The Pedagogical Value of Using Comics in the Classroom

The question of the added pedagogical value of using comics in the classroom is quite important, yet challenging to answer definitively. This is primarily due to the absence of standardized methodologies for measuring this value. Consequently, we often rely on individual testimonials from teachers who have enthusiastically implemented comic-based experiments in their classes.

However, there is a potential for bias, as these educators might be too lenient or overly positive about the results in an effort to highlight their students' achievements, which is, of course, a commendable motivation. The objectives of various comic-based educational experiments can differ significantly, complicating the measurement process. For example, are we trying to teach reading to Ecuadorian children living in the Andean highlands or in a slum in Guayaquil? Are we working with American children with dyslexia? Are we aiming to stimulate the creativity of French secondary school students, possibly in competition with projects from countries that have a rich tradition of comic book festivals and school competitions? Or are we focused on conveying complex scientific knowledge?

A Thesis on Medicine and Comics 

The skepticism about comics in the realm of hard sciences has diminished over time. University-level teaching that incorporates comics has gained recognition, with pioneers like Serge Tisseron earning a medical doctorate in 1976 for a thesis titled "Contribution to the use of comics as a teaching tool: a graphic attempt on the history of psychiatry."

While the subject matter was academically rigorous, the form of the thesis was groundbreaking at the time, as comics were generally deemed unsuitable for doctoral studies. The first 53 pages of Tisseron's work consisted entirely of comics, focusing on definitions of pathologies and the history of psychiatry.

The remainder of the thesis presented ideas for utilizing comics in pedagogy alongside other major media of the time, such as television and radio. Tisseron's conclusion highlighted the motivational benefits of comics and the complex cognitive processes involved in reading them.

He argued that the emotional engagement stimulated by comics can enhance decoding and memorization, and that understanding comics requires synthesizing both graphic and verbal signals. This thesis was subsequently published in the journal *Communication et Langages*. 

Comics in Primary and Secondary Education

Comics were already being integrated into primary and secondary education at an early stage. In the Spanish-speaking world, for instance, the character Mafalda from Buenos Aires was utilized as a reading tool in the late 1970s.

In Europe, however, the integration of comics into educational policy has often been lacking. A study by Wallner (2017) analyzed Swedish educational directives and concluded that comics are generally overlooked, with Belgium and France being notable exceptions where they are actively incorporated in classrooms. French educational authorities even recommend the use of comics, although teachers often express frustration over the lack of practical guidance from these authorities.

A study funded by the European Commission’s EdComix Erasmus+ project found that approximately 30% of teachers in the EU have utilized comics in their teaching. The EdComix initiative also offers a resource guide for teaching languages, primarily in English.

Comics in Serbian Education

In Serbia, Miomir Dejanović, a teacher from Vranje with over 30 years of experience, passionately incorporates drawing and comics into his teaching methods. He embraced comics as a major focus in his educational approach, stating,

"While I cannot control the programs mandated by the ministries, I have the freedom to choose how to present the material. Children naturally possess great creativity, and it would be a missed opportunity not to tap into that to help them progress." Dejanović has implemented a series of workshops aimed at conveying important messages to children through comics and play, which he believes significantly boosts student engagement in the learning process. In an interview with *K12 Digest*, he noted that students remember and enjoy the classes more when comics are included. He integrates comics into various subjects, including native language classes, art culture classes, and lessons on ecology and children's rights, demonstrating that students often grasp grammatical content more easily through comics than through traditional teaching methods.