Issue Details: First known date: 2014 2014
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Graphic novels, also referred to as graphic narratives, sequential art narratives, or substantial comics, are gaining recognition as a valuable format through which to deliver fictional and non-fictional texts. In the process of exciting young readers and cultivating cognitive and creative communication skills for the future, graphic novels offer a format that is compelling, challenging, and rich in the visual and lexical grammars required by 21st century readers and communicators. This chapter considers why and how graphic novels should be integrated into primary classrooms. It will draw upon academic research that acknowledges the significance of this medium of expression.

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    y Picture Books and Beyond Kerry Mallan (editor), Newtown : Primary English Teaching Association Australia , 2014 8039484 2014 criticism

    Picture books have been evolving for centuries. While early texts such as John Comenius’ Orbis Pictus (1658) demonstrated the value of using illustration in children’s education, it was not until the 1930s that picture books in the form familiar to readers today appeared. By the 1960s picture books such as Maurice Sendak’s Where the wild things are (1963) demonstrated how the genre could break boundaries by exploring psychological dramas and experimenting with visual storytelling. It was also in the 1960s that graphic novels with their popular comic-style form were developing an adventurous approach to content and style. Contemporary picture books and graphic novels continue to explore new literary and artistic landscapes, inspire adaptations by filmmakers and to other media and increasingly to digital forms with the popularity of e-versions and apps.

    Picture books and beyond examines a wide selection of picture books, graphics novels, films, e-picture books and apps that reflects the diversity of these evolving cultural artefacts, and their opportunities for education and delight. Picture books and beyond aligns closely with the goals and directions of the Australian Curriculum: English, and considers the potential of texts for enabling students to respond critically and creatively. It also highlights links to other curricula, general capabilities and cross-curriculum priorities.

    Newtown : Primary English Teaching Association Australia , 2014
    pg. 123-147
Last amended 5 Nov 2014 14:22:30
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