This is what's in your student's head...
3/28/2014
by Glen Downey, Comics in Education, www.comicsineducation.com The trick, of course, is getting it to come out!For those who are yet to be convinced of the power of visual brainstorming, or who are wondering why teachers haven't all been doing this since the first time students were made to sit down in chairs and listen to grown-ups in school, I present to you this latest effort. It comes from my student, Hannah, who apparently had quite a lot to say about Dario Fo's Accidental Death of an Anarchist. I'm not really sure what to call this one. "Crazy Town" comes to mind, I think. It reminds me of the maps I poured over of Ancient Pompeii when I wrote Fire Mountain for the Rubicon/Scholastic Series Timeline.
The fact is that it allowed Hannah to express a wealth of information about the first scene of Fo's play--that's right: it's only the first scene being represented here and not the whole play. Even the British flag demonstrates an understanding of how Fo intended the play always to be set in the very moment that the play takes place. And that's just one small piece of the brainstorming. You can see at the bottom left hand corner, for instance, that an Oxford English Dictionary makes an appearance to show a definition of farce... You see. Students do still use dictionaries.
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by Glen Downey, Comics in Education, www.comicsineducation.com Having Students Take Notes in Their Own Way is the KeyIn a couple of previous posts, I showed you examples of Grade 12 students doing a comparative analysis of Death of a Salesman and A Streetcar Named Desire using a Visual Brainstorming technique that saw them employ a combination of words, images and symbols to represent their thinking. Although the examples I showed featured students with excellent artistic skills, it's important to remember that Visual Brainstorming and Visual Note-Taking are not simply exercises in illustration. They are exercises in brain-dumping. Think of the activity as less about drawing and more about freewriting, but with some license to use the visual and without the need to avoid lifting the pen from the page. Here, Kailey has amassed an excellent amount of information about the opening scene of Dario Fo's Accidental Death of an Anarchist. Her only direction was to think about a few basic concepts: character development, staging, humour, and dialogue. She was also encouraged to ask questions right on the paper about things that were happening in the scene that she might not fully understand. The results are so staggering that I'll likely be transferring this to the exemplars section of the website so that I can generate a slightly larger illustration to show you what she came up with. Please try these exercises with your students! You may be quite pleasantly surprised not just with their artistic skills, but by how much knowledge and understanding they are able to articulate when given the freedom to express their ideas in this manner. Use Visual Note-Taking Strategies for Better Results!I know in the mathematics classroom that we're ever-more conscious about allowing students to find their way to the answers to problems. Gone, I hope, are the days of forcing students to take a single road along their journey through our mathematics curriculum. I was never big on taking that road myself. When asked to solve a math problem, I always wanted the solution to look cool for some reason. I think this had to do with my formative reading experiences being so tied to comics, detective fiction, adventure stories, and the manuals and gamebooks of fantasy role-playing games. I wanted the journey to be exciting! A few years back, I was teaching at a school that held a math contest for students and faculty. I found the questions really challenging, and that's with ten undergraduate math courses under my belt! I managed to win the contest (which I think my colleagues found strange given that I taught in the English department), but the way I answered the questions had something to do with it: Here were my responses, and I apologize in advance for having no longer any clue what the questions were... Q1. Killer Geometry QuestionQ2. Fractals -- It was brutalQ3. Hypocycloid Question (I nearly died)Q4. I honestly don't even remember this one...I think when we allow our students to draw their math answers, write out their frustrations about their math answers, and use visual brainstorming techniques for their math answers, we're giving them opportunities to arrive at these answers in very useful ways. If you encourage visual brainstorming or having kids use doodling in their written responses to questions, send along some examples because we'd love to feature them at Comics in Education! |
Glen DowneyDr. Glen Downey is an award-winning children's author, educator, and academic from Oakville, Ontario. He works as a children's writer for Rubicon Publishing, a reviewer for PW Comics World, an editor for the Sequart Organization, and serves as the Chair of English and Drama at The York School in Toronto. If you've found this site useful and would like to donate to Comics in Education, we'd really appreciate the support!
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