AustLit

'Comics or ‘sequential art’ has historically been considered an art of time. Yet, many recent artists privilege comics’ spatial extensions over the dimension of time. This article explores the role played by space in structuring comics. It does so by analysing two comics by Australian artist Nicki Greenberg, The Great Gatsby (2007) and Hamlet (2010). These two adaptations, which marry conventions of comics with a photo album and a theatrical stage, exploit the tension between material forms outside the comic, the material forms that influence the comic’s creation, and the material form taken by the work itself. They are examples of innovative comics made possible when material form is viewed as a structural force. Through analysing Greenberg’s methods for adapting existing works ‘through’ other material forms, I argue that material form is a structural force that can be analysed alongside optional conceptual structures such as the panel and gutter.'

Source: Sage Publishing.

'Researchers and theorists have assessed the value of graphic novels and other illustrated texts as motivational tools that can also improve student achievement. However, few studies have compared a full-length traditional text with its full-length graphic adaptation. The purpose of this study was to assess reading comprehension of 126 Grade 10 students. Participants in the control group read F. Scott Fitzgerald’s The Great Gatsby. Participants in the experimental group read Nicki Greenberg’s graphic adaptation of The Great Gatsby. Reading achievement and reading motivation were used as independent variables for their ability to predict performance on a reading comprehension assessment and as covariates when comparing the two text versions. Both groups completed the Adolescent Motivation to Read Profile survey component. Students were evaluated on their reading achievement using results from the reading portion of the PLAN test. The PLAN test is a standardized exam typically administered to Grade 10 students across the nation. This test is part of the ACT program. Additionally, students were asked if they had seen a film version within the past year. These data were used as independent variables. Following the reading, students completed a reading comprehension assessment. The reading comprehension assessment was a quiz created by Renaissance Learning through the Accelerated Reader program. The results of this study indicated that motivation predicts student performance on a reading comprehension assessment no matter which text students read. Achievement was not a significant predictor of student performance no matter which text students read. Having watched a film version was only a predictor of student performance for students who read the traditional text. When comparing the two groups with only the students who had not seen a film version, the results indicated that students performed significantly better on the reading comprehension assessment when they read the graphic adaptation. Thus, it was concluded that the graphic adaptation was a viable alternative or supplement for the traditional text. Moreover, an emphasis was placed on the importance of finding more ways to improve reading motivation. Other implications for further research are discussed.' (Thesis abstract)