Library
CFP: Sequential Art, Graphic Novels, and Comics in Education
Sequential Art, Graphic Novels, and Comics in Education
Edited by Robert G. Weiner and Carrye Syma, Texas Tech University Library
(Publisher: McFarland)
In recent years the use of graphic novels, comics, and sequential art in education has exploded. This is due not only to the boom in superhero movies that are based on comic book characters, but also to the wide literary range that graphic novels now have. There are now literally hundreds of college and university courses all over the world that are using graphic novels in their curriculum. The days when comics were just seen as children?s trash, with no redeeming literary or educational value, are hopefully behind us.
Contrary to the idea that comics ?dumb? down material, it takes both sides of the brain to read and interpret sequential art stories: the right side to interpret the pictures and the left side to understand the narrative text. Our goal with this collection is to provide the educator and scholar with a collection of essays that show how graphic novels and comics are being used in the classroom today, as well as some historical pieces that detail how the educational fields often have and have had a ?rocky? relationship with the use of comics in educational settings. We want both theoretical and practical essays showing how sequential art can be and is being used to teach and illustrate concepts and ideas. We are especially keen on pieces related to higher education, military and government uses of comics to educate, but all aspects of comics and education are under consideration. In addition, we would like to have educators from a wide spectrum of the educational fields from K-12, to undergraduate and graduate educational levels. Those using sequential art in adult education and pre-school are encouraged.
Some possible questions/ideas that could be addressed include:
The Military?s use of comics to teach.
Graphic Novels and comics in library science education.
How relationships can be understood through the use of graphic novels in human science education.
Teaching mathematical concepts using graphic narrative.
Grade school use of comics.
Middle school use of comics.
High school use of sequential art (say something like Maus to teach the Holocaust).
Comics and Film to teach about blockbuster cinema.
Philosophical issues raised by graphic novels (The Watchmen in a philosophy class about ethics).
Biological and scientific concepts using graphic novels.
The use of mainstream superhero stories in the classroom.
Superman, Batman, Spider-Man to further understand the concept of the hero Mythology (i.e., Odysseys, Hercules etc.).
Graphic Novels and history, how effective a tool is the graphic novel in teaching a historical concept?
Sequential art in teaching foreign language or English as a second language.
Comics in literacy and adult education programs.
Graduate courses using graphic novels.
The History of sequential art in education.
Please send 200 word abstracts by January 15th 2011 to Rob Weiner [email protected]
Final papers will be due February 28th 2011. No exceptions. Please note the submission of an essay does NOT necessarily mean publication in the volume. Essays will be going through a rigorous peer review process and we have asked a number of scholars to serve in this capacity. We are striving to put together as an excellent collection with diverse viewpoints covering all aspects of comics and education. Authors are also expected to follow the editor?s style guide and be willing to have their work edited.
Thank you,
Carry Syma
Texas Tech University Library
Rob Weiner
Texas Tech University Library
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Library
CFP: Sequential Art, Graphic Novels, and Comics in Education
CFP: Sequential Art, Graphic Novels, and Comics in Education
Sequential Art, Graphic Novels, and Comics in Education
Edited by Robert G. Weiner and Carrye Syma, Texas Tech University Library
(Publisher: McFarland)
In recent years the use of graphic novels, comics, and sequential art in education has exploded. This is due not only to the boom in superhero movies that are based on comic book characters, but also to the wide literary range that graphic novels now have. There are now literally hundreds of college and university courses all over the world that are using graphic novels in their curriculum. The days when comics were just seen as children?s trash, with no redeeming literary or educational value, are hopefully behind us.
Contrary to the idea that comics ?dumb? down material, it takes both sides of the brain to read and interpret sequential art stories: the right side to interpret the pictures and the left side to understand the narrative text. Our goal with this collection is to provide the educator and scholar with a collection of essays that show how graphic novels and comics are being used in the classroom today, as well as some historical pieces that detail how the educational fields often have and have had a ?rocky? relationship with the use of comics in educational settings. We want both theoretical and practical essays showing how sequential art can be and is being used to teach and illustrate concepts and ideas. We are especially keen on pieces related to higher education, military and government uses of comics to educate, but all aspects of comics and education are under consideration. In addition, we would like to have educators from a wide spectrum of the educational fields from K-12, to undergraduate and graduate educational levels. Those using sequential art in adult education and pre-school are encouraged.
Some possible questions/ideas that could be addressed include:
The Military?s use of comics to teach.
Graphic Novels and comics in library science education.
How relationships can be understood through the use of graphic novels in human science education.
Teaching mathematical concepts using graphic narrative.
Grade school use of comics.
Middle school use of comics.
High school use of sequential art (say something like Maus to teach the Holocaust).
Comics and Film to teach about blockbuster cinema.
Philosophical issues raised by graphic novels (The Watchmen in a philosophy class about ethics).
Biological and scientific concepts using graphic novels.
The use of mainstream superhero stories in the classroom.
Superman, Batman, Spider-Man to further understand the concept of the hero Mythology (i.e., Odysseys, Hercules etc.).
Graphic Novels and history, how effective a tool is the graphic novel in teaching a historical concept?
Sequential art in teaching foreign language or English as a second language.
Comics in literacy and adult education programs.
Graduate courses using graphic novels.
The History of sequential art in education.
Please send 200 word abstracts by January 15th 2011 to Rob Weiner [email protected]
Final papers will be due February 28th 2011. No exceptions. Please note the submission of an essay does NOT necessarily mean publication in the volume. Essays will be going through a rigorous peer review process and we have asked a number of scholars to serve in this capacity. We are striving to put together as an excellent collection with diverse viewpoints covering all aspects of comics and education. Authors are also expected to follow the editor?s style guide and be willing to have their work edited.
Thank you,
Carry Syma
Texas Tech University Library
Rob Weiner
Texas Tech University Library
- Cfp: Special Issue Of Melus On Multi-ethnic American Graphic Narrative
CFP: Special issue of MELUS on Multi-Ethnic American Graphic Narrative Revised deadline for final submissions is July 15, 2006 The journal MELUS has recently placed a moratorium on submissions. However, this moratorium DOES NOT apply to the special graphic...
- Wanted: Reviewers Of Comic Book Series (journal Melus)
WANTED: REVIEWERS OF COMIC BOOK SERIES (Journal MELUS) Final Copy Deadline: October 1, 2006 In 2007, the journal MELUS will be publishing a special issue on multi-ethnic American graphic narrative (comics/comix/graphic novels). Along with the critical...
- Cfp: Graphic Narratives (3/1/06; Journal Issue)
CFP: Graphic Narratives (3/1/06; journal issue) Upcoming Special Issue of Modern Fiction Studies Graphic Narratives Guest Editors: Marianne DeKoven and Hillary L. Chute Deadline for Submission: 1 March 2006 This special issue seeks essays on book-length...
- Cfp: Graphic Novels As Complements To The Classics
CFP: Graphic Novels as Complements to the Classics A tentatively-titled collection of essays with a pedagogical slant designed to help middle/junior high school and high school teachers use graphic novels in their teaching. Loosely designed after the...
- Cfp - Comics And Culture
Deadline - December 10, 2004 The Iowa Journal of Cultural Studies seeks original essays, review essays, and reviews for our Spring 2005 special issue, "Comics and Culture," co-edited by Corey Creekmur and Thomas Keegan. Comic strips, comic books,...