End of Class Reminders!

 Even though our class is technically behind us, you still have two pieces of work due by this weekend (no later than Sunday, the 3rd):

* The Art Exhibit Presentation (see assignment a few posts down)

* The Final Exam Paper (see assignment at the bottom of this post)

Remember that for your Presentation, you can either post a video to Flipgrid or just make a script either as a word document or on a Powerpoint (you can e-mail either of these to me). However, if you want to post on Flipgrid, you MUST make a Flipgrid account so I can add you as a co-pilot to the course (this allows you to post longer videos). So far, no one has done this with their ECU e-mail, so I can't add you to the class. If you did so with another e-mail address, please let me know which address you used (I know one of you is using gmail, and I do have that address). I can help you post the video if you're having trouble, but it's a simple and fun way to do the presentation. However, it's not mandatory. 

Please remember to scroll through the blog since it will give you valuable reminders and resources for both assignments. I've included some technical terms, links, as well as summaries of our conversations, which might give you ideas for the paper. 

If you have ANY questions, don't hesitate to e-mail me at jgrasso@ecok.edu. But be sure to read both assignments carefully before starting them. I don't want you to miss the boat because you forgot to read the assignment! 

Good luck! 

Paper #2: Final Exam

For your final exam, I want you to choose one of the following “big” topics and respond to it with at least 2 of the comics from class, as well as at least 2 outside sources. These sources will help you plug into some of the comic book conversations going on outside our class, and help you realize what many scholars and readers think about the subject themselves. Additionally, feel free to use anything from the blog, which has ideas and examples culled from our class discussions and my Powerpoints. This doesn’t count as an outside source, but it might help you discuss some of these ideas and give you more to say/respond to.

Choose ONE of the following topics:

#1: Superhero comics are a powerful way to help younger readers explore issues of identity and morality, and can be even more effective than many forms of traditional literature. Because of this, superhero comics should be an essential part of the middle/high school curriculum alongside works like Shakespeare, Steinbeck, Harper Lee, etc.

#2: Are superhero comics a genre of literature or a form of literature? In other words, are all superhero books more or less alike, following the same conventions, characters, clichés, and storylines? Or are superhero comics merely a framework that various genres can exist within and tell wildly different stories? How can you argue one or another from the works in class?

#3: Some form of comics censorship should exist so readers can find appropriate books and to further remove the inappropriate title of “comics” from superhero books. How would you go about rating some of the books in class, and how can we tell which books are appropriate for which readers? What do terms like “adult content” or even “pornography” mean in relation to comic books?

#4: Superhero comics are still victims of their sexist and racist origins. Despite many attempts to overcome it, we can still see signs of misogyny, racism, and ableism in many of the leading works. Do you think the form, itself, is tainted? Or can it still be overcome?

FINDING SOURCES

·         Remember to use the ECU library’s website: in the search box on EBSCO Discovery Service, search for comics and topics related to your topic. You’ll find great academic articles this way, and there’s been quite a lot written about comics in recent years.

·         ComicsResearch.org (a site full of academic and popular content)

·         ComicsResearch.org/blog (a blog full of comics news and events)

·         Cbldf.org  (Comic Books Legal Defense Fund: a site about banned comics and other comics-related issues)

·         Lambiek Comiclopedia (an on-line encyclopedia of comics:  http://lambiek.net/artists/index.htm

 

REQUIREMENTS

·         Quote from the comics and the articles you use in your research

·         Cite comics by introducing the comic and cite the author (or artist) at the end

·         Cite articles by introducing the author & article and citing the page # at the end, or the journal title

·         Due on the weekend of January 2-3, or the technical end of Intercession

 

Tuesday re-cap for They're Not Like Us

 Our last day of class! (sob). Here are some of the things we discussed to jog your memory...

THE STYLE AND CONTENT

* Much more realistic, sometimes extremely detailed, yet sometimes lacking any detail (white backgrounds, etc.). The story takes place in San Francisco and is very documentary in its use of real buildings and locations. It seems like a story that could actually happen or IS actually happening. The style creates a "based on a true story" appearance, and makes the events less fantastic or distant for the reader.

* The narration is also a little unreliable, since our opening shot is "Syd" jumping off a building. She wakes up in the hospital, but we don't really know "where" she is. Is she dead? Dreaming? In a coma? Or is she really just okay? What if this is all in her head, and is her version of people and events, much like The Killing Joke is Joker's? 

* There's also the very real possibility that she thinks she's a superhero because this 'cult' has convinced her she is to exploit her for their own use. So much of this story illustrates how cult's work and operate, and how one man (in this case, The Voice) controls everyone's perception of reality. So this could be a straight-up superhero story, OR it could be an anti-superhero story. Is she 'mad,' sick, dead, or a would-be Batman? You decide...

* The story also functions as a parable of superheroes in general. They're vigilantes who deal out their own brand of justice, though this justice is very subjective and from another perspective, would make them villains. Syd crosses over from Clark Kent to Lex Luther by mid-story, and only at the end does she step away from the edge (but only after potentially killing someone--was he REALLY a pedophile?). But though they don't look like superheroes, they all have alter egos, costumes, and a justifiable ethics. So this puts a unique spin on who superheroes are and how dangerous they might truly be. It's a comic a lot like The Boys or Watchmen in this regard.

PORNOGRAPHY: I KNOW IT WHEN I SEE IT

* We also discussed the level of violence on the comic, and how much is too much? Comics are increasingly upping the level of violence and blood, and violence can itself be pornographic, even without a sexual element. So does this comic cross the line? 

* In the 1964 court case, Jacobellis vs. Ohio, Supreme Court Justice Potter Stewart said this about a sweeping definition of pornography: “I have reached the conclusion . . . that under the First and Fourteenth Amendments criminal laws in this area are constitutionally limited to hard-core pornography. I shall not today attempt further to define the kinds of material I understand to be embraced within that shorthand description; and perhaps I could never succeed in intelligibly doing so. But I know it when I see it, and the motion picture involved in this case [The Lovers] is not that." So where does this leave us with comics? What is and isn't pornography?

* After looking at several recent examples of superhero comics engaging in potentially gratuitous violence, we looked at some of the most banned comics in the US, none of which were superhero comics. Ironically, almost none of these comics have violence on them...but all had sex or nudity. In the US, sex and the naked body is almost always seen as pornographic (in books, not so much in film), whereas violence is almost universally acceptable. Some comics that are banned or contested for sexual content are Blankets, Fun Home, and Persepolis.

* Check out the CBLDF website (cbldf.org) for many articles and resources about comics censorship. One of them discusses a recent case where Fun Home and Blankets were contested by parents: "One of the most challenged graphic novels by high schools and libraries: Bechdel’s Fun Home (2008): In 2006, Louise Mills of Marshall,Missouri, requested that the book (and another graphic novel, Blankets by Craig Thompson) be removed from the local public library. Mills characterized the books as “pornography” and expressed concern that children might be drawn to them because they looked like comic books. Another citizen who spoke at a library board meeting even contended that the books could result in “seedy people coming into the library and moving into our community.” 

Monday re-cap for Firebug

 In Monday's class, I introduced the Audio-Tour assignment (see post below) and discussed the two options for the assignment--the powerpoint/video or the written-out script. If you do the first one you don't have to write a word, but you do have to wrangle with the technology; the second one requires you to write another paper, basically! 

DISCUSSION FOR FIREBUG

* We discussed the sumptuous artwork for this piece, and posed the question how extravagant the art could be before it overwhelmed the story. As a response, it was posed that the simpler the story, the freer the art could be; but a complex story needed to have much simpler art so we could follow it better. This might be why many historical or biographical graphic novels employ a pared-down, cartoony style (Maus, Persepolis), while works like Firebug, Scarlet Witch, etc. can have more freedom to embellish their world.

* We also discussed the emphasis on African folklore and mythology in this work, and why comics generally ignore the cultures of Africa and Asia in favor of the more familiar Greek, Norse, and Celtic mythos. If comics, which are often geared toward younger readers, told more African stories, kids would grow up knowing about them, and be as familiar with this world as they are with, say, King Arthur, etc. It's all about representation--or the lack thereof.

* One final point consisted of the Bechdel Test: this is a kind of joke that comes out of Alison Bechdel's comic strip, Dykes to Watch Out For, where two characters leave a theater after seeing an annoying overblown action movie. One says that she won't see another movie unless it (a) has two women who are main characters, (b) and these women talk to one another for more than a few minutes, and (c) they talk about something other than a man. It was suggested the Firebug didn't pass the test, since despite its focus on female protagonist, the two main ones are engaged in a love triangle with a man. Yet it was also suggested that this humanized the two mythical figures and made them relatable, particularly if the work was also intended for a Young Adult audience (if it was). Romance is an important element of storytelling, and the more epic and distant the subject matter, the more you need this human element. 

THE RACIST ELEMENT IN COMICS

* I then showed several slides documenting the racist past of superhero comics, many of which employed the following tropes:

(a) the evil "Orient" (characters from the Middle East or China who were depicted in grotesque fashion as the villains)

(b) a captive damsel who is nearly raped by the "evil" Asiatics before the hero saves them

(c) depictions of these Asiatics as primitiive and devoid of any technology; in the Hawkman comic, the villain has archers (!) attack Hawkman, and all of them are clad solely in loin cloths. 

* Other superheroes also engaged in explicitly racist behavior, notably Superman, who in a WWII ad, said "you can slap a Jap by buying US War Bonds!" 

* Comics tried to address racist tropes in the 70's by including more diverse heroes, though many of these attempts still fell back on racist stereotypes, such as Marvel's title, The Master of Kung Fu, which said proudly on the cover, "The Fortune Cookie Says Death!" 

* Another regrettable blunder was the comic, Lois Lane, Superman's Girlfriend, which had an issue where Lois uses a "body mold" to become black for 24 hours to test Superman's resolve: does he really love her? Would he marry her if she was African-American? 

* Today comics are trying to include not only characters of color by writers and artists as well, who are better able to represent their own stories and heroes. But are comics fatally shadowed by their racist past? Are superheroes by definition somewhat racist? 

The 'Audio Tour' Presentation!

 

PROMPT: For your Presentation Assignment, I want you to put together an Exhibit of Comic Book Art, to be shown in the Hallie Brown Ford Art Gallery. Your exhibit should showcase a piece of art from each comic in class, OR 3 works from class and 3 from your own collection (an outside book). The work of art can be anything from a single frame (which would be blown up to make it easily viewable) to a 'splash page' (meaning a full-page frame or a double-page frame).

AUDIO TOUR: Your Presentation is the "audio tour" that takes guests through the exhibit and tells them a little bit about each piece so they can leave smarter than they arrived. Your tour can follow any format you like, but you should briefly introduce each piece (the artist, the comic, etc.) without trying to give us lengthy plot summary. Pick works of art that follow a specific theme—something that connects each one, and that can help you discuss them in your presentation. Themes might be Coming of Age, or Representations of Identity, or From Darkness to Light, etc. Help us see the aspects of style, color, transition, characterization, and other aspects that help tell this story, and make the image a unique work of art.

FLIPGRID: I’ve made a Flipgrid account for our class: Superheroes as Literature @ ECU. The code to join is “grasso9485.” So go to flipgrid.com and put in the code, and then join with your ECU e-mail (it will ask you for a Google or Microsoft account—ECU is Microsoft). I’m also going to add everyone in class as a “co-pilot,” which will allow you to post your own topics/presentations. Ideally, I would like your presentation to be a 10 minute (or less) Powerpoint (or other) presentation that you can narrate on a video. Flipgrid makes it easy to share a Powerpoint and record your voice over it. This way, we get the illusion of an actual audio tour with pictures and words! And you won’t even have to write a word…unless you want to read an actual script (your choice). Instructions for creating a topic and recording a video are on my Topic on Flipgrid.

HOWEVER: If you really don’t want to record a video, or you don’t have reliable internet at home, you can simply write it out as a script that someone would read for the recording. In this case, you would have to turn in a script taking us through each panel and discussing it following the guidelines above. You would still have to discuss 6 works, and connect them thematically, but you would only have to write it out, which might be more or less work, depending on your aversion to technology.

REQUIREMENTS AND DATES: The presentation has to be under 10 minutes, since that’s all that Flipgrid will allow. But that’s plenty of time to go through each slide and make some clear, concise remarks about each work. If you choose to do the paper, there’s no page limit, as long as you cover all 6 slides and say something about each one. However, the paper requires you to quote more, since we can’t see what you’re talking about.

Due by the end of Week 3, the weekend of January 2-3. I strongly discourage late papers/presentations since I have to start preparing for the Spring semester and need to square this away before then. E-mail me if something comes up that prevents you from finishing; we can discuss it on a case by case basis if necessary. 

 

Friday Re-Cap for Maneaters, Vol.1

NOTE: Don't forget about the Paper #1 assignment, which is two posts down. It's due in-class on Monday! So it's homework for this weekend. Don't work too hard on it, and use your previous responses for inspiration and ideas. 

WORD + IMAGE TRANSITIONS

* I opened the class by discussing how words change pictures, especially since pictures can tell a story without words. So when we looked at a simple Peanuts comic without words, and then added the words back in, we got a drastically different story. That's because well-chosen words can help us see aspects of an image that we didn't previously see, or even change the image entirely. 

* There are three complex word + image transition that Scott McCloud introduces in his book, Understanding Comics (1993):

1. Additive: where either words or pictures add something significant to the story;

2. Parallel: where words and pictures seem to go off in different directions, though it all makes sense in the context of the story;

3. Interdependent: where words and images go hand in hand to tell the story, each one pulling equal weight.  Eliminating one would change the meaning entirely. 

We then added words to series of blank Spider Man panels to change a fairly boring story into very humorous or irreverent ones. Each students' example made the story infinitely more interesting! 

THE STYLE OF MANEATERS

* Unlike Scarlet Witch, the style here is consistent throughout and suggests, as someone said, a "friendly" YA comic or something more similar to "Dove" from Superman: American Alien. It's full of bright colors which makes it seem like a stereotypical "girl's comic," and yet the story itself is quite dark at times, and always satirical. So the style helps us 'see' the satire and the overall humor of the piece. 

* This is also the only comic to use mixed media: actual photos and other documents alongside the comic. This gives it a surreal quality and underlines the essential humor of the piece. You almost don't know where the propaganda ends and the story begins. Indeed, the fourth chapter/comic is a fake magazine entitled "Cat Fight," which is aimed at boys who are terrified of girls--even their sisters! None of this would make any sense outside of a comic book, where the styles are easily seen and immediately signal a change in tone and purpose. 

* Look, too, for all the "interdependent," "parallel," and "additive" elements in Maneaters. A lot of the pictures gain new purpose (and often, silliness) when the words are added. Sometimes, for example, the words are talking about one thing and the pictures are showing us something else (as when the cat kills its entire family early on in the book). 

THE METAPHOR

* We had a very long discussion about the term, "the personal is political," since for women, every choice they make (or is made for them) has political implications. Also, their bodies are often regulated by laws made by men, which helps us understand the dystopian metaphor of children who are forced to eradicate their periods for the good of society. Their bodies become products of the state, and entire families live in mortal terror of their pre-teen daughters. 

* Also, remember why cats are such a useful metaphor here: because we often relate girls to cats, as in cat fight, pussy, kitten's got claws, and so forth. Women are often seen synonymous with cats in society because they are supposedly mercurial, aloof, unpredictable, and hard to read (see the "tell-tail signs" section of Cat Fight). Also, the word "pussy" has a triple meaning: a cat, slang for the vagina, and slang for an effeminate man. So in our society, being termed a female body part is the worst of all possible insults. 

* It's also fun the point out the idea that men live in fear of women, and are scared of being eaten alive by then, or jumped in the night. This is a satirical inversion of the real world, where women often live in fear of walking home at night because of predatory men. 

* We ended class by discussing whether or not female superheroes have gained equality over the years, and looked at some examples from Wonder Woman to a recent cover of Spider Woman (which you can see below). You be the judge: is sexism a thing of the past? 

Thursday Re-Cap for Scarlet Witch: Witches' Road, Vol.1

 On Thursday, we discussed Scarlet Witch: Witches' Road and also looked at comic book history from WWII to the birth of Marvel, where things really changed--and almost ended--for comics. Here are some of the main points:

The Artwork:

* It was more challenging, on the whole, especially in how it transitioned from frame to frame. Some chapters, such as the one in Greece, were very experimental, making it difficult to know which way to read the comic. This seemed to echo the maze-like origin of the Minotaur, as well as the mysterious journey that Scarlet Witch found herself on. It was also suggested that it mimics her own confused mental state, as she is suffering from depression and fear of her own past catching up with her.

* Also discussed how the style often did away with frames altogether, and made us experience the comic like a montage (as in film), where many events fold over one another and time seems suspended. We see this particularly in the last comic, where she visits the crypt and confronts the ghosts of the nuns and the Inquisitors. 

The Character

* We discussed, too, the advantage of having a non-iconic character like Scarlet Witch. While she is famous and well-known, she doesn't have the baggage of a Superman or Batman. You can take more risks with her and re-define who she is and where she comes from. This is what happened over the decades with her character, as she started out as a teenage mutant who just had 'hex power,' and wasn't a true witch. 

* Many female characters, which were developed to be minor players or love interests, have known become ripe for exploration by major comic book writers and artists--notably women, who want to tell their stories. Along with Scarlet Witch, we have Mockingbird, Catwoman, Ms. Marvel, Black Cat, etc. This echoes the struggle women have had in society in general, and bringing these characters front and center is a way of telling new stories about old worlds. 

Comic Book History

* We talked about how after WWII, many soldiers developed a love for comics, since it was the easiest literature to transport and read--and dispose of. So comics became more adult in content, breeding romance comics, crime comics, horror comics, and even some blatantly pornographic comics. This caused concern among many adults, as their children were still reading comics, and there was nothing preventing kids from reading about murder, adultery, and rape (and God forbid the parents should screen their children's reading material!)

* So enter Dr. Wertham, who was largely behind the Comics Code of 1954. This code censored comics so they couldn't present anything objectionable to young minds...but in so doing, preventing comics from expressing almost anything that made them interesting. Some examples of the code include:

(2) All scenes of horror, excessive bloodshed, gory or gruesome crimes, depravity, lust, sadism, masochism shall not be permitted. 

(4) In no case shall evil be presented alluringly, nor so as to injure the sensibilities of the reader.

(5) Scenes dealing with, or instruments associated with walking dead, torture, vampires and vampirism, ghouls, cannibalism, and werewolfism are prohibited.

(1) Nudity in any form is prohibited, as is indecent or undue exposure.

(3) All characters shall be depicted in dress reasonably acceptable to society.

(10) Sex perversion or any inference to same is strictly forbidden. 

* Stan Lee largely changed this by attempting a "last ditch" effort to make comics interesting again with Marvel Comics. According to him, The characters would be the kind I could personally relate to: they’d be flesh and blood, they’d have their faults and foibles, they’d be fallible and feisty, and—most important of all—inside their colorful, costumed booties they’ve still have feet of clay.’”  All of his creations caught fire with young imaginations, particularly with teenagers, who wanted tales of superheroes they could relate to. Examples of early Marvel characters included Iron Man, The Fantastic Four, Spider Man, The Hulk, Thor, the Avengers, and the X-Men. 

* The X-Men are particularly important, since they were the first team of teenagers who had powers they were born with, making them mutants--the next 'evolution' of the human race. This soon became a metaphor for kids who were born different and had to hide their identity and 'pass' as normal. In the 70's and 80's, this resonated with many gay and lesbian readers who felt they were the mutants. 

Paper #1: The Reader Behind the Mask (due Monday!)

The truth may be that Kent existed not for the purposes of the story but for the reader. He is Superman’s opinion of the rest of us, a pointed caricature of what we, the noncriminal element, were really like. His fake identity was our real one. That’s why we loved him so. (Feiffer, The Great Comic Book Heroes)

INTRO: Superheroes are fantasy. They’re people (and sometimes, not people at all) who can challenge the laws of physics, ignore the threshold of pain, and think faster—and deeper—than the rest of us. And more importantly, they’re immortal: they keep going on, year after year, no matter what humanity throws at them. Yet the unique X factor of superheroes doesn’t seem to be their superpowers at all. It’s their human connection. Each one of them is uniquely flawed, and embraces these flaws so that they often look, think, and feel like the rest of us. Or as Feiffer says above, “[their] fake identity was our real one.”

PROMPT: So for your first short paper, I want you to answer the question, how do the first four books show us humanity behind the mask? Why are superheroes more than the sum of their powers? In answering this question, think about how each author/artist tries to answer this question with their take on Superman, Batman, Scarlet Witch, etc. Remember that each one is consciously reinventing the myth, and retelling the story to help us see them in a new, modern light. So how are they answering the question? What to them, makes these heroes human and recognizable? How is Superman an “American” alien? How does Batman express our own hopes and frustrations in the face of unfathomable evil (or—how might Joker also show us our own human face behind the smile?). How does Scarlet Witch represent a strong female identity among a very male pantheon of heroes? And how does Man-Eaters parody the impossible ideals of superheroes for the people who aren’t allowed to be super (literally, in this case)?

REQUIREMENTS: Be sure to QUOTE from at least two of the books. Quoting could be using the dialogue to make a point, OR it could be describing the art—explaining how the way a comic is drawn helps us see something unique or important about the story. Don’t write about comics as if they’re a novel: remember that they are ART AND STORY. Use both in your paper! No page limit…but use at least 2 of the books in your discussion.

EX: When quoting from one of the books, try to do it in this format: “In Moore and Boland’s Batman: The Killing Joke, The Joker asks Batman, “So why can’t you see the funny side? Why aren’t you laughing?” (Moore). This is important because… (always introduce a quote, cite it with the author or page #, and then respond to the quote—make us know why you included it, or think it’s important). 

DUE NEXT MONDAY IN-CLASS!

Wednesday's class on Batman: The Killing Joke (recap)

In Wednesday's class, we discussed Batman: The Killing Joke, and specifically talked about how the book presents the Joker's story: as a sympathetic account of a good-guy gone bad, or an unreliable narrator telling one of many versions of his 'alter ego.' Some of the interesting points that came out of our conversation included:

* That Joker's origin story may be invented, either consciously or subconsciously by Joker as a manifestation of his madness. Much of the art suggests that certain things simply aren't real: for example, everything in the past is a hazy gray color, including his wife, except the food--it's always bright red, as if it's the one thing that is taken from his past. Also, there's a photo of a family in his squalid apartment, but his wife hasn't given birth yet. So who is it? Are these borrowed memories?

* That Batman isn't Batman in this comic: he, too, is a manifestation of Joker's madness, and the entire story is his attempt to 'break' Batman by making him laugh. And in his version of events, he does...which is why Batman acts so uncharacteristic throughout the story, and especially at the end with the strange laughter at a pretty tame joke (note: Joker's wife also laughs maniacally at a joke that isn't even a joke--more a nasty comment). 

* That Joker and Batman need to play this 'game' with each other, since there really can't be one without the other. Batman has a psychological need for Joker, since it justifies his existence. Otherwise, why dress up as a "flying rat" simply to catch a few crooks? One madman deserves another, after all! But has the game gotten out of control? Each one seems to think so: Joker ratchets up the stakes, as if to challenge Batman to end things once and for all, and Batman is desperate not to take the game to its inevitable conclusion. It's like of like a kid trying to stay outside for a few more minutes when it's long past time to come home. 

We also discussed the idea that historically, supervillains came first. The first 'superheroes' were super powerful men in the 19th century that turned to evil and mayhem, such as Dr. Frankenstein, Dr. Jekyll, The Invisible Man, and Dracula. The first superhero drew on these prototypes, and Superman was originally evil--a creature called "The Superman," who later became the prototype for Lex Luthor. Batman, unlike Superman, was a combination of the super villains of yore, and the new superman...he was Sherlock Holmes and Dracula, Superman and Lex Luthor rolled in one! Hence his appeal.  

As Jules Fieffer writes in The Great Comic Book Heroes (1965): "What made Batman interesting, then, was not his strength but his story line. Batman, as a feature, was infinitely better plotted, better villained, and better looking than Superman. Batman inhabited a world where no one, no matter the time of day, cast anything but long shadows—seen from weird perspectives. Batman’s world was scary; Superman’s, never."

Finally, I used a passage from Sigmund Freud to discuss the appeal of Joker and supervillains: like superheroes, they are a representation of "us," the normal people. But they suggest we're all monsters inside, and that if we ignore this potential for monstrosity, society breeds even more monsters and criminals. Batman is the "dark knight" because he refuses to ignore his inner darkness, and instead, embraces is to create something powerful. As Freud writes in Totem and Taboo: 

“we ourselves are subject to a temptation to kill someone and that that temptation produces psychical effects even though it remains out of sight of our consciousness…where there is a prohibition there must be an underlying desire.  We should have to suppose that the desire to murder is actually present in the unconscious and that neither taboos nor moral prohibitions are psychologically unnecessary but that on the contrary they are explained and justified by the existence of an ambivalent attitude towards the impulse to murder.” 

Tuesday Recap: Style and Transitions

Here's a basic recap of some of the ideas we discussed in class on Tuesday:

1. Abstract art is the "grandfather" of comic book art. Why? Because both experiment with the idea of how to tell a story or depict something normal, like a pipe. Charlie Brown is a kid and not a kid; Superman is a man and not a man; both are abstractions of kids and men in other to symbolize ideas about both. Also, both forms use color, shapes, and style in innovative ways so that we can collaborate on what a work means and how we read it. In other words, depending on how we respond to the artwork, we'll all see a slightly different story--and have a different emotional response to it as well. 

2. We look some excerpts from the book, 99 Ways to Tell a Story, which takes a simple template of a few frames (a guy getting up from his desk, being asked what time it is, and then going to the refrigerator to get something--only to forget what he wanted) and re-tells it 99 times, changing the style, perspective, and characterization. Here are two examples below:

Both of these relate to Superman: American Alien in how they take the same story (all of the comics in SAA are written by Max Landis) and by changing the artwork and the style, the story changes completely. This is the magic of comics: that we don't read stories, we read art. We're primarily a visual species, and even writing is a form of art that we read, interpret, and process. 

3. We also discussed Frame Transitions, and how comic artists use the "gutter" (the space between frame) to make great leaps of imagination. Here are the basic kinds of transitions that you'll see in comics:

Action to Action: slightly larger acts of closure—usually cause and effect progression

Subject to Subject: about the same use of closure—moves from one subject to the next to advance the story

Scene to Scene: larger acts of closure—movement in time and space, so that ten years can pass between two frames, or the ability to show the same scene on different sides of the globe.

Aspect to Aspect: also more closure required—the “wandering eye” effect of showing different aspects of a place, idea, or mood.

Non-Sequitir: Latin for “it does not follow,” sometimes transitions involve connections that don’t make literal sense, but do within the context of the comic.

We looked at this frame from the comic/chapter, "Owl," as an example of how complex these transitions can get:

 In this panel, we have two forms of storytelling crashing together. In the background, we see a typical progression of  action to action, with each frame advancing the story a few seconds. It goes from Left to Right as a normal comic or book would. But juxtaposed on top of this is another 'frame,' though it's not even in a frame: it's a floating body of Lois Lane who is still talking, but has basically broken through the comic. 

Behind her, even more strangely, is a stream of type-written words. With a little effort, we can figure out that the words are her application to the journalism program she and Clark are both in. This helps to give us some quick backstory to her character, without having to waste dialogue and time telling us about her. Also, by taking her out of the comic, it suggests that she's in a spotlight, the way Clark undoubtedly sees her at this moment. He's mesmerized by her. And she's very confident and fearless. It captures a quality we've all experienced, when we're interacting in the world, but our brain is doing something else entirely. Clark is beginning to fall in love with Lois at first sight, so to speak. So the comic is preparing us for this relationship. 

Think about these ideas when you read our next comics, and I'll bring some new ones to the table on Wednesday. Take care and let me know if you have any questions! 

The Comics Response Template and Reminders

I've posted the Comics Response Template below in case you lose it or simply want a convenient place to find it again.

Be sure to read Superman: American Alien for tomorrow's class (Tuesday). If you don't have a copy of the book, you can always buy a digital copy from Amazon which you can then read on your computer, tablet, or phone if you download the free reading app from Amazon. You can find the digital book here: https://www.amazon.com/Superman-American-2015-2016-Max-Landis-ebook/dp/B01LZRQ02E/ref=tmm_kin_swatch_0?_encoding=UTF8&qid=1607975800&sr=1-1

ALSO: We agreed to start class at 10:00 tomorrow again, though we may need to revisit that after Tuesday's class. It might cause at least one student hardship, but they're looking into it. For Tuesday, however, plan to start at 10:00. But let me know if anyone else has trouble with the 10:00 start time. We can easily go back to 9:00 if it makes anyone's life easier.

THE COMICS RESPONSE TEMPLATE  

NOTE: Answer all FOUR questions for each comic we read. I know that some questions will seem less obvious for some comics (notably Q3), but that’s where you have to really think ‘big picture’ and connect it to the larger themes of the course. Hopefully our class discussions will help you do this. Let me know if you have any questions. 

Q1: Describe the artistic style of the comic. Be specific: would you characterize it as sketchy, realistic, cartoony, artistic, ornate, spare, expressionistic, tight, loose, etc.?  What is the overall feel of the artwork, and what kind of tone does it create for the reader?  Do you feel it is the uniquely suited to the story being told?  Or is supposed to go against the grain of the story? In the case of a work with more than one artist (i.e. Superman: American Alien), you can choose one of the chapters to discuss. 

Q2: What would this story lose if it was a traditional novel (no images)? How do the images help tell the story for you, and what wouldn't you know or understand or appreciate without them? In other words, why does this particular story make more sense as a comic than any other form of literature? Be specific and try to discuss a particular passage or moment that would be untranslatable without the images. 

Q3: How does this comic address the ethics of being a superhero, or someone with unique powers and abilities? According to this comic, what does it mean to be a “hero” and a “villain”? Do the heroes ever cross ethical boundaries in their quest to save humanity? Also, does a superhero always play by the same rules, or does one’s age, sex, race, or religion also play a role?

Q4: ‘Close Read’ a short passage or moment in the comic that you feel is especially significant to the main theme of either the comic or the course. It could be 1-2 pages, a single page, or even a single frame. Discuss what’s going on and why you feel it ‘explains’ something crucial to the entire book. How did it help you understand the story, or the characters, or even comic books themselves? You might consider passages where the creators are stretching the limits of what comic book art can do, or something that was surprising or confusing to read initially. Why do the writers sometimes make things tricky for the reader? Think about frame transitions, word + image relationships, stylistic issues, etc.

Welcome to the Course!

Welcome to the Winter Intercession 2020 course, Superheroes as Literature! This website merely serves a support function to the course, posting handouts, assignments, links, and other reminders. If you have to miss class for whatever reason, or get sick and can no longer attend, this blog will be your lifeline. If you have any questions about the course or the content, please e-mail me at jgrasso@ecok.edu.

Be sure to buy all six books for the class, which you can buy at the ECU bookstore. You can also get the books on-line, but the chances that you won't get them in time are pretty high. If you can't get a book for any reason, please contact me, because I might have a spare copy, OR I can give you a related book so you can still do the work. Don't just give up or not turn in work because you're missing a book. 

Additionally, we have many books on comics/graphic novels in our library—you can find most of them in the PN6700 section—including:

·         Gravett, Paul.  Graphic Novels: Everything You Need To Know: PN6710.G738

·         Superheroes and Philosophy: PN6712.S86

·         Lepore, The Secret History of Wonder Woman: PN6728.W6

·         Comics as History, Comics as Literature: PN6714.C653

·         Eisner, Comics and Sequential Art: NC1764.E47

·         Lee,  Origins of Marvel Comics: PN6725.L4

·         The Steranko History of Comics: PN6725.S78

·         Critical Survey of Graphic Novels: Heroes and Superheroes (reference work, only available to read in the library: PN6725.C753)

 Also, here are some websites you might find handy in your comic book research for Papers #1 and #2 and your presentation: 

·         ComicsResearch.org (a site full of academic and popular content)

·         ComicsResearch.org/blog (a blog full of comics news and events)

·         Cbldf.org  (Comic Books Legal Defense Fund: a site about banned comics and other comics-related issues)

·         Lambiek Comiclopedia (an on-line encyclopedia of comics: http://lambiek.net/artists/index.htm)

NOTE: Don't worry about the posts below this one. They are for last May's class, and won't cover the same work you're doing. So don't get intimidated! 

See you next week! 

Video Lecture on Race and Comics + Resources for Paper!

For this week, be sure to work on your Final Paper (see post below)! Here are some resources to help you, any or all of which you can use as sources for the paper itself. To start with, here's one final video over Race and Stereotypes in Comics (about 16 min.) which you don't have to respond to, but you can use in your paper--or just to give you food for thought. 

Secondly, here are some sources you might want to track down to give you more to respond to in your paper. Each one goes toward one of the paper options.

Article: "It's Time to Get Real about Racial Diversity in Comics": https://images-na.ssl-images-amazon.com/images/I/81B3dXeGrzL.jpg

Article: "There's Nothing Like It In Comics...How Love and Rockets Broke the Rules: https://www.theguardian.com/books/2016/may/10/theres-nothing-like-it-in-comics-how-love-and-rockets-broke-the-rules

Article: "Who Gets to Be a Superhero?: Race and Identity in Comics": https://www.npr.org/sections/codeswitch/2014/01/11/261449394/who-gets-to-be-a-superhero-race-and-identity-in-comics

From the CBLDF: "The Comics Code, Race, and the Debut of the Black Panther": http://cbldf.org/2018/05/the-comics-code-race-and-the-debut-of-the-black-panther/

From the CBLDF: Adding Graphic Novels to Your Library or Classroom: http://cbldf.org/adding-graphic-novels/

From the CBLDF: "Using Graphic Novels in Education": http://cbldf.org/using-graphic-novels/

From the CBLDF: History of Comics Censorship: http://cbldf.org/resources/history-of-comics-censorship/

Article: "The Morality of Superheroes": https://playingwithresearch.com/2013/11/30/the-morality-of-superheroes/

Article: "Cracking the Superhero's Moral Code": https://www.researchgate.net/publication/284229535_Cracking_the_superhero's_moral_code

Blog Post (from The Comics Professor): "Why We Relate to Batman": https://www.comicsprofessor.com/ethics/

REMEMBER: You can find many more articles through EBSCO or JSTOR from the Linscheid Library's Electronic Resources. Click on "Articles" and do a search there...or check Google Scholar! E-mail me if you have trouble finding articles or need more secondary sources to help you write the paper! 

Comic Art Presentation, Teresa White

Hi friends!

Here's 18 minutes of me nerding out. Hope you guys are enjoying these comics as much as I am!

Superheroes in Literature Presentation by Jonathan Latimer

Comic Book Art Presentation by Yolanda Turner

If you're curious about how to start your Comic Book Art Exhibition paper, check out Yolanda Turner's Zoom presentation above! I think she does a great job of using the comics to tell a story in her exhibition, as well as 'zooming' into the major features of each work. I would love to post more of these, too, if you're willing! Remember, everyone has access to post to the blog (you just have to accept my invitation to be an author). Share your wisdom with the other students in class! 

Remember, the Presentations (either in video, powerpoint, or simply word document form) are due no later than Sunday by 5pm! Scroll down for the assignment guidelines before you start--or ask me if you have any questions! 

Final Paper and Announcements!

First, a few quick announcements:

1. PRESENTATION DUE DATE: I'll knock it back to SUNDAY by 5pm, but no later! I want to get them graded and out of the way (for you and for me) before the Final Paper rolls around. But you can still turn them in by Friday, too. Let me know if you need help or have questions. 

2. I've been sitting on most of your Template responses, since I only got a small trickle of them until a few days ago. I'll start grading them and responding with comments today. If you don't get a response on one of your templates, feel free to let me know. Remember that you need to turn in SIX, one for each comic, by next Friday. However, doing them before you write your final paper will help you write the paper...that is, it will give you ideas (and maybe even passages) to use in the paper. That's why I made you write them! (hint, hint)

3. I'll post some more resources for your Final Paper in the days to come, as well as a final video to think about (or to use in your paper as a resource). Please let me know if you have any questions! 

THE FINAL PAPER ASSIGNMENT

I want you to write a kind of 'exit interview' paper that demonstrates what you learned in the class, and how you can take these ideas and apply them to the larger conversations going on in the comics world. So I want you to choose ONE of the following topics to write about, all of them based on ideas that came out of our discussions (mostly on the blog):

1. CENSORSHIP AND THE CLASSROOM: This one is especially aimed at future teachers...how would you respond to the argument that comics are illiterate and degenerate literature that has no place in the classroom, and can detract from the more serious and skill-building works of literature that are currently part of the curriculum? Use examples from some of the comics we read to explain how they could be beneficial to students and why removing them from the classroom (and the school libraries) might be counterproductive. What can students learn from "graphic" novels, even if they make them--and the teachers--uncomfortable?

2. THE ETHICS OF SUPERHEROES: How do these comics represent the ethics of being a superhero in a world of "normals"? What transformation needs to occur for a person to see themselves as heroic? Where is the line drawn between hero and vigilante? And what kinds of heroes do we want and not want? Why is having a superpower not enough to be a superhero? Why are supervillains potentially superheroes in their own minds...and when are our heroes tempted to cross the line into murky moral territory? Use some of the books to support your reading of this question.

3. GRAPHIC REPRESENTATION: Comics started out being pretty stereotypical, showing manly men protecting vulnerable (yet sexual) women. And it only got worse before it got better! And even though comics were instrumental in representing diverse races and cultures, they still made some major missteps along the way (I'll show you some more examples of this on the blog!). So where do you feel comics are on the road to representation? How are they trying to address issues of gender and racial inequality? Which comics that you read seem to best represent women, ethnic groups, and those we often label "others" in our society? Are comics uniquely qualified to offer this representation...or do they have some serious limitations in doing so? 

NOTE: If you have another theme you would like to write about that either blends some of these topics, or offers an entirely new one, TALK TO ME about it first. I want to make sure you're not being too general or trying to tackle too much in a short paper. 

REQUIREMENTS
* At least 4-5 pages double spaced, though you can do more! 
* Should use at least 3 comics in your discussion: quote/discuss them instead of just summarizing them (I'll discuss this on the blog this weekend)
* Should also use 2-3 outside sources on comics, either from the blog or elsewhere in the world (I'll give you some sources--and already have throughout the blog and on the syllabus) 
* DUE NO LATER THAN FRIDAY, MAY 29th BY 5pm 

For Wednesday: They're Not Like Us or Sara and Blog Response #8

Finish the last graphic novel as soon as you can, and don't forget to turn in all SIX template responses by next week--no later than the 29th! But doing them first will help you write the Final Paper (I'll post that tomorrow as well). 

ALSO: The Presentation is getting closer! Here's the link to the post that explains the assignment (a few posts below this one): https://grassocomics.blogspot.com/2020/05/presentation-assignment-due-no-later.html

If you want to do the paper option, try to imagine that you're writing a script to the audio tour that viewers can listen to if they tour the pictures (museums often allow you to rent headphones to do just this). You should introduce them to each 'painting,' and explain why it's beautiful, important, artistic, and how they all relate to each other. Try to group the images you choose around a common theme that you can explain to the audience. Don't just choose a bunch of pictures at random and say, "here's one...and here's another...and here's a third." Try to think about it first, and once you have a theme, you'll be surprised how easy this is.

For example--today's video is the exhibit I put together for my own amusement. Watch the video (13 min.) and then respond to the question below. This is your last blog response for the class! 

RESPONSE QUESTION: Watch the video carefully and explain what 'theme' or general connection you think links each of the images I chose. Why did I choose these images? What common themes or 'echoes' between each image jumps out at you? How are they related? (Hint: I give you a few clues throughout the video, so be sure to watch it!)