Though Ryan Novak’s whimsical and intelligent book, Teaching Graphic Novels in the Classroom, is intended for use in high schools as it aligns with the common core standards, I believe institutions of higher education may find the book useful and informative. Teachers teaching graphic novels as literature is on the rise, and comic books are enjoying a renaissance in popularity thanks to the dominance of superhero movies at the box office. While recognizing the super-heroic roots of the medium, Novak divides the book in a smart way that ultimately makes the book required reading for those interested in the genre.
The first chapter of the book is dedicated to history, describing the dawn of the medium as it matured into graphic fiction and nonfiction, profiling the experts of the craft while cementing their legacies in the formation of this burgeoning field. Chapters two through eight focus on the varied genres inherent in graphic fiction, describing the superhero, fantasy, science fiction, manga, fiction, biography/memoir, and the teenage experience angles of writing graphic literature. The chapters take the form of a workbook, allowing guided practice in the various genres that the writing consultants of any Writing Center would find valuable while instructors will find assistance in engaging reluctant readers. The clever illustrations, drawn with heavy pen by Zachary Hamby, engage the reader and offer clear demonstration of the craft.
Graphic novels are often dismissed, their relevance in the classroom thought of as “less than” when compared to other forms of literature. I find that somewhat dismaying. This combination of literature and artistic expression could aid visual learners in picturing a moment, thus strengthening their ability to visualize what they read. In the preface, Novak writes that Teaching Graphic Novels in the Classroom is “a textbook that presents a wide array of graphic novels as they deserve to be presented…as literature to be read and discussed.” I can’t agree more, especially when it comes to those in the biography and memoir category.
On the surface, such a book many be seen as fitting with the mission of a learning center. Indeed, there may be those of you reading this that feel graphic novels have no place in academia. Colleagues have stated that the teaching of a comic book is more proof we are dumbing down course content. I urge you to look at the class offerings at your home institution. You will find that graphic novels are being taught in the English department, the education department, the art department, and more. The act of writing a script for a comic book is akin to playwriting or screenwriting, and genre writers use Writing Center’s as frequently as academic writers. If you find the act of writing or reading a graphic novel confusing or daunting, buy this book.