Tag Archives: Graphic Novel

Love This? Try This! – “Romeo and Juliet” Graphic Novel

r&j

It’s been a hot minute since I did one of these! But then again, it’s also been a while since I read something that so strongly reflected its predecessors or inspirations. I mentioned in a previous post that I’ve read another graphic novel by Gareth Hinds while teaching Homer’s The Odyssey; similarly, I know I have to teach Shakespeare’s Romeo and Juliet this year (*eye roll*), so I got Hinds’ graphic novel version to see if I can find a way to incorporate it.

Gareth Hinds’s stylish graphic adaptation of the Bard’s romantic tragedy offers modern touches — including a diverse cast that underscores the story’s universality.

She’s a Capulet. He’s a Montague. But when Romeo and Juliet first meet, they don’t know they’re from rival families — and when they find out, they don’t care. Their love is honest and raw and all-consuming. But it’s also dangerous. How much will they have to sacrifice before they can be together? In a masterful adaptation faithful to Shakespeare’s original text, Gareth Hinds transports readers to the sun-washed streets and market squares of Shakespeare’s Verona, vividly bringing the classic play to life on the printed page.

First things first, if you love the classic tale of literature’s most famous star-crossed lovers, this adaptation does the original story justice. The language remains the same, so you’re not getting a “cheat sheet,” per se; however, in this format, you have the visual advantage of being able to see the characters and conversations, see who is speaking and to whom they are speaking. I really can’t say enough about having visuals, especially for stories that have elevated language that might confuse current-day readers. Having that visual assistance can only aid in understanding the plot.

Another advantage (in my opinion) of this format is that the content must be condensed so, thankfully, many of the pointless, rambling monologues are cut out entirely or reduced to only the parts that drive the story. To me, those moments where the Nurse would go off on a tangent never added to the story and instead only added to the level of student confusion. I’m thrilled that those are omitted and, honestly, wish I could teach with this graphic novel as the primary text. This adaptation includes everything that is pivotal to understanding the plot and social references. For those who are only reading this out of obligation and not by choice, this version would serve just as well as the original.

The most obvious difference between this graphic novel and the classic play is that the character families are portrayed as minority groups; the Capulets are Indian and the Montagues are Black. Hinds makes it clear that the choice to portray them as such is not pointed in regards to either culture and simply exists in order to show that the story is “universal” in its popularity and influence. Whether it was the goal or not, portraying the families in this way also makes it easier to determine which characters are Capulets vs. Montagues. Instead of just having a bunch of white people fighting and not knowing whose side each is on, for better or for worse, the difference in ethnicity helps readers understand sides. However, potentially also unknowingly, this gives the impression that the family feuds could relate to cultural differences, when such is not likely to be true in the original play.

My mission is to find a way to incorporate this graphic novel into our reading of the classic play as much as possible. If you remember my efforts with The Odyssey and Nimona, I have faced trouble with giving students access to the text. However, those attempts were at a school that did not have one-to-one capabilities, which I will have this year, so it is possible to give students access to an electronic copy. I’m going to go with that and see where it takes me.

In addition to the graphic novel, there are numerous film adaptations of the play. I was kindly gifted a copy of Luhrmann’s “Romeo + Juliet,” featuring my boyfriend Leo. There are also other versions, like “Romeo Must Die,” “Gnomeo and Juliet,” and “West Side Story.” I also have several songs that would be great for lyric analysis in regards to this play. I’m excited to teach it, in spite of the fact that Juliet and Romeo are as irritating as the day is long.

 

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Filed under Book Review, Lindsay, Love This? Try This!, Teacher Stuff

Reviews Aplenty: “Dark Matter,” “Y: The Last Man,” and “The Winter of Our Discontent”

Remember my summer reading plans? Remember how those plans were derailed? Well, they weren’t thrown off entirely, since I was able to squeeze in several texts of my own choosing, one of which was even on my original summer reading list!

“Are you happy with your life?”

Those are the last words Jason Dessen hears before the masked abductor knocks him unconscious.

Before he awakens to find himself strapped to a gurney, surrounded by strangers in hazmat suits.

Before a man Jason’s never met smiles down at him and says, “Welcome back, my friend.”

In this world he’s woken up to, Jason’s life is not the one he knows. His wife is not his wife. His son was never born. And Jason is not an ordinary college physics professor, but a celebrated genius who has achieved something remarkable. Something impossible.

Is it this world or the other that’s the dream? And even if the home he remembers is real, how can Jason possibly make it back to the family he loves? The answers lie in a journey more wondrous and horrifying than anything he could’ve imagined—one that will force him to confront the darkest parts of himself even as he battles a terrifying, seemingly unbeatable foe.

I finished this one a while ago and didn’t feel inclined to blog about it because I really had very little to say. This was partly because I felt a bit confused at times and that often overshadowed the excitement. It should come as no surprise that particle physics isn’t within my comfort zone; Neil deGrasse Tyson’s Astrophysics for People in a Hurry has been on my nightstand for at least a month, since I read the first 5 pages and got a headache. I’m not ashamed to admit that thinking of that level is far over my head. However, although Crouch’s narrator, Jason, is clearly a genius, he has conversations with people who are not, giving the reader the opportunity to catch up on the situation. Anyone who has read The Martian and felt sorely inadequate at maths will sympathize and, sadly, I don’t think Crouch’s attempts to make the subject matter relatable and simplified is as effortless as Weir’s.

However, I thought the idea was quite original and I wasn’t so lost that I was unable to enjoy the story. I know people who were unresolved with the ending and, I must admit that I was slightly peeved, since it was left so open-ended that it felt a bit like a cop-out. But alas, by now, it comes as more of a surprise when an author does give a satisfying ending than when s/he puts all the effort into the rising action, conflicts, and climax. I’m not pleased, but I’m not surprised, either.

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“Y” is none other than unemployed escape artist Yorick Brown (his father was a Shakespeare buff), and he’s seemingly the only male human left alive after a mysterious plague kills all Y-chromosome carriers on earth. But why are he and his faithful companion, the often testy male monkey Ampersand, still alive? He sets out to find the answer (and his girlfriend), while running from angry female Republicans (now running the government), Amazon wannabes that include his own sister (seemingly brainwashed), and other threats.

Not really sure what to say about this one. It managed to be feminist and anti-feminist at the same time; it was empowering, at times, and extremely discouraging at others. It was fun to read for a teacher of English, since the main character has an English degree and the story contains tons of references that might only be relevant or funny to those with similar interests. The illustrations are amazing and detailed, so this graphic novel would be a huge success even if only based on the images. The story itself is unique and intriguing, so I enjoyed reading it, but this is volume 1 of 10; I’m not that invested. I will not pursue the series further, but that is mostly because 10 volumes is just too much of a commitment for this lazy person. I also won’t keep it in my classroom, as long as I’m teaching 9th grade, at least. There is a great deal of mature language and the subject matter itself could be too much for some audiences. It’s too risky to keep it within reach of all, but some mature students could really enjoy it.

Ethan Allen Hawley, the protagonist of the novel, works as a clerk in a grocery store that his family once owned. With the decline in their status, his wife is restless & his teenage children are hungry for the tantalizing material comforts he cannot provide. Then one day, in a moment of moral crisis, Ethan decides to take a holiday from his own scrupulous standards.

My grandmother gave me her copy of this text and I haven’t read enough Steinbeck, so I decided to tackle this one this summer. I had forgotten how long-winded the classics can be. There were entire pages describing the street upon which the main character lived. I could’ve done with a bit more conciseness and a lot more action, but I can’t say that I disliked it. It was slow and a lot of things that seemed like pointless conversations or comments ended up proving meaningful in the end. However, I hate to have to get to the end of a book before I realize that what I read was purposeful instead of ramblings. I may have been steeped in YA for too long, since I used to be all classics all the time, but this one just seemed dull and pointless until the very end. Ain’t nobody got time for that. I do, however, feel as though it is a good representation of small town life, especially in the 1960s. Life in a small town isn’t always (or even often) exciting, as I know all too well, so it is highly likely that the lack of plot twists is meant to reflect a mundane life. I had no trouble seeing why Steinbeck is considered a great author of the American experience, but kids just won’t buy into this. No intentions to teach this.

I’m currently reading Waking Gods, which is the second book in the Themis Files series. My review of the first book is here and I hope to finish the second one soon. I need something awesome!

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L: Review of Noelle Stevenson’s “Nimona”

If I many be so bold, I’d like to commend myself for taking great strides towards being a more versatile, well-rounded reader within the last 6 months. If you take a quick trip down memory lane, back to some of my earliest posts, you’ll see that I found a number of ways to clearly indicate that my preferences leaned exclusively towards hard-copy versions of the classics. Nowadays, however, at least half (if not more) of my recreational literary conquests are YA, as well as the relatively unfamiliar (to me) genre of graphic novels, including my latest completion, Noelle Stevenson’s Nimona.

Nimona is an impulsive young shapeshifter with a knack for villainy. Lord Ballister Blackheart is a villain with a vendetta. As sidekick and supervillain, Nimona and Lord Blackheart are about to wreak some serious havoc. Their mission: prove to the kingdom that Sir Ambrosius Goldenloin and his buddies at the Institution of Law Enforcement and Heroics aren’t the heroes everyone thinks they are.

Nimona is considered to be a YA text, and I think it fits into that genre perfectly. The main character, Nimona’s, age is never specified, but her personality and behavior in situations of villainy make it easy to assume she is a young adult. Nimona’s character is complex, immature, consistently laugh-out-loud funny, and mysterious. Like many teens (and full-blown adults, like myself), Nimona uses humor and sarcasm to navigate serious situations and mask her feelings. Nimona is a product of her past and, although that past is a mystery to readers for most of the novel, her penchant for violence echos throughout her actions, calling into question her motivations for pairing up with Lord Ballister Blackheart, the kingdom villain.

Stevenson’s characters are complex, having hidden agendas, suppressed feelings, longstanding conflicts, and rich backstories. No character is defined by his/her title and, in fact, those titles (hero, villain, sidekick, etc.) are often called into question by his/her actions. Although readers get significantly fewer words with graphic novels, the pictures help to fill in the blanks and (literally) illustrate aspects of the characters and situations that take twice as much time to convey with standard novels. Also, the images were imaginative, descriptive, and utterly adorable. Just look at the emotion and attitude in her panels, as well as the humor (look at the little shark boobies! So unexpected and funny!). In those ways, I loved it!

However, I’m not sure that I got the chance to connect with these characters. Reading a graphic novel, for me, is like watching a TV show; I’m just a spectator. I get fewer asides, monologues, and inner thoughts. I see things at face value, exactly as the author intended, so there is little room for creative interpretation or personalization. Also, I finished Nimona in one afternoon, and a busy afternoon at that. It was an effortlessly quick read, meaning that I didn’t linger with these characters for days at a time. We met, we faced trials, we resolved those trials, and now they’re gone and I don’t miss them. Why would I? I hardly knew them. I wonder if I would think differently had it been a standard novel? I wonder if this concern has occurred to others, or if I’m alone in my distance?

Like I said before, with the exception of the Maus books, I’m extremely new to graphic novels. However, my experience with them has proven them to be delightful deviations from the standard novel format. I see many advantages to the graphic novels format, as well as disadvantages. Regardless, putting this book into the right students’ hands could give fresh insight into really current and relevant problems. It was a fun and meaningful read!

SIDEBAR: Harry Potter and the Cursed Child is coming! I pre-ordered my copy and July cannot get here soon enough!

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L: Review of Art Spiegelman’s “Maus” and “Maus II”

Click here for IMDB

Click here for IMDB

I watched a movie the other night called “People, Places, Things” mostly because Jemaine Clement starred in it and I will follow him to the ends of this Earth. I was pleasantly surprised, however, when Jemaine’s character drew comics and taught a class on the ways graphic stories can convey important messages to readers. He also argued the importance of adding graphic novels to the texts discussed in college-level Literature classes and that the genre’s absence from Literature classes keeps its stories from being perceived as a legitimate form of literature. The presence of these elements of what I assumed would be a typical romantic comedy took me by surprise since just last week I read my first graphic novel and immediately saw the value of adding it to a classroom setting.

Click here for Goodreads

Click here for Goodreads

Every person learns differently. Every person has different interests and skills that can affect the way that they intake information, or fail to do so. I, for one, am a very visual learner. I can hear something all day long and I’ll absorb it as well as possible, but when I see something, not visualize but physically see it, my ability to retain that information is increased tenfold. Herein lies arguably the most valuable feature of the graphic novel. Not only am I reading the author’s words, but I’m unmistakably seeing what (s)he intended for me to see. Now, some may argue that this removes the reader’s ability to use their imagination to formulate the images, but I say poo-poo to that argument. Sometimes, the author needs to convey messages that may be beyond the reader’s imagination, or at least outside of what readers may be comfortable picturing. Such was the case with Art Spiegelman’s graphic novels, Maus and Maus II.

Click here for Goodreads

Click here for Goodreads

The stories are told from the perspective of Art who is telling the story of his father, Vladek Spiegelman’s, experiences during World War II and the Holocaust. Understanding the horrific magnitude of Vladek’s memories would be visceral and disturbing enough if told in a standard, narrative novel format, but the use of images to support the story and offer visual perspective elevates the level of understanding and thereby disbelief at the atrocities recounted in the stories. Through my reading experience, I repeatedly noted that in order for these novels to be incorporated into a high school classroom, I would have to ensure that my students were mature enough to digest the information appropriately, or simply limit their exposure to the most graphic parts by only reading excerpts instead of the whole. However, I don’t wish to do that in my classroom. The fact that these things are hard to read does not in any way mean that they should not be read, and we do not reverse the course of history by veiling the truth. The truth deserves to be told, and I wouldn’t hesitate to incorporate these graphic novels into a WWII or Holocaust-focused lesson.

These novels have a story to tell and, if one can only set aside any preconceived ideas about the maturity or age level of “comics,” you could truly learn something from them. I highly recommend them.

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