themselves  to  fruitful  literature circle conversations. The cross-cultural explorations of   American Born Chinese and The Arrival are two fine examples. The more didactic series such as Phonics Comics and the Timeline sets can serve as updated teaching tools. Phonics Comics is a line of phonetically based easy-readers designed as comic books. The Timeline titles draw readers into  curriculum-linked historical stories. (They come with teacher’s guides.) In-depth curricular connections are possible with powerful historical fiction like  Maus: A Survivor’s  Tale  and Louis Riel: A Comic-StripBiography.

The  proliferation  of  this  literary  form  and the  growing  collections  of  graphic  narrative titles in our classrooms and school libraries are tangible evidence of the joy students’ take from reading and of their engagement with this form of  expression.  Integrating technology with the study of comics, using software like Comic Life, can breathe new life into learning. 1

To capitalize on students’ engagement with graphic novels, let’s take a look at how to develop a comics unit as part of teaching media literacy. Here is a list of learning activities to support  your students’ reading and deconstruction of  the visual language of  comics. As the students hone their visual literacy skills, they will begin to understand what Will Eisner calls the “grammar of sequential art.”2

  1. Begin with a comparison of magazine cartoons, comics, and graphic novels. Focus on the basic conventions: fonts, images, drawing style, inking for outline, icons, panels, colour or black and white design, dialogue, action, and characters.
  2. Be explicit with the vocabulary of the genre, such as  gutter and panel-to-panel transitions.
  3. Have students review familiar graphic novels to identify examples of the conventions.



students playing drums and other instruments with teacher conducting them

“We will never obtain the high results in literacy that we are seeking in Ontario until strong arts programs and teaching are in place in e

students posing with their art projects

Two years ago Lisa Galvan and colleague Kevin Alles, members of the Greater Essex County Teacher Local, created a visual arts resource for