This paper continues the argument for comics, especially novels and manga(Japanese comics), to be taken seriously as a valid art form and as a source for work at all levels of art education. 1 Specific case studies demonstrate how these ambitions might be realised in practice in the form of classroom comic/graphic novel based projects in primary and secondary schools. Three have been singled out for consideration and each deals with issues affecting comics in education, such as the question of 'derivative' work, assessment and interpreting pre-existing texts. The capability of comic-based projects to successfully accommodate wider social issues like gender construction also come under scrutiny. The resulting works are analysed in the context of the prevailing education culture and highlight the difficulties of applying established assessment criteria to projects of this type.
|Journal||International Journal of Art and Design Education|
|Publication status||Published - 2000|