Visual narratives (in the form of comics, cartoon strips and storyboards) offer a wealth of potential uses in educational settings. This research project investigated the impact that learners’ visual narratives could have on their understanding of poetry. Studying poetry can be daunting for many secondary school students; the poetry units of work are often limited to poem analysis with little scope for creative engagement. As a result, students are often unable to approach poetry topics confidently whilst studying for their GCSE exams. This research study took place at a mainstream secondary school. The focus group for this project consisted of eight Key Stage Three students, aged between 12 and 14, who had a shared interest in creating comics. Participants studied a classic poem before creating visual narratives (mostly in the form of short comics) as a response to the poem. Data was collected using questionnaires at the start and end of the project. Analysis of the project results suggested an improvement in the participants’ understanding of the poem. The evidence also demonstrated participants’ increasingly positive attitude towards poetry, the potential impact of the project activities on their studies, and overall enjoyment of the project. The outcomes of this study will be used to inform further research into using visual narratives in various contexts, both in and out of the classroom.
Permanent link to this resource: https://doi.org/10.24384/hec4-ab22
School of Education
Published by Oxford Brookes University