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Comics in Education
  • Home
  • About
    • Our Supporters
    • Corporate Support
    • The Hub
    • Why This Site?
    • Our Philosophy
    • The Challenges
    • Missed a Post?
  • The Basics
    • Historical Tradition >
      • Cave of Altamira
      • Tutankhamun's Tomb
      • The Bayeux Tapestry
      • Stations of the Cross
      • A Rake's Progress
    • Terminology >
      • Defining the Form
      • The Language of Comics
      • Filmic Language, Part 1
      • Filmic Language, Part 2
      • Language of the Gaze
    • A Rationale for Comics
    • Next Steps
    • Glen's Portfolio >
      • Boldprint
      • Timeline
      • The 10
      • Graphic Poetry
      • Boldprint Kids Graphic Readers
      • Boldprint Graphic Novels
      • Interface and ILit
      • Remix
      • Issues 21
      • Other Books
  • Graphica
    • Scholarship
    • Happening Now
    • Graphic Novels
    • About the Form
    • For Educators
  • Classroom
    • Activities >
      • Exemplars
    • Curriculum Connections >
      • Videos
      • PowerPoints
    • FAQ
    • Links
    • Support
  • Store
    • Codes
    • Go for the Pin!
  • Contact
Comics in Education
What's new?

HISTORICAL TRADITION

When we think about comics and graphic novels, we should think about them in the broader context of visual narrative. Visual narrative is telling a story in whole or in part using visual images, like illustrations or photographs. If we think about comics and graphic novels in this way, we can more easily recognize them as the product of a tradition that extends much further back than the tradition of writing.

Take a look at the following examples of visual narrative that significantly predate the rise of newspaper comics and graphic stories in the early part of the twentieth century.

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Cave of Altamira 20000-35000 BCE

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Tutankhamun's Tomb, c. 1323 BCE

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Bayeux Tapestry,
c. 1070s CE

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Stations of the Cross, c. 1600s CE

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A Rake's Progress, 1732-33 CE


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The Basics

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Terminology

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Rationale

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Next Steps


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​Comics in Education


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