Visualization Techniques in the Classroom

Visual methods are extremely important for the classroom in order to tap into all of Gardner's multiple intelligences. In order for educators to do so, new and improved techniques should be tried in classroom lesson plans. Techniques vary, but this week's concept is Graphic novels. Although I am not familiar with many comic books, it was really nice to see how as a teacher you can implement them into your classroom.

I read Dr. Mortimore's "The Conventions of Comics" first and thought this was extremely beneficial to one who is not completely familiar with graphic novels. This article pointed out many key symbols that I would not have not normally focused on when reading a graphic novel. This includes but is not limited to, the energy and action in the text or text boxes, spacial gaps (which allow students to 'unpack' the ideas, which is the rich part of the comic), as well as other shapes and coloring elements that unify the main purpose of the graphic novels.

In The article "Using Graphic Novels.... in an Urban High School" is interesting to read because it focuses on scaffolding and using new creative ways to do so. Because graphic novels lack long paragraphs filled with extreme details does not mean that graphic novels lack complex meaning. Since the comics have minimum reading, it grabs those students, who do not enjoy reading, attention. These novels are filled will "visual vocabulary" and use "techniques that convey meaning"(20). I liked how this article focused on what types of devices students gained from reading graphic novels, as it suggests, "visual stories allowed students to discuss how the authors conveyed mood and tone through images" (21). This is a really important goal for students to develop because usually it is through words, instead it is through the actions of the comic. I liked how it states that students do not realize the power they have until reading this new type of media form of literacy, which helps educators help the students build more confidence in reading and therefore helps the teacher scaffold for individuals.

In YGBB, I enjoyed how Wilhelm provided more clarification on the SRI activities.As well as the idea that SRI can be used to identify irony, symbolism, satire etc. because I failed to realize that I could use these types of techniques in this strategy. Where this is a twist for new criticism approach :) As for scaffolding purposes, he talks about how these forms of language activities improve student's abilities as speakers, writers, readers and listeners (156). It is definintely a proven fact that visualization activities in the classroom improve many students literature potential, it is just a matter of incorporating it into the classroom in thoughtful instructional and current and up-to-date ways. As a student, I always enjoyed making creative projects for school. I plan on incorporating collages as a means of judging my students understanding of the texts. It is a good way to evaulate their responses and introduce new ways of deeper meaning with a touch of individual creativity. I also liked the mentioning of post card exchange, which would also be a cool activity to do. My only "scare, judgement. etc" (lack of a better word) is that many students do not believe they can draw or fear their drawing is not good, (as I am) so I liked that Wilhelm included the idea that students can use magazines to create visualizations.

Visually understanding text helps students gain clarification as better develop analysis and elaborate on conflict, setting and characters. Graphic novels, anime and comic books all do this for students!