How comic books can help you learn - Gene Luen Yang

Key Concepts

• Comics as an Educational Tool: The central theme is the exploration and validation of comic books and graphic novels as effective pedagogical resources.
• Visual Culture: The understanding that students are accustomed to and learn effectively through visual information.
• Reader Control of Information Flow: The unique ability of comics to allow readers to control the pace at which they consume information.
• Historical Stigma of Comics: The past perception of comic books as detrimental to youth, particularly due to Dr. Fredrick Wortham's "Seduction of the Innocent" and subsequent Senate hearings.
• Resurgence of Comics in Education: The recent and growing acceptance of comics and graphic novels in K-12 classrooms and libraries.
• STEM Comics: The emerging field of educational comics focused on Science, Technology, Engineering, and Mathematics.

The Transformative Power of Comics in Education

The speaker, Gene Luen Yang, recounts how his childhood encounter with DC Comics Presents #57 ignited a lifelong passion for comics, leading him to become a published cartoonist and a high school teacher at Bishop O’Dowd High School in Oakland, California. Initially, he harbored an instinctive belief that comic books were out of place in a classroom setting, a notion reinforced by his students' attempts to distract him with comic-related questions like "Mr. Yang, who do you think would win in a fight: Superman or the Hulk?"

The Genesis of Comics as a Teaching Method

A pivotal moment occurred when Yang was asked to substitute for an Algebra 2 class and had to miss several periods. To maintain consistency, he began videotaping his lectures, but these proved to be a "disaster," with students finding his video presence "unbearable." In a desperate attempt to engage his students, he started drawing his lectures as comics. To his surprise, these "comics lectures" were a resounding success, with students actively requesting them even when he was present. This experience led Yang to understand the significant educational potential of comics.

The Educational Advantages of Comics

Yang highlights several key advantages of using comics in education:

• Visual Learning: Comics cater to a "visual culture" in which students are adept at processing information visually.
• Reader-Paced Information Flow: The sequential nature of comics, where "past, present, and future all sit side by side on the same page," places the control of information flow firmly in the hands of the reader. Students can reread passages at their own pace to ensure comprehension.

Historical Context: The Stigma and Resurgence of Comics

The transcript delves into the historical perception of comic books. In the 1940s, comics were a mass medium with millions of copies sold monthly, and some innovative teachers began incorporating them into classrooms. However, this trend was disrupted by child psychologist Dr. Fredrick Wortham, who, in his 1954 book "Seduction of the Innocent," controversially argued that comic books caused juvenile delinquency. Although his evidence was "dubious," his book prompted U.S. Senate hearings that lasted nearly two months. While inconclusive, these hearings significantly damaged the reputation of comic books.

It wasn't until the 1970s that comics began a slow return to educational acceptance, with more widespread adoption occurring in the last decade. This resurgence is evident even at Bishop O’Dowd High School, where Yang previously taught.

Real-World Applications and Examples

• Bishop O’Dowd High School:
  • Mr. Smith uses Scott McCloud's "Understanding Comics" in his literature and film classes.
  • Mr. Burns assigns a comics essay annually, requiring students to process a prose novel using images.
  • Miss Murac uses Yang's own "American Born Chinese" with her English 1 students.
  • Miss Counts has curated an impressive graphic novel collection in the school library.
• Library Impact: A School Library Journal article indicated that the mere presence of graphic novels in a library increased library usage by approximately 80% and the circulation of non-comics material by about 30%.
• Emerging STEM Comics: American cartoonists are increasingly producing educational content for the K-12 market, with a growing focus on math and science topics, representing an "uncharted territory ready to be explored."

Key Arguments and Supporting Evidence

The central argument is that comic books, despite historical prejudice, possess significant educational value. This is supported by:

• Anecdotal Evidence: Yang's personal success with comics lectures and the positive reception from his students.
• Pedagogical Rationale: The inherent visual nature of comics and their ability to empower readers with control over information processing.
• Statistical Data: The reported increase in library usage and circulation due to the presence of graphic novels.
• Current Trends: The growing production of STEM comics and their integration into curricula at institutions like Bishop O’Dowd.

Conclusion

The transcript concludes with a strong affirmation that "America is finally waking up to the fact that comic books really do belong in every educator’s toolkit." The educational potential of comics is presented as a valuable resource waiting to be harnessed by creative educators.

Technical Terms and Concepts Explained

• Spinner Rack: A common display unit in bookstores for holding and displaying comic books.
• Mass Medium: A medium of communication that reaches a large audience.
• Juvenile Delinquency: The behavior of young people who commit crimes.
• Prose Novel: A novel written in ordinary language, as opposed to poetry or drama.
• STEM: An acronym for Science, Technology, Engineering, and Mathematics.