Understanding Comics: The Invisible Art

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. What makes a comic a comic? Is a “cartoon” something different, or are these two names for the same thing? Does everyone agree on the definition of the term “comic”?

Teaching Suggestion: Students will likely have sufficient prior knowledge to offer preliminary answers to this prompt without any outside resources. If students are answering aloud, you might encourage some debate on these terms rather than allowing the first definition offered to stand unchallenged. If you ask them to respond in writing, you might ask how many students think there is a difference between the terms “comic” and “cartoon” and how many students think there is a standardized definition of the term “comic,” as a demonstration of the diversity of ideas around these topics. Once students have offered preliminary answers, you might show them the sources linked below and ask them how they would improve their own answers based on this information.

• This webpage from the University of Chicago’s School of Media Theory discusses several competing definitions, history, and examples.
• This explainer from a comic artist and graphic designer offers clear definitions of relevant terms.

2. What is a graphic novel? How is it similar to and different from a comic book? What other forms of literature can be presented to an audience in graphic form?

Teaching Suggestion: Many students are likely to already have a strong sense of what differentiates graphic novels and comic books. Fewer will probably be aware that poems, short stories, and other forms of literature are often presented through comic art. The first link below might be useful in clearing up any misconceptions students may have about the definitions of “graphic novel” and “comic book.” The second link may spark students’ interest in learning about more forms of literature that can be conveyed through the comic medium.

• This library guide from the University of Maryland explores the history of the two terms “graphic novel” and “comic book.”
• This brief article on poetry comics also contains a helpful list of links for further exploration of the form.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the text.

What is your favorite comic book, graphic novel, manga, or comic strip? Who writes and illustrates it? Why do you enjoy it?

Teaching Suggestion: Many students will have an answer to the first part of this prompt; for those who insist that they have no favorite, you might ask them to offer an explanation of why this is. For students who cannot name the artists responsible for their favorite comic art, you might ask them to comment on why they think they have not so far noticed the names of the creators. This might lead to an interesting discussion about how much society values comic artists as opposed to other kinds of artists—a good springboard for McCloud’s thematic interest in Comics as an Underappreciated Fine Art and Prejudice Against Comics.

Differentiation Suggestion: Students with visual impairments may struggle to answer this question. A reasonable accommodation might be asking them to spend a few minutes online, investigating the recent movement to create accessible comics for the visually impaired. If your classroom is not equipped with the assistive technology required for this alternative assignment, you might ask impacted students to write a paragraph in response to the following prompt: “How is it different listening to a story that has voice acting, sound effects, and music, as opposed to a story that is simply being read aloud by a single person?” If you do have low-vision or blind students in your classroom, you might be interested in the resources listed at the end of this page.