Students as Critics: Exploring Readerly Alignments and Theoretical Tensions in Satrapi's "Persepolis"

Autor/in	Dallacqua, Ashley K.
Titel	Students as Critics: Exploring Readerly Alignments and Theoretical Tensions in Satrapi's "Persepolis"
Quelle	In: SANE Journal: Sequential Art Narrative in Education, 2 (2015) 1, Artikel 2 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2613
Schlagwörter	Qualitative Research; Interviews; High School Students; Audience Analysis; Audience Response; Literary Criticism; Group Discussion; Literature Appreciation; Adolescent Literature; Student Attitudes; Fiction + Suchen Sie Ihr Suchwort? Qualitative Forschung; Interviewing; Interviewtechnik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Zuschauerverhalten; Literaturkritik; Gruppendiskussion; Literarische Wertung; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Schülerverhalten; Fiktion
Abstract	This essay draws on the voices of both literary critics and adolescent readers, resulting in a contextualization of critical theory exploring Marjane Satrapi's "Persepolis." Satrapi's graphic novel has been praised for its complex composition and story-telling ability. But although it is both a recommended and contested text for an adolescent audience, few have examined the reactions and interpretations of young readers. By placing the voices of adolescent readers alongside critics, I will illustrate that making time for aesthetic reading of a graphic novel results in nuanced and analytical work for adolescent readers, positioning their voices as equal to critics'. This work provides evidence for the deep reading and insightful responses aesthetic reading in interpretive communities cultivates. Within interpretive communities students "become" critics. (As Provided).
Anmerkungen	SANE Journal: Sequential Art Narrative in Education. Available from: Digital Commons @ University of Nebraska - Lincoln. Web site: https://digitalcommons.unl.edu/sane/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11