From superheroes to science: using comics in the classroom
Mehak Siddiqui
From Amar Chitra Katha and Tinkle to Shaktimaan and Chhota Bheem; from the mighty worlds of Marvel and DC to the timeless charm of Calvin and Hobbes, Garfield, and Peanuts – comics have been an inextricable part of childhood across the globe for decades. These vivid stories, brimming with captivating characters and imaginative worlds, have entertained and inspired generations of young readers. But comics are not just a source of lighthearted entertainment; they are a unique blend of visual artistry and storytelling that engage readers on multiple levels.
There have always been some learners who learned visually. It’s only now that we are beginning to realize and actually teach different learners as per their preferred learning styles. Comics offer an exciting opportunity to bring subjects to life. Whether introducing students to different cultures, unpacking scientific concepts, or inspiring creativity, comics can transform the classroom into an interactive, multidimensional learning environment.
Here’s a five-day plan you can use to explore and integrate comics into your classroom across different subject areas.
Day 1: English language
Comics are an excellent resource for enhancing students’ reading, writing, and creative thinking skills in the English classroom. By incorporating both visual and textual elements, comics offer a multi-modal approach to learning, appealing to diverse learners and fostering engagement.
To begin, introduce the concept of comics to your students by asking them about their favourite comics or graphic novels. This discussion will not only spark interest, but also allow students to share their experiences with different types of storytelling. Ask open-ended questions like, “What do you enjoy most about reading comics?” or “How do you think comics are different from traditional stories?” By initiating this discussion, you help students connect with the material in a personal way and encourage them to reflect on how comics work as a form of narrative.
Once students are engaged, move into a more structured exploration of what defines a comic. Break down the following elements that make up a comic:
- Panels: The rectangular or square segments of the comic that contain individual moments of action or dialogue. Panels guide the reader through the story, establishing the pacing and sequence of events.
- Gutters: The space between the panels where much of the story’s interpretation takes place. This gap leaves room for the reader’s imagination to fill in the action between scenes.
- Speech bubbles: These are essential for displaying dialogue. Encourage students to look at how the shape and placement of speech bubbles can affect the tone or pacing of the conversation.
- Captions: Often found in the corners of panels, captions provide narration, background information, or additional context that is not directly part of the dialogue.
- Sound effects: Known as onomatopoeia, sound effects such as “BAM!” or “SPLASH!” visually represent noise, action, or impact, creating a more immersive reading experience.
- Illustrations: The visual artistry of comics is just as important as the words. Encourage students to think about how colours, lines, and character expressions help convey emotions or actions that words alone might not fully express.
During this portion of the lesson, provide examples of different comic strips or pages and ask students to identify the various elements. This could be done as a whole-class activity or in small groups, where students analyze a comic of their choice.
Also go into a discussion of the differences and overlap between comics, cartoons, and graphic novels.
Activity: After gaining familiarity with comics, students can be given a chance to create their own. This activity will be the starting point for a project they will continue in a subsequent class on Day 4. Divide students into small groups and ask them to develop a story for their own short comic strip. Have students think about a simple plot idea, whether it’s an event from their own lives, a fictional tale, or a continuation of one of their favourite comics. Encourage them to outline the plot, characters, and setting to come up with a structure for the comic they want to create. For now, students can focus solely on developing a story and on writing the text. The artistic components will be addressed on Day 4, so collect the story drafts for safekeeping.
Day 2: Social studies
Comics can be a powerful tool in the social studies classroom to explore historical, social, and cultural topics.
Start the lesson by asking students about their favourite Indian comics. Introduce the long tradition of comics in India and how mythologies and folk tales have appeared as children’s comic books for decades. Give the historical perspective of how India’s comic industry began in the mid 1960s when The Times of India launched Indrajal Comics. These comics contained Western stories like The Phantom, Mandrake, and Flash Gordon, translated into Indian languages. Later, Indrajal Comics introduced Bahadur, the first Indian superhero comic by Aabid Surti.
Around the same time, Amar Chitra Katha brought truly Indian stories to the comic form, along with other classics like Tinkle and Chacha Chaudhary. Share how the comic industry reached its peak in the late 1980s and early 1990s and engage students in a discussion of possible reasons behind the decline in readership since then.
Then, broaden the discussion to the idea that comics are more than just entertainment; they reflect the culture, history, and societal concerns of the places they originate from. Begin with a brief overview of how comics from different parts of the world vary in style and content. For instance, you can showcase the distinct art and storytelling techniques of Japanese Manga comics compared to American superhero comics, emphasizing how these differences often mirror cultural values.
To make this interactive, ask students if they are familiar with comics from other countries. You can guide the discussion with questions such as:
- What cultural values do you think are reflected in Indian comics versus Manga versus American comics?
- How might comics tell stories about society, politics, or identity?
Activity: Distribute various newspapers and get students to work in groups. Ask students to find cartoons/comics within the pages and analyze these for social, historical, political, or cultural themes. All groups can present their findings to the rest of the class and they can engage in a discussion on how comics can be used for social or political commentary or to incite change. This reflection helps students think critically about the comic form and its possible applications.
Day 3: Science
Superhero comics can be used to teach scientific concepts like physics and chemistry in a way that captures students’ interest. In this activity, students will analyze comic book scenes to understand how scientific principles are used, exaggerated, or distorted in these stories.
Start the class by asking students if they are familiar with superheroes like The Flash or Iron Man and what powers these characters have. Explain that while these characters may seem fantastical, some of their abilities are rooted in real scientific concepts, though often exaggerated for dramatic effect.
Ask, “What scientific principles might explain The Flash’s super speed or Iron Man’s suit?” Encourage students to brainstorm how they think superheroes might “use” physics or chemistry to achieve their powers.
Then, distribute printed comic book excerpts. One good choice is a scene from The Flash that focuses on his super speed, or a scene from Iron Man that deals with his suit’s energy source. Students can read the selected pages either individually or in pairs.
Once they’ve finished reading, ask students to identify where they see examples of physics or chemistry in action. For example:
- In The Flash, students might mention speed and how it affects time, motion, or the physical environment.
- In Iron Man, they might notice Tony Stark’s suit design, which relies on advanced energy sources and materials science.
Now, tie in the scientific principles that these comics touch upon. Use the whiteboard to break down key concepts:
- For The Flash: Discuss the physics of speed and motion, covering Newton’s Laws of Motion, velocity, and friction. Ask students to consider what would happen to a real person moving at such speeds – what limits does real-world physics impose on this superpower?
- For Iron Man: Focus on energy conversion and technology. How does Iron Man’s suit work? Discuss topics like energy sources (battery power, nuclear energy), the strength of materials (alloys, carbon nanotubes), and real-world technology that could (or couldn’t) power such a suit.
Activity: Divide the class into small groups and assign each group a scene from a comic that depicts some sort of scientific concept such as acceleration, kinetic energy, power sources, friction, etc. Provide each group with a worksheet that includes the following questions:
- What is the scientific principle at play in this comic scene?
- Is the science portrayed accurately or exaggerated for effect?
- How would this principle apply to the real world?
- Can you think of any real-life technologies or phenomena that are similar to what’s shown in the comic?
Each group will discuss and complete the worksheet. Encourage them to think critically about the difference between scientific fact and comic book fiction. For example, while The Flash can run faster than the speed of light, students can learn about the limitations of real-world speed and motion.
Each group can then briefly present their findings to the class. They should explain how their assigned scientific concept works both in the comic world and in real life. Encourage them to address whether they think the comic exaggerates or misrepresents the science.
After the presentations, lead a discussion on how superhero comics can inspire curiosity about science but may also bend the laws of physics and chemistry for dramatic effect. Ask students how the concepts they’ve learned from the comics could apply to real-world science and engineering. For example, can we build an energy source like Iron Man’s Arc Reactor? Could a person ever run at supersonic speeds?
To conclude, summarize the key scientific concepts covered in the lesson – such as velocity, energy, and materials science. Reinforce that while comics are fictional, they can still be a great tool to spark interest in real-world science.
As homework or a follow-up assignment, ask students to find another superhero or comic that showcases a scientific principle (e.g., Spider-Man and momentum, Hulk and the effects of gamma radiation) and write a brief explanation of the science behind their abilities.
Day 4: Art
On Day 1, students were introduced to comics in general and asked to come up with stories they could present in comic form. This lesson will follow up on that with a focus on the art and visual elements of comics. To begin, recap the elements of comics that were presented on Day 1 such as panels, gutters, etc.
Then, introduce students to different styles of comic art with visual examples:
Superhero style (Marvel, DC)
- Characteristics: Bold, dynamic, and detailed, the superhero comic style is characterized by highly muscular, anatomically accurate characters, dramatic action scenes, and intense facial expressions. The colouring is often bright and vibrant, with a strong emphasis on contrasts between light and shadow.
- Examples: Spider-Man, Batman, X-Men.
- Purpose: This style emphasizes strength, action, and heroism, often used to depict larger-than-life figures in exaggerated yet relatable ways.
Clean line (Ligne Claire)
- Characteristics: Originating in Europe, particularly in Belgium and France, this style is characterized by clear, unshaded lines, flat colours, and realistic proportions, though the environments and actions can be exaggerated. There’s minimal use of shadows or textures.
- Examples: Tintin by Hergé, Asterix by Goscinny and Uderzo.
- Purpose: The simplicity of the linework allows for clear storytelling and is accessible to younger readers, yet still engages with mature narratives.
Cartoony/Exaggerated
- Characteristics: Often found in humour comics, this style uses exaggerated expressions, disproportionate body shapes, and highly stylized, minimalistic art. Characters are often highly expressive with exaggerated emotions.
- Examples: Archie Comics, Garfield, Peanuts by Charles Schulz.
- Purpose: This style is often used for lighthearted or comedic storytelling, making characters and situations more playful.
Indian comics
- Characteristics: Blends Indian art with Western comic book techniques. The characters are often highly stylized with bold outlines, bright colours, and simple shading. The facial expressions and postures are usually exaggerated to express emotions clearly.
- Examples: Amar Chitra Katha series.
- Purpose: Primarily aimed at teaching Indian mythology, history, and culture, this style makes the stories accessible to young readers while maintaining a sense of tradition.
Manga (Japanese comics)
These can be further divided into specific styles, as follows:
Shonen
- Characteristics: Shonen manga typically features dynamic action scenes, dramatic facial expressions, and exaggerated physical movements. The linework is often energetic, with expressive use of speed lines, and characters often have large eyes and spiked hair.
- Examples: Naruto, Dragon Ball, One Piece.
- Purpose: This style is designed to appeal to a younger male audience, focusing on themes of adventure, friendship, and growth, with art emphasizing fast-paced action and emotional intensity.
Shojo
- Characteristics: Shojo manga is known for its detailed, delicate linework, large expressive eyes, intricate backgrounds, and flowy hair. The art often uses softer, more romantic tones, with plenty of symbolic elements like flowers or stars in the background to represent emotions.
- Examples: Sailor Moon, Fruits Basket, Ouran High School Host Club.
- Purpose: This style is designed for a young female audience and emphasizes emotions, relationships, and beauty, often with a romantic or idealized feel.
Seinen
- Characteristics: Seinen manga tends to have more mature, detailed artwork, often with a realistic or gritty style. Characters are drawn with more realistic proportions, and the use of shadows, complex backgrounds, and deeper facial expressions is common.
- Examples: Berserk, Akira, Tokyo Ghoul.
- Purpose: This style is used for mature storytelling, often delving into darker, more complex themes like war, dystopia, or psychological horror.
Activity: Divide students into the same groups as Day 1. Give all the groups a blank comic template (you can find or create a basic template with several panels) and instruct them to sketch out the key moments of the stories they created on Day 1 using an artistic style of their choice. Remind them to use panels to sequence events and speech bubbles to show dialogue. An alternative method is to use individual sticky notes for different panels and then put them together in a sequence to create the complete comic.
Once the sketches are in place, students can begin filling in the speech bubbles, captions, and sound effects. Encourage them to think carefully about the placement of text and how it interacts with their images.
Through this activity, students will gain a better understanding of how comics integrate visuals and text to tell a story, while developing their storytelling, writing, and artistic skills. By the end of the lesson, they will have a tangible product that demonstrates their learning in a fun and interactive way.
Collect the completed comics for safekeeping as they will be used in the next class too.
Day 5: Media, technology, or drama
Comics continue to serve as the inspiration for a plethora of movies and TV shows. This lesson will introduce students to the concept of adaptation and what goes into transforming a story from the page to the screen.
Start the lesson by asking students if they have seen any TV series, movies, or anime that are based on comics or manga. Some popular examples could be Spider-Man, The Avengers, Naruto, Attack on Titan, or Ms. Marvel. Engage the students in a conversation about which adaptations they have seen, what they liked or disliked, and whether they have read the original comics or manga.
Introduce the concept of “adaptation” and explain that it involves transforming a story from one form of media (comics/manga) into another (TV series, movies, anime). Explain how adaptations often involve changes due to time constraints, budget, audience, and cultural context.
Also, explain how the adaptation process need not only be from written form to screen as many comics have been inspired by TV shows too, such as Shaktimaan and Chhota Bheem comics.
Choose one or two examples to showcase in class. If possible, pick something that has both a Western-style comic (e.g., Ms. Marvel or Spiderman) and a manga (e.g., Attack on Titan or Naruto) to explore the differences in adaptation between Western and Japanese media. Discuss the challenges that may occur in adaptation and the creative liberties that are taken such as shortening of the plot or changing of certain aspects. You could also discuss cross-cultural adaptations and consider shows that have been adapted differently in different countries.
Activity: For this activity, students will need the comics they created in the English and Art classes on Day 1 and Day 4 respectively. Their task now can be to adapt the comic they have created into a skit to be presented to the class. Each group can be given some time to prepare and practice. Then, they can act out their productions for the rest of the class.
Alternatively, older students can be asked to write an essay about a comic adaptation that they like. They can discuss and analyze questions such as:
- How do the characters differ in appearance or behaviour between the comic and the adaptation?
- Were there any major plot changes or omissions?
- Did the adaptation retain the same emotional tone or atmosphere?
- How did the visual style change from comic art to live-action or animated form?
In conclusion
Incorporating comics into the classroom opens up a world of possibilities for engaging students across a variety of subjects. Whether it’s unravelling scientific concepts with superhero physics, or exploring artistic skills through visual storytelling, comics provide a fun and accessible way to enrich learning. By tapping into students’ natural interest in visual media, educators can use comics to encourage critical thinking and creativity.
The author has worked at the intersection of education and technology for the past decade. She holds a master’s in communication and a second master’s in children’s literature, media, and culture. She can be reached at mehakssiddiqui@gmail.com.
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