Dissertations / Theses on the topic 'Graphic Novels as Topic'
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Phelps, Valarie L. "Pedagogy of Graphic Novels." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1065.
Full textPrévost-Levac, Caroline. "Defining graphic novels : the contentious case of wordless novels." Master's thesis, Université Laval, 2018. http://hdl.handle.net/20.500.11794/29545.
Full textIn spite of comics’ long and rich history, their definition remains today a significant source of contention in the field. Scholars cannot seem to agree on what constitutes comics, with some of them stressing the importance of conventions such as speech balloons or motion lines, and others focusingon the pictorial and narrative elements of the form. A perfect definition may be impossible, but one issue that needs tobe addressed is the current exclusion of wordless graphic novels. While occasionally acknowledged, these works remain mainly ignored, as most working definitions present comics as a combination of text and image. This thesis intends to show that there is a need for more inclusive definitions of the medium, in order to incorporate wordless graphic novels. By first exploring the wordless ancestry of the medium and the role of text in creating and reading graphic novels, this thesis refutes the foundationally baseless assumptions about the form that have made text so widely accepted as a defining element. Then, through an analysis of Shaun Tan’s The Arrival and Peter Kuper’s The System, both of which are wordless graphic novels, this thesis demonstrates the superfluous nature of text when it comes to narrative in this medium. Finally, through readings of Peter Kuper’s The System and David Mazzucchelli’s Asterios Polyp, the thesis considers the contribution of the image to the complexity of graphic novels with and without text, in order to prove that images are not more simplistic in nature than text. The case is thereby made that wordless novels are as worthy of academic attention as graphic novels with text, and deserve acknowledgement in definitions of the medium.
Johannessen, Lindsey. "Incorporating graphic novels into social studies based instruction an effective means of determining quality graphic novels." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/442.
Full textB.S.
Bachelors
Education
Elementary Education
Adams, Jeff. "Documentary graphic novels and social realism." Oxford Bern Berlin Bruxelles Frankfurt, M. New York, NY Wien Lang, 2003. http://d-nb.info/990541126/04.
Full textFigueiredo, Camila Augusta Pires de. "Hollywood goes graphiC: the intermedial transposition of graphic novels to films." Universidade Federal de Minas Gerais, 2010. http://hdl.handle.net/1843/ECAP-84ZQTQ.
Full textHistórias em quadrinhos sempre estiveram relegadas às estantes infanto-juvenis das livrarias e bibliotecas. Recentemente, no entanto, um grande número de publicações de quadrinhos destinadas a um público adulto os romances gráficos tem atraído a atenção de acadêmicos, críticos e da indústria cinematográfica. Apesar da vasta bibliografia teórica existente sobre adaptações de romances, tais teorias não conseguem, satisfatoriamente, explicar as versões fílmicas de quadrinhos e romances gráficos, uma vez que não concebem, entre outros aspectos, a tradução da imagem desenhada dos quadrinhos para a fotografia do filme. Neste sentido, este trabalho pretende analisar uma área que permanece relativamente sem teorização o caso específico da tradução de quadrinhos e em especial dos romances gráficos para o cinema. À luz dessas questões, analisaremos os romances gráficos Watchmen, de Alan Moore e Sin City, da autoria de Frank Miller e suas respectivas versões fílmicas. Neste debate, utilizaremos as relações intermidiáticas de Irina Rajewsky bem como as considerações de Pascal Lefèvre sobre adaptações fílmicas de quadrinhos.
Hernandez, Fisher Carlos. "The design process of The Legend of Wild Man Fischer /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2353.
Full textDallacqua, Ashley Kaye. "Engaged in Graphic Novels with Fifth Graders." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290088200.
Full textAlishusky, Haley. "Illustrated Myth: Exploring Culture through Graphic Novels." Ohio University Honors Tutorial College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1526639815771596.
Full textSnowball, Clare. "Graphic novels: enticing teenagers into the library." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/791.
Full textTonegato, Nicholas G. "Are Graphic Novels Just for Boys? A Study on the Interests of 5th Grade Students in Reading Graphic Novels." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1335289180.
Full textSaleh, Mohamed Zainab. "Story, time, and space : structure and three graphic novels /." South Hadley, Mass. : [s.n.], 2008. http://ada.mtholyoke.edu/setr/websrc/pdfs/mhc/2008/267.pdf.
Full textDourado, Eliane Rodrigues. "Adaptações contemporâneas : um estudo sobre os clássicos literários em graphic novels." reponame:Repositório Institucional da UnB, 2014. http://repositorio.unb.br/handle/10482/17027.
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A presente pesquisa debruçou-se sobre aspectos significativos da construção de Graphic Novels adaptadas de clássicos literários, que se colocam como um fenômeno neste início de século XXI. As análises tiveram a intenção de comprovar a legitimidade dessas publicações como obras de arte autênticas, que se utilizam da poética da imagem a fim de traduzir o enredo do original que contemplam. Foram analisados onze títulos de temáticas diversas. Entre impropérios da vida cotidiana, guerra, memória, loucura, diferenças sociais e religiosas e construção da identidade nacional, os enredos figuram personagens próximas à realidade, que permitem ao leitor uma espécie de identificação direta. Essas questões da experiência humana são responsáveis pelo sucesso dessa forma artística. Com recursos peculiares, as Graphic Novels são capazes de expor em seu enredo várias técnicas que permitem ao leitor observar o mundo a partir de uma criticidade proporcionada por essas narrativas. Isso traduz o refinamento resguardado pela adaptação capaz de intensificar o crescimento do público leitor dessas publicações, responsáveis por movimentação considerável no mercado editorial do século XXI. ____________________________________________________________________________________ ABSTRACT
The current research leaned over significant aspects in the making of adapted Graphic Novels from literary Classics, which configure itself as phenomenon in this early XXI century. The analyses intended to confirm the legitimacy of these publications as authentic state of the art works that use image as poetry in a way that translate the original story contemplated. Eleven titles were analyzed from different themes. Among them, profanity of daily life, war, memory, madness, social and religious differences and the making of national identity, the stories portray characters close to reality, allowing the reader to relate directly with the work. These questions about human experiences are responsible for the success of this artistic field of work. With peculiars resources, these graphic novels are capable of exposing in its stories several techniques that allow the reader to observe the world beyond an articulated narrative. This translates the boasted refinement by the adaptation capable of intensify the increase in audience of these works now responsible for considerable gains in the XXI century editorial market.
Dad, Mohammadi Mersedeh. "Reading more than Marjane Satrapi's Persepolis." Thesis, University of Chester, 2016. http://hdl.handle.net/10034/620329.
Full textRomanelli, Marie Helena. "Exploring the culture and cognition of outsider literacy practices in adult readers of graphic novels." Open access to IUP's electronic theses and dissertations, 2009. http://hdl.handle.net/2069/202.
Full textDavid, Danya Sara. "Journeys of faith and survivial : an examination of three Jewish graphic novels." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2453.
Full textBlair, S. "The language of narrative drawing : a close reading of contemporary graphic novels." Thesis, University of the West of England, Bristol, 2013. http://eprints.uwe.ac.uk/22645/.
Full textGrice, Karly Marie. "A (Graphic) Novel Idea for Social Justice: Comics, Critical Theory, and A Contextual Graphic Narratology." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503329869170118.
Full textTakakjian, Cara Elizabeth. "The Italian Graphic Novel: Reading Ourselves, Reading History." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:11002.
Full textRomance Languages and Literatures
Kwong, Wai-chun, and 鄺慧珍. "Motivating secondary school readers using graphic novel." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50178507.
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Education
Master
Master of Education
Greenfield, David. "Beyond Super Heroes and Talking Animals| Social Justice in Graphic Novels in Education." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10636592.
Full textThe primary goal of this study was to investigate, document, and understand the reasons that educators who use graphic novels in their classrooms choose to use them, rather than traditional text. Secondary goals were to identify the classes they teach, and to identify commonalities and shared best practices. Interviews were scheduled, to provide the with data about learning objectives, students? reactions, the books they use, types of assignments, the criteria that they use to define the critical elements for success in their classes, as well as the instructors? own relationships with graphic novels. The phenomenological methodology was determined to be the most appropriate method to understand the teacher?s experiences, and allowed the interview subjects to share and expound on their experiences, thoughts, feelings, images, and memories that described a baseline for the practice of using graphic novels in formal learning environment. The findings of the study were interesting, but not completely conclusive. The primary reason for using comics and graphic novels is teach and promote visual literacy, an important, and a critical skill in contemporary society. Another commonality is high level of student engagement and in the material. Although there are similarities among the other findings, including the encouragement of a love of reading, they actually illustrate the lack of standards and best practices and are based upon the preferences and practices of each individual teacher. The lack of standards also is seen in the teachers approach to using the genre to teach social justice, which ranges from a direct approach to addressing the issue through appropriate titles and assignments, to a more subtle and nuanced one, where individual panels are used rather than a complete book.
Hardy-Vallée, Michel. "Where do the pictures fit in the overall picture? : graphic novels as literature." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=105367.
Full textDe nombreux artistes et acteurs du milieu académique défendent une considération littéraire du roman graphique. Cependant, leurs arguments offrent rarement une analyse précise de ce qui rend le roman graphique littéraire, encore moins une définition claire de la littérature. Le présent mémoire vise à combler ces lacunes en justifiant la considération littéraire du roman graphique, défini comme un genre de la bande dessinée, sur la base d’une théorie institutionnelle de la littérature. Comme cette dernière postule une pratique partagée entre artistes et audiences de production et d’appréciation d’une valeur artistique, la valeur de l’ oeuvre littéraire n’est pas exclusivement déterminée par son texte. Néanmoins, l’usage particulier des images dans un roman graphique démontre la présence de conventions artistiques qui sont conceptuellement distinctes de celles qui gouvernent la littérature. Une analyse littéraire du roman graphique peut donc expliquer partiellement, mais non pas totalement, sa valeur artistique.
Takahashi, Thiago Seiji. "A potencialidade dos quadrinhos na educação corporativa: gibis impressos, digitais e Graphic Novels." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/27/27153/tde-14012016-100117/.
Full textComics were defined as sequential art and commonly associated as a communication vehicle aimed for entertainment. However some comics are used to transmit information, give support to education programs and help to improve the knowledge building about specific themes related to the human and professional development. The main objective of this project was to analyze the potential use of comics in corporate education in Brazil, focused in São Paulo state. To reach this object, this study described some basic definitions of comics, their characteristics and some important events occurred during its historical evolution. Moreover, a bibliography survey of comics productions and publications of corporate comics in São Paulo was also done and the main authors and publishers of this segment were identified. To investigate the potential use of comics in corporate education, this study was supported by two premises: the first one referred to the recognition of comics as an autonomous language and the second was to verify the existence of specialized professionals who support the production of corporate comics in Brazil. In addition, methods of production, distribution and utilization of comics in some corporate education programs had been also checked. The main hypothesis of this study was the strategic use of comics can contribute positively to improve the communication activities in the corporate environment. The results showed that comics had been used by important corporations like SEBRAE, ABNT, Metrô SP, Petrobrás, Telefonica, O Boticário, SENAI, Votorantim and others. In Brazil, there is a regular and well-organized production of corporate comics which is made by studios, authors and specialized publishers. These productions have occurred at least since 1994. The majority of these comics were distributed within companies or in restricted environments. On the other hand, there were also some publications which were distributed and sold in bookstores published in Graphic Novel format. Interestingly, some corporate comics had been published in digital media, as it was verified in the case of covenant between SEBRAE and ABNT. According to the results, the potential use of comics in corporate education was associated mainly to assist the processes of awareness, understanding and memorization of ideas and information. The strategic application of comics through comic strips and cartoons also facilitated the comprehension of ideas or concepts showed in classes/lectures and in texts with specific contents that were difficult to understand. The use of comics also showed the effect of breaking with excessive formality in communication between instructors and employees in some companies, resulting in the increase of employee\'s interests in the activities of the education programs. Furthermore, some elements used in the comics like the design of characters and graphic humor also showed a great potential as elements to assist the development of corporate education programs.
Matthews, Casey Posey. "Making sense of the gutters: How advanced-level English teachers use graphic novels." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1623955126547402.
Full textGuarino, Jeffrey Mark. "Comix in the classroom: A resource guide for graphic novels and comic books." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1503.
Full textOrihuela-Gruber, Daniella. "Political cartoons and graphic novels a study of political and social commentary in comics /." Click here to view, 2009. http://digitalcommons.calpoly.edu/joursp/7/.
Full textProject advisor: Patrick Munroe. Title from PDF title page; viewed on Apr. 19, 2010. Includes bibliographical references. Also available on microfiche.
Willms, Jennifer [Verfasser], Dietrich [Gutachter] Grünewald, and Andreas [Gutachter] Ackermann. "Jüdische Aspekte in Will Eisners Graphic Novels / Jennifer Willms ; Gutachter: Dietrich Grünewald, Andreas Ackermann." Koblenz, 2019. http://d-nb.info/1185487271/34.
Full textChildress, Kirby. "A Phenomenology of Closet Trauma: Visual Empathy in Contemporary French Film and Graphic Novels." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1618915090413157.
Full textProszek, James Michael. "Drawn Apart: Visual Representations of the Persian Wars in Contemporary Graphic Novels and Film." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1833.
Full textKane, Brian M. "ADAPTING THE GRAPHIC NOVEL FORMAT FOR UNDERGRADUATE LEVEL TEXTBOOKS." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1368726512.
Full textEhret, Sara R. "Using the Graphic Novel to Assist in Developing Various First-Year Composition Writing Skills." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1342449458.
Full textVoss, Christina Linda. "Understanding the Use of Graphic Novels to Support the Writing Skills of a Struggling Writer." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/705.
Full textSadokierski, Zoe. "Visual writing : a critique of graphic devices in hybrid novels from a visual communication design perpsective /." Electronic version, 2009. http://utsescholarship.lib.uts.edu.au/iresearch/scholarly-works/handle/2100/1042.
Full textMoeller, Robin Ann. ""No thanks, those are boy books" a feminist cultural analysis of graphic novels as curricular materials /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3331264.
Full textTitle from home page (viewed on Jul 24, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4231. Advisers: David Flinders; Marilyn Irwin.
Stephens, Wendy Steadman. "The Influence of Engagement with Graphic Narrative Text Formats on Student Attitudes Towards the School Library." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700038/.
Full textSmida, Megan Alice Moore Alan. "(Re)telling Ripper in Alan Moore's From hell : history and narrative in the graphic novel." Dayton, Ohio : University of Dayton, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1272574121.
Full textTitle from PDF t.p. (viewed 06/23/10). Advisor: James Boehnlein. Includes bibliographical references (p. 44-46). Available online via the OhioLINK ETD Center.
Ghirotti, Joaquim Cardia. "Frank Miller e os quadrinhos pelo que vale a pena morrer." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-05092017-092333/.
Full textThe decades of 1980-1990 establish an important point in the history of comic books. Changes in the market, the audience, in politics and in the cultural and moral debates of the time offered a scenario which was welcoming to new developments on the super-hero genre. This moment is marked by post-modernism, urbanization, the counter-culture, changes in arts and the political conditions which develop from the Cold War, geographically centred between the United States and Europe, to the Iraq war, which moves the geopolitical attentions and conflicts to the Middle- East. Super-hero comics start offering wider thematic freedom to their authors, and discussions about creator\'s rights gain momentum. This scenario contains the conditions for some of these authors to take super-heroes to discussions which are different from the ones happening in the preceding decades, allowing the emergence of important works, made by authors which marked their work in a very personal manner. This research seeks to understand how comic-book author Frank Miller has positioned himself before an area of artistic production, using super-hero comics, and comics in general, to discuss moral positions, and to underline their mythical and symbolic character. Exercising principles of cultural history developed by authors like Ginzburg, Burke, Gombrich, Schorske and Barzun, we situate the trajectory of comics from their inception as magazines until the 1980s and 1990s, establishing which were the conditions of this medium when Miller produced the works we look at. To understand Miller in relation to his market and his production, we use the analytic tools of Michael Baxandall, which offer an interpretative model of the relationships which happen in artistic production. Finally, we observe the thematic and moral approaches of his work, with their context within a trajectory in cultural history. In order to perform this, we establish a context which discusses how Miller work updates Joseph Cambell\'s hero\'s journey, using popular culture to make connections between moral, political and historical debates, creating heroic narratives which operate as modern popular myths and as civilizational benchmarks, carrying with them the principles, values and ideas of a culture.
Howell, Anna. "Insavoir and Representation in Comics| Modal and Temporal Intersections in Contemporary Francophone Familial and Historical Graphic Novels." Thesis, University of Louisiana at Lafayette, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712439.
Full textFrench literary theorists Dominique Viart and Bruno Vercier identify the beginning of a new era for French literature in the 1980s, characterized by hypotheses, hesitations, and the general notion that truth and reality cannot be fully grasped by discourse. The 1980s can be considered as transitional for the comics medium as well. Art Spiegelman's Maus (first published in 1980, completed in 1991) demonstrated that comics are not only capable of representing difficult familial and historical pasts, but that visual narratives benefit from formal and aesthetic devices that are inherent to the ninth art's polysemiotic possibilities. In this dissertation, I study francophone comics in which a second- or third-generation individual seeks to understand a familial past that exceeds his or her personal experience and that has previously been silenced or repressed, either individually (by the primary witness) or collectively (by the political hegemony). In the research corpus, the narrator's search elicits modal and temporal intersectional spaces: representation and anti-representation in Chapter One, the past and the present in Chapter Two, the collective and the individual in Chapter Three, and the interplay between memory, history, and imagination in the concluding Chapter Four. In addition to an interdisciplinary theoretical framework, Viart's notion of insavoir [not-knowing] and Pierre Nora's concept of "sites of memory" act as overarching theoretical tools throughout the essay.
The thematic organization of intersectional spaces fosters the identification of recurrent devices as the individual discussions reinforce and nuance one another sequentially and retroactively. Aware of the inherent limitations of representation and the notion of cognitive insavoir, the authors of the research corpus attempt to communicate meaning instead of presupposing understanding or the ability to "know" a traumatic, violent, and repressed past (and the capability to represent such a history through text and image). Such recurrences are symptomatic of an emerging sub-category within the medium, wherein the figure of the intersection is pertinent and productive precisely because these works operate in multi-directional insavoir. Like novels in the literary era identified by Viart and Vericer, the resulting representations oppose binary thought, opting instead for narratives that are self-critical, uncomfortable, thought-provoking, and ultimately, perhaps, more true.
Scherpenhuizen, Johannes. "Dutch Technique: Comic Books, Discourse and Vedanta/The Saga of the Atlantean." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/28060.
Full textWhipple, Rachel Dene. "Interconnectedness, Complicity and Ambiguity: Reading with Dark Ecology." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6090.
Full textAnderson, Terpstra Kristin. "Spreading the word : fan translations of manga in a global context." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3423.
Full textSchumaker, Justin S. "Discovering the postmodern graphic novel in the works of Alan Moore." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1326.
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Arts and Humanities
English
Laycock, Dianne Patricia. "Pilgrimage In A Foreign Land: The Lived Experience Of Teaching With Graphic Novels In The Secondary English Classroom." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17250.
Full textLombard-Cook, Kathleen. "Interrogating and analysing narrative structure through comic books." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/23507.
Full textErnsth, Bravell Gunnar. "More Than a Stepping-Stone? : A Study of the Uses of Comics and Graphic Novels as Multimodal Teaching Material in English Courses at Upper and Lower Secondary Schools in Sweden." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50818.
Full textGoforth, Andrew. "POST APOCALYPTIC LITERATURE AND THE STATE: SCIENCE FICTION AND STORYWORLDS." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2185.
Full textAdams, Jeffrey Nigel Philip. "Graphic novels and social realism : three case studies, Keiji Nakazawa's Barefoot Gen, Art Spiegelman's Maus and Joe Sacco's Palestine." Thesis, University of Liverpool, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400406.
Full textGauche, Catherine. "Reading the distance : decoding the autobio(graphic) novel, Portrait in pieces." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1980.
Full textThe aim of this thesis is to decode my autobiographic graphic novel, Portrait in Pieces (a narrative of a mother / daughter relationship), utilising a genealogical mode of analysis. This takes place, firstly, through a discussion of the themes of photography, memory and repetition which occur in the graphic novel; secondly, through a consideration of the role of language and difference within a specific mother / daughter relationship; and thirdly, through the study of autobiography and the self as performative entities. In this thesis I interrogate the autobiographic genre in a manner that questions internalised notions of femininity and (patriarchal) cultural constructs, which precede and influence the performance of our ‘life scripts’. I posit Portrait in Pieces as a transitional object between my mother and myself, and language as a medium which can both Otherise and close the distance between us. Translation is the medium by which one reads this distance, turning miscommunication into communication, and misunderstanding into understanding. The illustrations and text constituting the graphic novel have been produced through creative play, representing the ‘post talking’ required for the process of healing, empathising, and taking ownership of one’s ‘life script’.
Wilson, Robyn Joan. "Last Man Hanging This exegisis is submitted to the Auckland University of Technology for the degree of Bachelor in Art & Design, Honours,(Graphic Design). 2005 /." Full dissertation Abstract, 2005.
Find full textPrint copy accompanied by CD. Includes bibliographical references. Also held in print (99 p. : col. ill. ; 20 cm. + CD (3 in.)) in City Campus Theses Collection (T 707 WIL)
Le, Roux Marike. "Narrating an unstable memory : a postmodern study of fictional pasts in the (auto/bio)graphic novel." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79942.
Full textENGLISH ABSTRACT: To write a life story the auto/biographer must reflect upon the past that was once experienced. When presented with this task of depending on memory and narrative, the auto/biographer often finds himself/herself in the position of creating and imagining, rather than reflecting or presenting the past as it was lived. Fragmentation, forgetfulness, selection, (re)construction and imagination are often inextricably connected to Memory which results in the reliance on an unstable memory to access the past. This dissertation explores how postmodern auto/biographies, specifically the (auto/bio)graphic novel, acknowledges the difficulty of writing about the past when concerned with truth. The (auto/bio)graphic novel disrupts the notion of truth by blurring the boundaries between fact and fiction, resulting in a hybrid form where text and image, reality and imagination co-exist to create new, and often more significant pasts (that can serve the present).
AFRIKAANSE OPSOMMING: Om ‘n lewensverhaal te skryf, reflekteer die outo/biograaf op dít wat eens geleef was in die verlede. Deur hierdie proses, wat ‘n afhanklikheid van die geheue behels, vind die outo/biograaf homself/haarself gereeld in ‘n situasie waar hy/sy ontwerp en verbeel, eerder as om die verlede weer te gee soos dit beleef was. Fragmentasie, vergeetagtigheid, selektering, (her)konstruering en verbeelding is soms onskeibaar van Geheue wat dui op die afhanklikheid van ‘n onstabiele geheue in die skryf- en illustreer-prosesse van ‘n outo/biografie. Hierdie verhandeling ondersoek hoe postmoderne outo/biografieë, spesifiek die (outo/bio)grafiese roman, bewus is van die kwessies rondom die skryf van die verlede in verhouding tot waarheid. Die (outo/bio)grafiese roman ontwrig die idee van waarheid deur die grense tussen feit en fiksie te ondermyn. Gevolglik onstaan ‘n hibriede vorm van outo/biografie waar teks en beeld, realiteit en verbeelding gekombineer word om nuwe en meer beduidende verledes te skep (wat so ook die hede op nuwe maniere kan dien).
mlb2013
Dallacqua, Ashley Kaye. "“These books give me life”: Considering what happens when comics and graphic novels are welcomed into a middle school space." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460632506.
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