GLOBAL PERSPECTIVES
Statement of Inquiry:
Texts express the cultural contexts of their authors
Texts express the cultural contexts of their authors
Factual Question: What is culture?
Conceptual Question: How does the way we express our cultural stories affect how our audience perceives them?
Debatable Question: To what extent can stories change our perspective on others' cultures?
Key Concept: Perspective
Related Concepts: Self-Expression, Style, Context
Global Context: Personal and Cultural expression
Assessment
persepolis_assessment_tasks_2019.docx | |
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The Unit
In this unit, we will be unpacking whether texts expresses the cultural context of their authors through exploring the Islamic Revolution in Iran, presented in Persepolis: the story of a childhood by Marjane Satrapi.
We will begin the unit by exploring graphic novel metalanguage so that we have the literary devices to discuss the messages that Satrapi communicates in her graphic novel.
While reading Persepolis, think about how we express and validate our culture through literature. Think about how we can learn about other histories and cultures by reading stories written by people who have different perspectives than our own.
In addition to expanding our knowledge by thinking about different perspectives on the world, we will also consider how we tell stories and how that affects our audience's understanding of the text. Persepolis is a graphic novel, and there is much to talk about as far as how graphic novels are constructed, how you read and critically interact with graphic novels, and why a writer would choose to write their story as a graphic novel.
In this unit, we will be unpacking whether texts expresses the cultural context of their authors through exploring the Islamic Revolution in Iran, presented in Persepolis: the story of a childhood by Marjane Satrapi.
We will begin the unit by exploring graphic novel metalanguage so that we have the literary devices to discuss the messages that Satrapi communicates in her graphic novel.
While reading Persepolis, think about how we express and validate our culture through literature. Think about how we can learn about other histories and cultures by reading stories written by people who have different perspectives than our own.
In addition to expanding our knowledge by thinking about different perspectives on the world, we will also consider how we tell stories and how that affects our audience's understanding of the text. Persepolis is a graphic novel, and there is much to talk about as far as how graphic novels are constructed, how you read and critically interact with graphic novels, and why a writer would choose to write their story as a graphic novel.
1. Graphic Novels
“In the past several years, the buzz about graphic novels has grown deafening. These books, which look like comics on steroids, seem to have near miraculous properties. They attract reluctant readers and bookworms. They lure teen boys, while retaining the qualities beloved by teen girls. They work for ESL students, teach visual literacy and sequencing, and, above all else, they are wildly popular with an adolescent audience. If you listen to the praise heaped on the format by its followers, you may think that graphic novels will do everything, including walk your dog and make your teeth whiter” (Fletcher-Spear, Jenson-Benjamin, & Copeland , 2005, p. 37).
1. When do we tell stories with pictures and why?
1. When do we tell stories with pictures and why?
- In small groups or as a class, brainstorm the purpose of a graphic novel.
- What’s the difference between reading an image and printed text?
- Choose your favorite emoji, what message/ meaning does this image communicate?
- Now, choose 5 more emojis and place them in a sequential order. How has this changed their meaning?
- Add text to your sequence of emojis. What happens when you add text to your sequence of emoji?
2. Definition
- Now that you have a shared understanding of the purpose of a graphic novel, in your own words, write the definition of a graphic novel.
3. Understanding Comics
- Read pages 2 – 9 of Understanding Comics: The Invisible Art (McCloud, 1993). How does your definition of graphic novel compare? Do you agree that comics and graphic novels have the same definition?
- Penguin (2017) states that “a graphic novel is a longer, more complex piece of text that usually covers the story-line in one book, whereas a comic book is a lot shorter and tells the story over many issues and/or volumes.”
- Read the below comic strip.
4. Comic Vs. Graphic Novel
Read the 3 paragraphs following the title Comic Versus Graphic Novel (Murray, 2010) on Encyclopaedia Britannica website. Do you agree with the distinction between the two terms?
(Abel & Madden , n.d.). This work is licensed under a Creative Commons
Graphic Novel - Trash or True Literature?
"The Man Booker Prize is the leading literary award in the English speaking world, and has brought recognition, reward and readership to outstanding fiction for five decades" (The Man Booker Prize, 2018) read article here
1. Works of Literature
What is a Work of Literature? Individually, do a quick google search and write up your answer on Padlet.
2. The Literary Canon
In her article There's not shame in reading whatever books you want - literary snobs be damned, Emily Maguire writes:
"At uni I heard all the time about so-called literary merit, but... we can't sensibly talk about what is most important, or of the highest quality without first asking who gets to decide and based on what criteria? We can't make any kind of sense out of the question of literary value without thinking first about what values have dominated literature and the formation of its canons for hundreds and hundred of years."
Think about what Maguire means by this. Share your thought with a friend, then write them up on the Padlet.
3. Graphic Novels - works of 'true literature'.
Spend 10 minutes skimming over the following articles.
What is your personal perspective about graphic novels? Are they, or can they be works of literature? Using the paper provided, draw up a table that explores the for and against arguments.
OR
As a class, have a debate - Graphic novels are works of literature
1. Works of Literature
What is a Work of Literature? Individually, do a quick google search and write up your answer on Padlet.
2. The Literary Canon
In her article There's not shame in reading whatever books you want - literary snobs be damned, Emily Maguire writes:
"At uni I heard all the time about so-called literary merit, but... we can't sensibly talk about what is most important, or of the highest quality without first asking who gets to decide and based on what criteria? We can't make any kind of sense out of the question of literary value without thinking first about what values have dominated literature and the formation of its canons for hundreds and hundred of years."
Think about what Maguire means by this. Share your thought with a friend, then write them up on the Padlet.
3. Graphic Novels - works of 'true literature'.
Spend 10 minutes skimming over the following articles.
What is your personal perspective about graphic novels? Are they, or can they be works of literature? Using the paper provided, draw up a table that explores the for and against arguments.
OR
As a class, have a debate - Graphic novels are works of literature
5. Graphic Novel Vocabulary
- As a class, check out this short Prezi and get familiar with the elements of a graphic novel!
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(Crandall, 2013). This work is public and reusable.
- Now that you have a basic understanding of the elements of a graphic novel, solidify this knowledge. Use at least 3 other* sources on the internet to research the terms and define them in your own words. Ensure that you include in text citation eg.(Nancarrow, 2018) for each definition. Then demonstrate your understanding by annotating either the below image from Persepolis OR a page from you the GN you read over the holidays, with all of the elements from your list.
- If you need a refresher on APA referencing, who you gunna call? A librarian of course!
*Need some help finding sources? Check out these websites:
- The language of Graphic Novels (Jacobsen & Kirribilli, 2012)
- An Introduction to the Graphic Novel (Maloy, 2010)
- Getting to know Graphic Novels (Penguin, 2017)
- Graphic Novel Metalangusge (Quizlet, 2018)
6. Drawing meaning
We are now going to practice using the vocabulary we have been learning. Open Persepolis to page 3 ( the first page of the story). Answer the following questions in your google doc. Ensure you use full sentence and indicate the page you are referring to.
- Look carefully at the panels on this page. How many panels are there? How are the panels the same? How do they differ? Why do you think the author made these choices?
- What does the reader learn from the captions? Look at the second panel where the author is sitting with a group of little girls all wearing veils. The caption reveals that we can see only a little bit of the author’s arm. What is the significance of this caption to the other captions on this page? What is the author foreshadowing?
- Look at the third panel that shows a number of people protesting and read the caption. What do you notice about this panel when it is compared with the other panels on the page. Why do you think it is darker? What does the darkness symbolize? What emotion is the author representing here? Is this representation effective? What does it tell the reader about what will happen in the book?
- In panels 4 and 5 notice the addition of various speech bubbles. What does the reader learn from these bubbles? What do the children have to say about the veils? Why do students think they are saying these things? What do the pictures show students doing with their veils? Why?
- Read chapter 1 - 3 of Persepolis.
7. Reading Log
Now that you have an idea of the complexities present in graphic form, it's time to reflect. Make a copy of Readying Log Template in Google docs and complete it for the first 3 chapters.
WEEK 3 and WEEK 4 - "Understanding Persepolis"
Introduction
This is Marjane Satrapi, photographed and as drawn by herself.
‘Persepolis’ is the first graphic novel she wrote. It originally came out in four volumes and was published in France. You are reading a translation not from the Farsi (the language of Iran, formerly known as Persia) but from the French. The book is banned in her home country.
Before we read, there are two learning curves we need to start climbing. The first one involves Iran the country, and the second involves the whole idea of a graphic novel and how to go about analysing one.
Introduction to Iran
We need a little background information. You need to find out as much as you can about Iran, its recent history, and what kind of country it is to live in. See below for Task two
Task Two - Persepolis
In groups, find out about the following and report back to the rest of the class.
Use supporting visuals to aid our understanding.
Report on:
- The Iranian government. What kind of government is it, and how popular is it?
- The Iranian religion. What is the dominant religion in Iran, and what branch of that religion?
- Diplomatic relations. How does Iran get along with its neighbors and the rest of the world?
- Persepolis. What and where is it? How does it fit in to Iranian (Persian) history?
Below are two summaries of recent history to give you a start…
Modern Iranian History
http://www.guardian.co.uk/world/audioslideshow/2009/feb/03/iran-iranian-revolution
Here is a link to a website that introduces the culture of Iran (the historical Persia).http://www.iranchamber.com/index.php
And here are some links to recent news stories about Iran.
Iran Now!
Finally…
Here is an interview with Marjane Satrapi that tells you a bit more about her and her motives for writing ‘Persepolis’.
Marjane Satrapi Interview
Persepolis - The Movie
Persepolis is the poignant story of a young girl coming-of-age in Iran during the Islamic Revolution. It is through the eyes of precocious and outspoken nine year old Marjane that we see a people's hopes dashed as fundamentalists take power - forcing the veil on women and imprisoning thousands. Clever and fearless, she outsmarts the "social guardians" and discovers punk, ABBA and Iron Maiden. Yet when her uncle is senselessly executed and as bombs fall around Tehran in the Iran/Iraq war, the daily fear that permeates life in Iran is palpable.
As she gets older, Marjane's boldness causes her parents to worry over her continued safety. And so, at age fourteen, they make the difficult decision to send her to school in Austria. Vulnerable and alone in a strange land, she endures the typical ordeals of a teenager. In addition, Marjane has to combat being equated with the religious fundamentalism and extremism she fled her country to escape.
Over time, she gains acceptance, and even experiences love, but after high school she finds herself alone and horribly homesick. Though it means putting on the veil and living in a tyrannical society, Marjane decides to return to Iran to be close to her family. After a difficult period of adjustment, she enters art school and marries, all the while continuing to speak out against the hypocrisy she witnesses. At age 24, she realizes that while she is deeply Iranian, she cannot live in Iran. She then makes the heartbreaking decision.
As she gets older, Marjane's boldness causes her parents to worry over her continued safety. And so, at age fourteen, they make the difficult decision to send her to school in Austria. Vulnerable and alone in a strange land, she endures the typical ordeals of a teenager. In addition, Marjane has to combat being equated with the religious fundamentalism and extremism she fled her country to escape.
Over time, she gains acceptance, and even experiences love, but after high school she finds herself alone and horribly homesick. Though it means putting on the veil and living in a tyrannical society, Marjane decides to return to Iran to be close to her family. After a difficult period of adjustment, she enters art school and marries, all the while continuing to speak out against the hypocrisy she witnesses. At age 24, she realizes that while she is deeply Iranian, she cannot live in Iran. She then makes the heartbreaking decision.
Reflecting on the Film1. Describe Marji's childhood growing up in Tehran.
2. How does the Iranian Revolution impact Marji and her family? Specify examples of problems they personally face.
3. What problems does Marji experience after she leaves Tehran to live in Vienna? Which problems are personal to her or are a result of her being an expatriate?
4. When Marji returns to Tehran from Vienna, how would you describe her life?
5. The film shows some social and political contradictions and absurdities that result from radical fundamentalist interpretations of Islamic codes. Specify some of these examples from the film.
6. The film is a graphic novel brought to life in a black and white animation. Occasionally,the film moves to color. What might be the intentions of Marjane Satrapi and Vincent Paronnaud to use mostly black and white with rare use of color?
7. How would you describe Marjane's grandmother? What are her most important insightsand suggestions for Marji?
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