TEDxManhattanBeach
Gene Luen Yang: Comics belong in the classroom
Gene Yang: Stripovima je mjesto u učionici
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Stripovi i grafički romani trebali bi biti dio nastavnih materijala, kaže karikaturist i profesor Gene Luen Yang. Pomoću vlastitih domišljatih i šarenih crteža, Yang istražuje povijest stripova u američkom obrazovanju - i neočekivano otkriva njihov potencijal da djeci budu pomoć u učenju.
Gene Luen Yang - Cartoonist, educator
Gene Luen Yang writes, and sometimes draws, comic books and graphic novels. Full bio
Gene Luen Yang writes, and sometimes draws, comic books and graphic novels. Full bio
Double-click the English transcript below to play the video.
00:14
When I was in the fifth grade,
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Kada sam bio u 5. razredu,
00:16
I bought an issue
of "DC Comics Presents #57"
of "DC Comics Presents #57"
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kupio sam izdanje "DC
Comics predstavlja #57"
Comics predstavlja #57"
00:20
off of a spinner rack
at my local bookstore,
at my local bookstore,
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s vrtećeg stalka u lokalnoj knjižari
00:23
and that comic book changed my life.
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i taj strip mi je promijenio život.
00:27
The combination of words and pictures
did something inside my head
did something inside my head
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Zbog spoja riječi i slika,
u mojoj se glavi dogodilo nešto
u mojoj se glavi dogodilo nešto
00:30
that had never been done before,
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što se nikad prije nije dogodilo
00:32
and I immediately fell in love
with the medium of comics.
with the medium of comics.
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i odmah sam se zaljubio u stripove.
00:35
I became a voracious comic book reader,
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Počeo sam proždrljivo čitati stripove,
00:39
but I never brought them to school.
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ali nikada ih nisam nosio u školu.
00:40
Instinctively, I knew that comic books
didn't belong in the classroom.
didn't belong in the classroom.
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Instinktivno sam znao da
stripovima nije mjesto u učionici.
stripovima nije mjesto u učionici.
00:46
My parents definitely were not fans,
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Moji roditelji to nisu podržavali
00:49
and I was certain that my teachers
wouldn't be either.
wouldn't be either.
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i bio sam siguran da neće
ni moji profesori.
ni moji profesori.
00:52
After all, they never used them to teach,
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Ne koriste ih za poučavanje,
00:54
comic books and graphic novels were never
allowed during silent sustained reading,
allowed during silent sustained reading,
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stripovi i grafički romani nikada
nisu bili dopušteni kao štivo za čitanje
nisu bili dopušteni kao štivo za čitanje
00:58
and they were never sold
at our annual book fair.
at our annual book fair.
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i nikada se nisu prodavali
na godišnjem sajmu knjiga.
na godišnjem sajmu knjiga.
01:01
Even so, I kept reading comics,
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Unatoč tome, nastavio sam čitati stripove,
01:04
and I even started making them.
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a čak sam ih počeo i izrađivati.
01:06
Eventually I became
a published cartoonist,
a published cartoonist,
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Postao sam objavljivani crtač karikatura,
01:09
writing and drawing
comic books for a living.
comic books for a living.
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pisanjem i crtanjem
stripova zarađujući za život.
stripova zarađujući za život.
01:12
I also became a high school teacher.
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Postao sam i profesor u srednjoj školi.
01:14
This is where I taught:
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Evo gdje sam predavao:
01:16
Bishop O'Dowd High School
in Oakland, California.
in Oakland, California.
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Srednja škola Bishop O'Dowd
u Oaklandu, Kalifornija.
u Oaklandu, Kalifornija.
01:19
I taught a little bit of math
and a little bit of art,
and a little bit of art,
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Predavao sam malo
matematike i malo likovnog,
matematike i malo likovnog,
ali najviše informatiku
01:21
but mostly computer science,
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01:23
and I was there for 17 years.
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i radio sam tamo 17 godina.
01:25
When I was a brand new teacher,
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Kada sam tek postao profesor,
01:27
I tried bringing comic books
into my classroom.
into my classroom.
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pokušao sam donijeti stripove na sat.
01:30
I remember telling my students
on the first day of every class
on the first day of every class
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Sjećam se da sam prvog dana
svim učenicima govorio
svim učenicima govorio
01:33
that I was also a cartoonist.
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da sam također i karikaturist.
01:35
It wasn't so much that I was planning
to teach them with comics,
to teach them with comics,
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Nisam ih mislio podučavati
pomoću stripova,
pomoću stripova,
01:38
it was more that I was hoping comics
would make them think that I was cool.
would make them think that I was cool.
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samo sam se nadao da će zbog
stripova misliti da sam kul.
stripova misliti da sam kul.
01:42
(Laughter)
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(Smijeh)
01:44
I was wrong.
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Bio sam u krivu.
01:45
This was the '90s,
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To su bile 90-te
01:47
so comic books didn't have
the cultural cachet that they do today.
the cultural cachet that they do today.
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i stripovi nisu imali takav
kulturni pečat kakav imaju danas.
kulturni pečat kakav imaju danas.
01:52
My students didn't think I was cool.
They thought I was kind of a dork.
They thought I was kind of a dork.
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Moji učenici nisu mislili da sam kul.
Mislili su da sam nekakav šmokljan.
Mislili su da sam nekakav šmokljan.
01:56
And even worse,
when stuff got hard in my class,
when stuff got hard in my class,
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Još gore, kada bi došlo
do problema na satu,
do problema na satu,
01:59
they would use comic books
as a way of distracting me.
as a way of distracting me.
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koristili su stripove
kako bi mi odvukli pažnju.
kako bi mi odvukli pažnju.
02:02
They would raise their hands
and ask me questions like,
and ask me questions like,
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Digli bi ruke i pitali me nešto poput,
02:04
"Mr. Yang, who do you think
would win in a fight,
would win in a fight,
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"G. Yang, što mislite tko bi pobijedio,
Superman ili Hulk?"
02:07
Superman or the Hulk?"
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02:08
(Laughter)
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(Smijeh)
02:09
I very quickly realized I had to keep
my teaching and my cartooning separate.
my teaching and my cartooning separate.
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Brzo sam shvatio da moram
odvojiti predavanje i stripove.
odvojiti predavanje i stripove.
02:14
It seemed like my instincts
in fifth grade were correct.
in fifth grade were correct.
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Izgleda da su moji instinkti
u 5. razredu bili točni.
u 5. razredu bili točni.
02:18
Comic books didn't belong
in the classroom.
in the classroom.
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Stripovima nije mjesto u učionici.
02:21
But again, I was wrong.
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No, opet, bio sam u krivu.
02:23
A few years into my teaching career,
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Nakon nekoliko godina predavanja,
02:25
I learned firsthand
the educational potential of comics.
the educational potential of comics.
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iz prve ruke sam naučio
obrazovni potencijal stripova.
obrazovni potencijal stripova.
02:30
One semester, I was asked to sub
for this Algebra 2 class.
for this Algebra 2 class.
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Jedno polugodište morao sam
mijenjati kolegu iz matematike.
mijenjati kolegu iz matematike.
02:34
I was asked to long-term sub it,
and I said yes, but there was a problem.
and I said yes, but there was a problem.
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Trebala je to biti dugotrajna zamjena na
koju sam pristao, ali postojao je problem.
koju sam pristao, ali postojao je problem.
02:38
At the time, I was also
the school's educational technologist,
the school's educational technologist,
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U to vrijeme bio sam i
školski edukator za tehnologiju,
školski edukator za tehnologiju,
02:42
which meant every couple of weeks
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što znači da sam
svakih nekoliko tjedana
svakih nekoliko tjedana
02:44
I had to miss one or two periods
of this Algebra 2 class
of this Algebra 2 class
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morao propustiti sat ili
dva tih sati matematike,
dva tih sati matematike,
02:47
because I was in another classroom
helping another teacher
helping another teacher
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jer sam u drugoj učionici
pomagao nekom profesoru
pomagao nekom profesoru
02:50
with a computer-related activity.
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u odrađivanju aktivnosti na računalu.
02:52
For these Algebra 2 students,
that was terrible.
that was terrible.
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To je bilo grozno za učenike
na satima matematike.
na satima matematike.
02:55
I mean, having a long-term
sub is bad enough,
sub is bad enough,
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Dovoljno je grozno što imaju zamjenu,
02:58
but having a sub for your sub?
That's the worst.
That's the worst.
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ali imati zamjenu za zamjenu?
To je najgora stvar.
To je najgora stvar.
03:02
In an effort to provide some sort
of consistency for my students,
of consistency for my students,
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Kako bih učenicima
dao osjećaj kontinuiteta,
dao osjećaj kontinuiteta,
03:06
I began videotaping
myself giving lectures.
myself giving lectures.
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počeo sam se snimati kako predajem.
03:09
I'd then give these videos to my sub
to play for my students.
to play for my students.
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Zatim bih te snimke dao svojoj
zamjeni da ih pusti učenicima.
zamjeni da ih pusti učenicima.
03:12
I tried to make these videos
as engaging as possible.
as engaging as possible.
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Pokušao sam te snimke
učiniti što zanimljivijima.
učiniti što zanimljivijima.
03:17
I even included
these little special effects.
these little special effects.
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Čak sam dodao i male specijalne efekte.
03:19
For instance, after I finished
a problem on the board,
a problem on the board,
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Primjerice, nakon što
riješim problem na ploči,
riješim problem na ploči,
03:22
I'd clap my hands,
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pljesnuo bih rukama
03:23
and the board would magically erase.
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i ploča bi se sama obrisala.
03:26
(Laughter)
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(Smijeh)
03:27
I thought it was pretty awesome.
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Mislio sam da je to super.
03:30
I was pretty certain
that my students would love it,
that my students would love it,
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Bio sam prilično siguran da
će se to učenicima svidjeti,
će se to učenicima svidjeti,
03:33
but I was wrong.
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ali bio sam u krivu.
03:34
(Laughter)
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(Smijeh)
03:35
These video lectures were a disaster.
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Te snimke predavanja bile su katastrofa.
03:38
I had students coming up to me
and saying things like,
and saying things like,
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Učenici bi mi prilazili i govorili,
"G. Yang, mislili smo
da ste dosadni uživo,
da ste dosadni uživo,
03:41
"Mr. Yang, we thought
you were boring in person,
you were boring in person,
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03:43
but on video, you are just unbearable."
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ali na snimkama ste nepodnošljivi."
03:46
(Laughter)
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(Smijeh)
03:48
So as a desperate second attempt,
I began drawing these lectures as comics.
I began drawing these lectures as comics.
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U očajničkom drugom pokušaju,
počeo sam predavanja crtati kao stripove.
počeo sam predavanja crtati kao stripove.
03:53
I'd do these very quickly
with very little planning.
with very little planning.
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Radio bih to jako brzo
i bez previše planiranja.
i bez previše planiranja.
03:56
I'd just take a sharpie,
draw one panel after the other,
draw one panel after the other,
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Uzeo bih flomaster, crtao sliku za slikom,
03:59
figuring out what I wanted
to say as I went.
to say as I went.
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u hodu odlučujući što želim.
04:01
These comics lectures would come out
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Ta predavanja u stripu imala bi
04:03
to anywhere between
four and six pages long,
four and six pages long,
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između četiri i šest stranica,
04:05
I'd xerox these, give them to my sub
to hand to my students.
to hand to my students.
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kopirao bih ih i dao svojoj zamjeni
da podijeli mojim učenicima.
da podijeli mojim učenicima.
04:10
And much to my surprise,
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Na moje veliko iznenađenje,
04:13
these comics lectures were a hit.
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ta predavanja u stripu
bila su pun pogodak.
bila su pun pogodak.
04:15
My students would ask me
to make these for them
to make these for them
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Učenici bi me tražili da ih crtam
04:19
even when I could be there in person.
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čak i kada sam bio na nastavi.
04:22
It was like they liked cartoon me
more than actual me.
more than actual me.
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Kao da su me više voljeli u stripu
nego u stvarnosti.
nego u stvarnosti.
04:26
(Laughter)
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(Smijeh)
04:28
This surprised me, because my students
are part of a generation
are part of a generation
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Iznenadilo me jer su
moji učenici generacija
moji učenici generacija
04:32
that was raised on screens,
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koja je odrasla pred zaslonima
04:34
so I thought for sure they would like
learning from a screen
learning from a screen
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pa sam mislio da će im se više
sviđati učenje preko zaslona
sviđati učenje preko zaslona
04:37
better than learning from a page.
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nego s papira.
No, kada sam s učenicima razgovarao
04:40
But when I talked to my students
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04:41
about why they liked
these comics lectures so much,
these comics lectures so much,
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o tome zašto toliko vole
ta predavanja u stripu,
ta predavanja u stripu,
04:45
I began to understand
the educational potential of comics.
the educational potential of comics.
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počeo sam shvaćati
obrazovni potencijal stripova.
obrazovni potencijal stripova.
04:49
First, unlike their math textbooks,
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Prvo, za razliku od
udžbenika iz matematike,
udžbenika iz matematike,
04:52
these comics lectures taught visually.
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uz stripove su učili vizualno.
04:54
Our students grow up in a visual culture,
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Naši učenici odrasli su
u vizualnoj kulturi
u vizualnoj kulturi
04:57
so they're used to taking in
information that way.
information that way.
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i naviknuti su tako
primati nove informacije.
primati nove informacije.
05:00
But unlike other visual narratives,
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No, za razliku od ostalih vizualnih priča,
05:03
like film or television
or animation or video,
or animation or video,
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poput filma, televizije,
animacije ili videa,
animacije ili videa,
05:07
comics are what I call permanent.
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stripovi su nešto što ja zovem trajnim.
05:10
In a comic, past, present and future
all sit side by side on the same page.
all sit side by side on the same page.
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U stripu, prošlost, sadašnjost i budućnost
nalaze se zajedno na istoj stranici.
nalaze se zajedno na istoj stranici.
05:16
This means that the rate
of information flow
of information flow
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Znači da je brzina protoka informacija
05:19
is firmly in the hands of the reader.
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u rukama čitatelja.
05:23
When my students didn't understand
something in my comics lecture,
something in my comics lecture,
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Kada učenici ne bi nešto razumjeli
u mojim predavanjima u stripu,
u mojim predavanjima u stripu,
05:27
they could just reread that passage
as quickly or as slowly as they needed.
as quickly or as slowly as they needed.
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mogli su opet pročitati
taj dio željenom brzinom.
taj dio željenom brzinom.
05:31
It was like I was giving them
a remote control over the information.
a remote control over the information.
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Kao da sam im dao daljinski upravljač
za upravljanje informacijama.
za upravljanje informacijama.
05:35
The same was not true
of my video lectures,
of my video lectures,
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To nije vrijedilo za
snimke mojih predavanja,
snimke mojih predavanja,
05:38
and it wasn't even true
of my in-person lectures.
of my in-person lectures.
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čak ni za moja predavanja uživo.
05:41
When I speak, I deliver the information
as quickly or slowly as I want.
as quickly or slowly as I want.
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Kada govorim, dijelim informacije
brzinom kojom ja to želim.
brzinom kojom ja to želim.
05:46
So for certain students
and certain kinds of information,
and certain kinds of information,
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Dakle, za neke učenike
i neke vrste informacija,
i neke vrste informacija,
05:49
these two aspects of the comics medium,
its visual nature and its permanence,
its visual nature and its permanence,
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ove dvije karakteristike stripa,
vizualnost i trajnost,
vizualnost i trajnost,
05:54
make it an incredibly powerful
educational tool.
educational tool.
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čine ga nevjerojatno moćnim
obrazovnim pomagalom.
obrazovnim pomagalom.
05:58
When I was teaching this Algebra 2 class,
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Kada sam podučavao matematiku,
06:00
I was also working on my master's
in education at Cal State East Bay.
in education at Cal State East Bay.
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radio sam i diplomski rad iz obrazovanja
na sveučilištu Cal State East Bay.
na sveučilištu Cal State East Bay.
06:04
And I was so intrigued by this experience
that I had with these comics lectures
that I had with these comics lectures
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Toliko me očaralo to iskustvo
predavanja u obliku stripa,
predavanja u obliku stripa,
06:08
that I decided to focus
my final master's project on comics.
my final master's project on comics.
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da sam odlučio pisati o stripovima
u svom diplomskom radu.
u svom diplomskom radu.
06:13
I wanted to figure out
why American educators
why American educators
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Želio sam otkriti
zašto su američki profesori
zašto su američki profesori
06:16
have historically been so reluctant
to use comic books in their classrooms.
to use comic books in their classrooms.
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povijesno toliko neskloni upotrebi
stripova u učionicama.
stripova u učionicama.
06:22
Here's what I discovered.
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Evo što sam otkrio.
06:24
Comic books first became
a mass medium in the 1940s,
a mass medium in the 1940s,
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Stripovi su 1940-ih postali masovni medij,
06:26
with millions of copies
selling every month,
selling every month,
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kada su se mjesečno
prodavali milijuni primjeraka
prodavali milijuni primjeraka
06:29
and educators back then took notice.
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i tadašnji profesori su to primijetili.
06:31
A lot of innovative teachers began
bringing comics into their classrooms
bringing comics into their classrooms
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Oni inovativniji počeli su
uvoditi stripove u učionice
uvoditi stripove u učionice
06:35
to experiment.
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u svrhu eksperimentiranja.
06:36
In 1944, the "Journal
of Educational Sociology"
of Educational Sociology"
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1944. godine, "Časopis o
obrazovnoj sociologiji"
obrazovnoj sociologiji"
06:40
even devoted an entire issue
to this topic.
to this topic.
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čak je jedan cijeli broj
posvetio toj temi.
posvetio toj temi.
06:44
Things seemed to be progressing.
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Činilo se da dolazi do napretka.
06:46
Teachers were starting
to figure things out.
to figure things out.
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Profesori su počeli shvaćati.
06:49
But then along comes this guy.
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No, onda se pojavio ovaj tip.
06:51
This is child psychologist
Dr. Fredric Wertham,
Dr. Fredric Wertham,
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Ovo je dječji psiholog
Dr. Frederic Wertham,
Dr. Frederic Wertham,
06:55
and in 1954, he wrote a book
called "Seduction of the Innocent,"
called "Seduction of the Innocent,"
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koji je 1954. napisao knjigu pod
nazivom "Zavođenje nevinih",
nazivom "Zavođenje nevinih",
06:59
where he argues that comic books
cause juvenile delinquency.
cause juvenile delinquency.
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u kojoj govori da stripovi uzrokuju
delinkvenciju kod maloljetnika.
delinkvenciju kod maloljetnika.
07:03
(Laughter)
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(Smijeh)
07:05
He was wrong.
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Bio je u krivu.
07:06
Now, Dr. Wertham was actually
a pretty decent guy.
a pretty decent guy.
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Dr. Wertham je, zapravo,
bio prilično dobar tip.
bio prilično dobar tip.
07:09
He spent most of his career
working with juvenile delinquents,
working with juvenile delinquents,
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Većinu karijere radio je
s maloljetnim delinkventima
s maloljetnim delinkventima
07:12
and in his work he noticed
that most of his clients read comic books.
that most of his clients read comic books.
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i u tom radu primijetio je da većina
njegovih klijenata čita stripove.
njegovih klijenata čita stripove.
07:17
What Dr. Wertham failed to realize
was in the 1940s and '50s,
was in the 1940s and '50s,
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Ono što dr. Wertham nije shvatio,
bilo je da je u 40-ima i 50-ima
bilo je da je u 40-ima i 50-ima
07:21
almost every kid in America
read comic books.
read comic books.
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skoro svako dijete u
Americi čitalo stripove.
Americi čitalo stripove.
07:25
Dr. Wertham does a pretty
dubious job of proving his case,
dubious job of proving his case,
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Dr. Wertham je prilično nejasno
dokazao svoju tvrdnju,
dokazao svoju tvrdnju,
07:28
but his book does inspire
the Senate of the United States
the Senate of the United States
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no njegova knjiga potaknula je Senat SAD-a
07:32
to hold a series of hearings
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da održi nekoliko saslušanja
07:34
to see if in fact comic books
caused juvenile delinquency.
caused juvenile delinquency.
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kako bi vidjeli utječu li stripovi
doista na delinkventnost maloljetnika.
doista na delinkventnost maloljetnika.
07:38
These hearings lasted
for almost two months.
for almost two months.
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Ta saslušanja trajala su gotovo 2 mjeseca.
07:41
They ended inconclusively,
but not before doing tremendous damage
but not before doing tremendous damage
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Završila su neodređeno,
ali su nanijela ogromnu štetu
ali su nanijela ogromnu štetu
07:46
to the reputation of comic books
in the eyes of the American public.
in the eyes of the American public.
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reputaciji stripova u
očima američke javnosti.
očima američke javnosti.
07:50
After this, respectable American
educators all backed away,
educators all backed away,
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Nakon toga su se povukli svi američki
profesori koji su držali do sebe
profesori koji su držali do sebe
07:54
and they stayed away for decades.
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i desetljećima se držali podalje.
07:56
It wasn't until the 1970s
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Tek je 1970-ih
07:57
that a few brave souls
started making their way back in.
started making their way back in.
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nekoliko hrabrih duša počelo
raditi na povratku stripova.
raditi na povratku stripova.
08:01
And it really wasn't
until pretty recently,
until pretty recently,
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I zapravo su tek od nedavno,
08:03
maybe the last decade or so,
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možda u zadnjem desetljeću,
08:05
that comics have seen
more widespread acceptance
more widespread acceptance
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stripovi šire prihvaćeni
08:08
among American educators.
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među američkim profesorima.
08:09
Comic books and graphic novels
are now finally making their way
are now finally making their way
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Stripovi i grafički romani
konačno se vraćaju
konačno se vraćaju
08:14
back into American classrooms
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u američke učionice,
08:15
and this is even happening
at Bishop O'Dowd, where I used to teach.
at Bishop O'Dowd, where I used to teach.
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a to se događa i u školi
Bishop O'Dowd gdje sam prije predavao.
Bishop O'Dowd gdje sam prije predavao.
08:19
Mr. Smith, one of my former colleagues,
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G. Smith, jedan moj bivši kolega,
08:21
uses Scott McCloud's
"Understanding Comics"
"Understanding Comics"
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koristi knjigu Scotta McClouda
"Razumijevanje stripova"
"Razumijevanje stripova"
08:24
in his literature and film class,
because that book gives his students
because that book gives his students
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na satu književnosti i filma,
jer knjiga učenicima daje
jer knjiga učenicima daje
08:28
the language with which to discuss
the relationship between words and images.
the relationship between words and images.
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jezik pomoću kojeg mogu
raspravljati o vezi između riječi i slika.
raspravljati o vezi između riječi i slika.
08:33
Mr. Burns assigns a comics essay
to his students every year.
to his students every year.
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G. Burns svake godine učenicima
zadaje esej o stripovima.
zadaje esej o stripovima.
08:37
By asking his students
to process a prose novel using images,
to process a prose novel using images,
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Tražeći od učenika da prozno
djelo obrade koristeći slike,
djelo obrade koristeći slike,
08:41
Mr. Burns asks them to think deeply
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g. Burns traži od njih da duboko razmisle
08:44
not just about the story
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ne samo o priči,
08:46
but also about how that story is told.
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nego i o načinu
na koji je priča ispričana.
na koji je priča ispričana.
08:49
And Ms. Murrock uses
my own "American Born Chinese"
my own "American Born Chinese"
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A gđa. Murrock koristi
moju knjigu "Američki Kinez"
moju knjigu "Američki Kinez"
08:52
with her English 1 students.
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na svom satu engleskog.
08:54
For her, graphic novels
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Za nju su grafički romani
08:55
are a great way of fulfilling
a Common Core Standard.
a Common Core Standard.
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odličan način da se
ispuni Osnovni standard.
ispuni Osnovni standard.
08:59
The Standard states that students
ought to be able to analyze
ought to be able to analyze
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Osnovni standard kaže da
učenici moraju znati analizirati
učenici moraju znati analizirati
09:02
how visual elements contribute
to the meaning, tone and beauty of a text.
to the meaning, tone and beauty of a text.
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kako vizualni elementi doprinose
značenju, tonu i ljepoti teksta.
značenju, tonu i ljepoti teksta.
09:08
Over in the library, Ms. Counts
has built a pretty impressive
has built a pretty impressive
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U knjižnici je gđa. Counts
napravila prilično impresivnu
napravila prilično impresivnu
09:12
graphic novel collection
for Bishop O'Dowd.
for Bishop O'Dowd.
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zbirku grafičkih romana
za školu Bishop O'Dowd.
za školu Bishop O'Dowd.
09:14
Now, Ms. Counts and all
of her librarian colleagues
of her librarian colleagues
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Gđa. Counts i njezini kolege u knjižnici
09:17
have really been at the forefront
of comics advocacy,
of comics advocacy,
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bili su, zapravo,
prvi zagovornici stripova,
prvi zagovornici stripova,
09:20
really since the early '80s,
when a school library journal article
when a school library journal article
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još od ranih 80-ih godina, kada je
jedan članak u školskim novinama
jedan članak u školskim novinama
09:24
stated that the mere presence
of graphic novels in the library
of graphic novels in the library
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iznio podatak da je sama prisutnost
grafičkih romana u knjižnici
grafičkih romana u knjižnici
09:28
increased usage by about 80 percent
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povećala promet knjižnice za oko 80%
09:31
and increased the circulation
of noncomics material
of noncomics material
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te posudbu ne-stripovske građe
09:35
by about 30 percent.
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za oko 30%.
09:37
Inspired by this renewed interest
from American educators,
from American educators,
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Potaknuti ovim obnovljenim
interesom američkih profesora,
interesom američkih profesora,
09:40
American cartoonists are now producing
more explicitly educational content
more explicitly educational content
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američki karikaturisti,
sada više nego kada prije,
sada više nego kada prije,
09:45
for the K-12 market than ever before.
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stvaraju obrazovne sadržaje za škole.
09:48
A lot of this is directed
at language arts,
at language arts,
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Većina je usmjerena na jezike,
09:51
but more and more comics
and graphic novels
and graphic novels
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ali sve više stripova i grafičkih romana
09:53
are starting to tackle
math and science topics.
math and science topics.
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počinje se baviti matematikom i znanošću.
09:57
STEM comics graphics novels
really are like this uncharted territory,
really are like this uncharted territory,
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STEM stripovi i grafički romani su,
zapravo, neistraženi teritorij
zapravo, neistraženi teritorij
10:01
ready to be explored.
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koji čeka da bude otkriven.
10:03
America is finally waking up to the fact
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Amerika konačno prihvaća činjenicu
10:06
that comic books
do not cause juvenile delinquency.
do not cause juvenile delinquency.
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da stripovi ne uzrokuju
maloljetničku delinkvenciju.
maloljetničku delinkvenciju.
10:10
(Laughter)
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(Smijeh)
10:11
That they really do belong
in every educator's toolkit.
in every educator's toolkit.
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Da im je stvarno mjesto među
nastavnim materijalima.
nastavnim materijalima.
10:15
There's no good reason
to keep comic books and graphic novels
to keep comic books and graphic novels
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Nema opravdanog razloga
da se stripovi i grafički romani
da se stripovi i grafički romani
10:19
out of K-12 education.
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ne uvedu u sustav školskog obrazovanja.
10:21
They teach visually,
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Poučavaju vizualno,
10:23
they give our students
that remote control.
that remote control.
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daju našim učenicima daljinski upravljač.
10:26
The educational potential is there
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Obrazovni potencijal postoji
10:29
just waiting to be tapped
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i čeka da ga iskoriste
10:31
by creative people like you.
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kreativni ljudi poput vas.
10:33
Thank you.
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Hvala vam.
10:34
(Applause)
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(Pljesak)
ABOUT THE SPEAKER
Gene Luen Yang - Cartoonist, educatorGene Luen Yang writes, and sometimes draws, comic books and graphic novels.
Why you should listen
As the Library of Congress's fifth National Ambassador for Young People's Literature, Gene Luen Yang advocates for the importance of reading, especially reading diversely. American Born Chinese, his first graphic novel from First Second Books, was a National Book Award finalist, as well as the winner of the Printz Award and an Eisner Award. His two-volume graphic novel Boxers & Saints won the L.A. Times Book Prize and was a National Book Award Finalist. His other works include Secret Coders (with Mike Holmes), The Shadow Hero (with Sonny Liew), New Super-Man from DC Comics (with various artists) and the Avatar: The Last Airbender series from Dark Horse Comics (with Gurihiru). In 2016, he was named a MacArthur Foundation Fellow.
Gene Luen Yang | Speaker | TED.com