TEDxManhattanBeach
Gene Luen Yang: Comics belong in the classroom
基恩·杨: 漫画属于课堂
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漫画书和视觉文学属于每一个教师的工具箱，漫画家和教育工作者基恩·杨这样说道。在他自己聪颖、多彩的绘画跟前，杨带我们探索了美国漫画教育史——同时也提出了漫画对于帮助儿童学习的独特见解。
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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当我上五年级的时候，
00:16
I bought an issue
of "DC Comics Presents #57"
of "DC Comics Presents #57"
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我在我当地的书店里买了一本
00:20
off of a spinner rack
at my local bookstore,
at my local bookstore,
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“DC Comics Presents”系列57话，
00:23
and that comic book changed my life.
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那本书改变了我的人生。
那些文字和图片在我的脑海里
打下深深的烙印，
打下深深的烙印，
00:27
The combination of words and pictures
did something inside my head
did something inside my head
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00:30
that had never been done before,
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00:32
and I immediately fell in love
with the medium of comics.
with the medium of comics.
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我在那时爱上了漫画。
我成为了一个狂热的漫画读者，
00:35
I became a voracious comic book reader,
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但是我从未把它们带到学校去过。
00:39
but I never brought them to school.
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我有一种直觉，漫画书不属于课堂。
00:40
Instinctively, I knew that comic books
didn't belong in the classroom.
didn't belong in the classroom.
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我的父母都不是漫画的粉丝，
00:46
My parents definitely were not fans,
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可以肯定的是，我的老师们也不是。
00:49
and I was certain that my teachers
wouldn't be either.
wouldn't be either.
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总而言之，他们从未使用漫画书来教学，
00:52
After all, they never used them to teach,
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在静读课上漫画书
和视觉文学都是不被允许的。
和视觉文学都是不被允许的。
00:54
comic books and graphic novels were never
allowed during silent sustained reading,
allowed during silent sustained reading,
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它们也不会出现在每年的书展上。
00:58
and they were never sold
at our annual book fair.
at our annual book fair.
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即便如此，我坚持阅读漫画，
01:01
Even so, I kept reading comics,
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我甚至开始自己创作。
01:04
and I even started making them.
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最终，我成为了一个出版漫画家，
01:06
Eventually I became
a published cartoonist,
a published cartoonist,
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通过写作和绘画漫画为生。
01:09
writing and drawing
comic books for a living.
comic books for a living.
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01:12
I also became a high school teacher.
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我也成为了一名高中老师。
这是我教书的地方：
01:14
This is where I taught:
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加州奥克兰的O'Dowd天主教高中。
01:16
Bishop O'Dowd High School
in Oakland, California.
in Oakland, California.
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我教一点数学，一点艺术，
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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大部分时间教计算机，
01:21
but mostly computer science,
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我在那儿工作了17年了。
01:23
and I was there for 17 years.
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当我还是一名新老师的时候，
01:25
When I was a brand new teacher,
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我试图将漫画书带进我的课堂。
01:27
I tried bringing comic books
into my classroom.
into my classroom.
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我记得我会在上课第一天
告诉我的学生们
告诉我的学生们
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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我也是一名漫画家。
01:33
that I was also a cartoonist.
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我计划用漫画进行教学并不是重点，
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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重点是这样做会显得我很酷。
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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（笑声）
01:42
(Laughter)
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但是我错了。
01:44
I was wrong.
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那时是90年代，
01:45
This was the '90s,
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所以说漫画书并没有
像是当代那种漫画文化。
像是当代那种漫画文化。
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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我的学生并没有因此觉得我很酷，
他们觉得我很蠢。
他们觉得我很蠢。
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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更糟糕的是，教学变得很难。
01:56
And even worse,
when stuff got hard in my class,
when stuff got hard in my class,
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他们会用漫画书来捣乱我的教学，
01:59
they would use comic books
as a way of distracting me.
as a way of distracting me.
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他们会举手并提问我问题，像是：
02:02
They would raise their hands
and ask me questions like,
and ask me questions like,
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“杨老师，您觉得要是打一场谁会赢，
02:04
"Mr. Yang, who do you think
would win in a fight,
would win in a fight,
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02:07
Superman or the Hulk?"
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超人还是浩克？”
（笑声）
02:08
(Laughter)
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我很快就意识到，我必须
要把我的教学和漫画区分开来，
要把我的教学和漫画区分开来，
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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就好似我五年级时候的直觉是正确的。
02:14
It seemed like my instincts
in fifth grade were correct.
in fifth grade were correct.
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漫画书不属于课堂。
02:18
Comic books didn't belong
in the classroom.
in the classroom.
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02:21
But again, I was wrong.
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但又一次的，我错了。
02:23
A few years into my teaching career,
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我开始教学后的几年当中，
我亲自体会了漫画教学的潜力。
02:25
I learned firsthand
the educational potential of comics.
the educational potential of comics.
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有一个学期，我被安排
代上了一节代数2的课。
代上了一节代数2的课。
02:30
One semester, I was asked to sub
for this Algebra 2 class.
for this Algebra 2 class.
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他们让我长期上这门课，
我也同意了，但是出现了一个问题。
我也同意了，但是出现了一个问题。
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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在那时，我也是学校的教育技术人员，
02:38
At the time, I was also
the school's educational technologist,
the school's educational technologist,
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这也就意味着每隔几周，
02:42
which meant every couple of weeks
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我就必定要错过一两节代数2的课，
02:44
I had to miss one or two periods
of this Algebra 2 class
of this Algebra 2 class
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因为我可能要
在另外一个教室帮助其他老师
在另外一个教室帮助其他老师
02:47
because I was in another classroom
helping another teacher
helping another teacher
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从事电脑相关的活动。
02:50
with a computer-related activity.
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这对于上代数2的学生来说
是极其糟糕的。
是极其糟糕的。
02:52
For these Algebra 2 students,
that was terrible.
that was terrible.
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我的意思是，长期代课就会很糟。
02:55
I mean, having a long-term
sub is bad enough,
sub is bad enough,
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代课再找人代课
那就是最糟糕的情况了。
那就是最糟糕的情况了。
02:58
but having a sub for your sub?
That's the worst.
That's the worst.
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03:02
In an effort to provide some sort
of consistency for my students,
of consistency for my students,
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为了能帮助我的学生们
找到一定的连续感，
找到一定的连续感，
我开始给上课的自己录像，
03:06
I began videotaping
myself giving lectures.
myself giving lectures.
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然后我将这些视频交给
我的代课老师，让他们播放视频。
我的代课老师，让他们播放视频。
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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我尽可能的让视频课变得有趣。
03:12
I tried to make these videos
as engaging as possible.
as engaging as possible.
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我还专门加了些小特效。
03:17
I even included
these little special effects.
these little special effects.
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比如说，在我在黑板上
解释完一道题目之后，
解释完一道题目之后，
03:19
For instance, after I finished
a problem on the board,
a problem on the board,
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我就会一鼓掌，
03:22
I'd clap my hands,
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然后黑板上的字就会魔术般的消失。
03:23
and the board would magically erase.
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（笑声）
03:26
(Laughter)
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我认为那还挺神奇的，
03:27
I thought it was pretty awesome.
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03:30
I was pretty certain
that my students would love it,
that my students would love it,
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我很确定我的学生们会很喜欢的，
但是我又错了。
03:33
but I was wrong.
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（笑声）
03:34
(Laughter)
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视频讲座就是一场灾难。
03:35
These video lectures were a disaster.
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我有学生来找我，然后这样说：
03:38
I had students coming up to me
and saying things like,
and saying things like,
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“杨老师，我们觉得您挺无聊的，
03:41
"Mr. Yang, we thought
you were boring in person,
you were boring in person,
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但是视频上，那就真的是不能忍了。“
03:43
but on video, you are just unbearable."
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（笑声）
03:46
(Laughter)
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所以作为一个绝望的第二次尝试，
我开始把我的讲座画成漫画。
我开始把我的讲座画成漫画。
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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我在很短的时间里
也没有过多的计划，
也没有过多的计划，
03:53
I'd do these very quickly
with very little planning.
with very little planning.
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我就是找了只记号笔
一个一个板子的画，
一个一个板子的画，
03:56
I'd just take a sharpie,
draw one panel after the other,
draw one panel after the other,
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一边想一边写。
03:59
figuring out what I wanted
to say as I went.
to say as I went.
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这些漫画式的讲座一般都会是
04:01
These comics lectures would come out
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四到六页纸的长度。
04:03
to anywhere between
four and six pages long,
four and six pages long,
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我会复印这些，并把它们给我的
代课老师来分发给我的学生们。
代课老师来分发给我的学生们。
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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让我吃惊的是，
04:10
And much to my surprise,
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这些漫画讲堂十分受欢迎。
04:13
these comics lectures were a hit.
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即使当我在的时候，
04:15
My students would ask me
to make these for them
to make these for them
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我的学生也会要求我
为他们制作这些漫画，
为他们制作这些漫画，
04:19
even when I could be there in person.
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就好像比起真人，他们还是
更喜欢漫画中的我。
更喜欢漫画中的我。
04:22
It was like they liked cartoon me
more than actual me.
more than actual me.
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（笑声）
04:26
(Laughter)
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这样我很震惊，因为我的这一代学生，
04:28
This surprised me, because my students
are part of a generation
are part of a generation
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他们是看着银屏长大的。
04:32
that was raised on screens,
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所以我就想当然，相比纸质材料，
04:34
so I thought for sure they would like
learning from a screen
learning from a screen
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他们一定能够从银幕上学的更好。
04:37
better than learning from a page.
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但是当我与我的学生交流时，
04:40
But when I talked to my students
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问及他们为何如此喜欢这些漫画讲堂，
04:41
about why they liked
these comics lectures so much,
these comics lectures so much,
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我就开始意识到漫画的教育潜力了。
04:45
I began to understand
the educational potential of comics.
the educational potential of comics.
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首先，不同于数学课本，
04:49
First, unlike their math textbooks,
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这些漫画讲堂是一种视觉形式。
04:52
these comics lectures taught visually.
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我们的孩子在一个视觉文化中长大，
04:54
Our students grow up in a visual culture,
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所以他们习惯于以这种方式接受信息，
04:57
so they're used to taking in
information that way.
information that way.
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但是又不同于其他视觉形式。
05:00
But unlike other visual narratives,
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像是影片，电视或者是动漫，视频，
05:03
like film or television
or animation or video,
or animation or video,
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漫画书，让我说，就是永恒的。
05:07
comics are what I call permanent.
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在漫画当中，过去、现在和未来
都可以并排出现在同一页当中，
都可以并排出现在同一页当中，
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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这就意味着信息接受的速度，
05:16
This means that the rate
of information flow
of information flow
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完全是由读者掌控的。
05:19
is firmly in the hands of the reader.
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05:23
When my students didn't understand
something in my comics lecture,
something in my comics lecture,
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当我的学生不理解
我漫画讲堂中的内容时，
我漫画讲堂中的内容时，
他们可以根据需求快速的或是
缓慢的重新阅读那部分文段，
缓慢的重新阅读那部分文段，
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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这就像是我给他们提供了远程的
信息操作能力一样。
信息操作能力一样。
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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但是我的视频课就不是这样了，
05:35
The same was not true
of my video lectures,
of my video lectures,
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甚至是我的真人课也无法做到这一点。
05:38
and it wasn't even true
of my in-person lectures.
of my in-person lectures.
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当我说话的时候，传递信息的快慢
是由我自身决定的。
是由我自身决定的。
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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所以，对于某些学生和特定的信息，
05:46
So for certain students
and certain kinds of information,
and certain kinds of information,
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漫画所具有的两种特质：
视觉效果和持续性，
视觉效果和持续性，
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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让它成为了一个异常强大的教育工具。
05:54
make it an incredibly powerful
educational tool.
educational tool.
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当我教授这门代数2的课的时候，
05:58
When I was teaching this Algebra 2 class,
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我也同时在加州州立大学东湾分校
攻读我的教育学硕士学位。
攻读我的教育学硕士学位。
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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因为这个经历
我被这种漫画课堂的形式深深吸引，
我被这种漫画课堂的形式深深吸引，
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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最终决定在研究生毕业项目中
专注于漫画。
专注于漫画。
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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我想要知道为什么历史上，
06:13
I wanted to figure out
why American educators
why American educators
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美国的教育者们总是不情愿
在他们的课堂上使用漫画。
在他们的课堂上使用漫画。
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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这就是我所发现的。
06:22
Here's what I discovered.
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漫画书最先普及于上世纪40年代，
06:24
Comic books first became
a mass medium in the 1940s,
a mass medium in the 1940s,
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每月都有几百万份的复印本售出，
06:26
with millions of copies
selling every month,
selling every month,
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当时的教育者们就注意到了这点，
06:29
and educators back then took notice.
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很多具有创新精神的老师
都将漫画书实验性的
都将漫画书实验性的
06:31
A lot of innovative teachers began
bringing comics into their classrooms
bringing comics into their classrooms
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带进了他们的课堂。
06:35
to experiment.
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在1944年，《教育社会学周刊》
06:36
In 1944, the "Journal
of Educational Sociology"
of Educational Sociology"
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甚至为这个话题出了专栏，
06:40
even devoted an entire issue
to this topic.
to this topic.
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事情似乎在进步着，
06:44
Things seemed to be progressing.
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教师们开始悟出一些道理。
06:46
Teachers were starting
to figure things out.
to figure things out.
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但是随后，出现了这样一个人，
06:49
But then along comes this guy.
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儿童心理学家，弗雷德里克·魏特汉。
06:51
This is child psychologist
Dr. Fredric Wertham,
Dr. Fredric Wertham,
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在1954年出了一本书
叫做《对纯真的诱惑》。
叫做《对纯真的诱惑》。
06:55
and in 1954, he wrote a book
called "Seduction of the Innocent,"
called "Seduction of the Innocent,"
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在其中他辩及了漫画书
会导致青少年犯罪。
会导致青少年犯罪。
06:59
where he argues that comic books
cause juvenile delinquency.
cause juvenile delinquency.
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（笑声）
07:03
(Laughter)
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他错了，
07:05
He was wrong.
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事实上，维特汉博士
其实是个不错的人，
其实是个不错的人，
07:06
Now, Dr. Wertham was actually
a pretty decent guy.
a pretty decent guy.
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他大半生都在从事
和青少年犯罪相关的事业。
和青少年犯罪相关的事业。
07:09
He spent most of his career
working with juvenile delinquents,
working with juvenile delinquents,
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在他的工作中，他注意到了
他大部分的客户都读漫画书。
他大部分的客户都读漫画书。
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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但是维特汉博士错在在四五十年代，
07:17
What Dr. Wertham failed to realize
was in the 1940s and '50s,
was in the 1940s and '50s,
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几乎每个美国孩子都读漫画书。
07:21
almost every kid in America
read comic books.
read comic books.
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维特汉博士的论证工作令人怀疑，
07:25
Dr. Wertham does a pretty
dubious job of proving his case,
dubious job of proving his case,
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但是他的书的确给了美国参议院灵感，
07:28
but his book does inspire
the Senate of the United States
the Senate of the United States
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举办了一系列的听证会
07:32
to hold a series of hearings
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来研究是否漫画会导致青少年犯罪。
07:34
to see if in fact comic books
caused juvenile delinquency.
caused juvenile delinquency.
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07:38
These hearings lasted
for almost two months.
for almost two months.
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这些听证会持续了将近两个月。
他们就不了了之了，但是这也
已经对于美国大众眼中
已经对于美国大众眼中
07:41
They ended inconclusively,
but not before doing tremendous damage
but not before doing tremendous damage
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漫画书的形象造成了巨大的伤害。
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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在此之后，著名的
美国教育家们就都不干了。
美国教育家们就都不干了。
07:50
After this, respectable American
educators all backed away,
educators all backed away,
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他们躲了几十年。
07:54
and they stayed away for decades.
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直到1970年，
07:56
It wasn't until the 1970s
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几个勇敢的人开始重新使用漫画，
07:57
that a few brave souls
started making their way back in.
started making their way back in.
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但是真正的尝试也是直到最近，
08:01
And it really wasn't
until pretty recently,
until pretty recently,
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也许是最近10年这样，
08:03
maybe the last decade or so,
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漫画书终于在美国教育家之中
08:05
that comics have seen
more widespread acceptance
more widespread acceptance
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得到了更加广泛的认同。
08:08
among American educators.
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漫画书和视觉文学现在终于重新进入了
08:09
Comic books and graphic novels
are now finally making their way
are now finally making their way
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美国的教室当中。
08:14
back into American classrooms
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转变甚至发生在了O'Dowd天主教学校，
就是我曾经工作的学校。
就是我曾经工作的学校。
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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史密斯先生，我以前的一个同事，
08:19
Mr. Smith, one of my former colleagues,
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使用了斯科特·麦克劳德的
《理解连环漫画》，
《理解连环漫画》，
08:21
uses Scott McCloud's
"Understanding Comics"
"Understanding Comics"
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在他的文学和影视课上。
因为那本书提供了
因为那本书提供了
08:24
in his literature and film class,
because that book gives his students
because that book gives his students
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帮助学生讨论文字
与图像关系的词汇和表达。
与图像关系的词汇和表达。
08:28
the language with which to discuss
the relationship between words and images.
the relationship between words and images.
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伯恩斯先生则是每年都布置一篇
漫画论文给他的学生。
漫画论文给他的学生。
08:33
Mr. Burns assigns a comics essay
to his students every year.
to his students every year.
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他要求他的学生们用图像
来解读诗和散文。
来解读诗和散文。
08:37
By asking his students
to process a prose novel using images,
to process a prose novel using images,
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伯恩斯先生要求他们深入思考，
08:41
Mr. Burns asks them to think deeply
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不仅仅是关于故事，
08:44
not just about the story
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也是关于故事的叙述方法。
08:46
but also about how that story is told.
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莫洛克小姐则是借鉴了我的ABC的情况
08:49
And Ms. Murrock uses
my own "American Born Chinese"
my own "American Born Chinese"
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来教导她英语1的学生。
08:52
with her English 1 students.
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举个例子，视觉文学，
08:54
For her, graphic novels
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在很大程度上满足了“共同核心标准”，
08:55
are a great way of fulfilling
a Common Core Standard.
a Common Core Standard.
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标准提出学生应该能够分析出
08:59
The Standard states that students
ought to be able to analyze
ought to be able to analyze
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视觉因素是如何帮助理解
文章的深意，语气和唯美感。
文章的深意，语气和唯美感。
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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09:08
Over in the library, Ms. Counts
has built a pretty impressive
has built a pretty impressive
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在图书馆中，康茨女士更是
为O'Dowd天主高中
为O'Dowd天主高中
建了一个很大的视觉阅读区。
09:12
graphic novel collection
for Bishop O'Dowd.
for Bishop O'Dowd.
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现在，康茨女士和她的
所有的图书馆同事们
所有的图书馆同事们
09:14
Now, Ms. Counts and all
of her librarian colleagues
of her librarian colleagues
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都已经在漫画宣传的前沿了。
09:17
have really been at the forefront
of comics advocacy,
of comics advocacy,
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特别是在80年代早期
学校图书周刊一篇文章指出
学校图书周刊一篇文章指出
09:20
really since the early '80s,
when a school library journal article
when a school library journal article
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仅仅是视觉文学在图书馆的出现，
09:24
stated that the mere presence
of graphic novels in the library
of graphic novels in the library
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就增加了图书馆近八成的使用量，
09:28
increased usage by about 80 percent
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同时也增加了非漫画书籍流动量，
09:31
and increased the circulation
of noncomics material
of noncomics material
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。
09:35
by about 30 percent.
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09:37
Inspired by this renewed interest
from American educators,
from American educators,
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受到了美国教育家们
对于漫画新一轮的认识，
对于漫画新一轮的认识，
美国漫画家们已经开始越来越明显的
将带有教育意义的漫画
将带有教育意义的漫画
09:40
American cartoonists are now producing
more explicitly educational content
more explicitly educational content
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投入12岁以下儿童市场，
09:45
for the K-12 market than ever before.
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大部分的是针对语言艺术学科的，
09:48
A lot of this is directed
at language arts,
at language arts,
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但是越来越多的漫画和视觉文学，
09:51
but more and more comics
and graphic novels
and graphic novels
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也开始进入数学和科学领域。
09:53
are starting to tackle
math and science topics.
math and science topics.
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STEM领域的视觉艺术
就仿佛一面未知领土，
就仿佛一面未知领土，
09:57
STEM comics graphics novels
really are like this uncharted territory,
really are like this uncharted territory,
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有待探索。
10:01
ready to be explored.
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10:03
America is finally waking up to the fact
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美国终于觉醒了，
意识到漫画书
是不会导致青少年犯罪的。
是不会导致青少年犯罪的。
10:06
that comic books
do not cause juvenile delinquency.
do not cause juvenile delinquency.
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（笑声）
10:10
(Laughter)
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它们确实应该被放在
所有教育工作者的工具箱中，
所有教育工作者的工具箱中，
10:11
That they really do belong
in every educator's toolkit.
in every educator's toolkit.
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把漫画书和视觉文学
从12岁以下儿童教育中拿走
从12岁以下儿童教育中拿走
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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是不合理的。
10:19
out of K-12 education.
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它们做到了视觉教学，
10:21
They teach visually,
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给了我们的学生们远程控制。
10:23
they give our students
that remote control.
that remote control.
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10:26
The educational potential is there
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教育的潜力就在那里，
就等着在坐的富有创造力的你们
10:29
just waiting to be tapped
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10:31
by creative people like you.
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去揭晓了。
10:33
Thank you.
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谢谢大家。
（掌声）
10:34
(Applause)
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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