Skip to main content

YA Lit.: Lighter Than My Shadow

As a visual learning, I have always loved incorporating some type of artistic element into my school projects. My notebooks are covered in doodles that (usually) relate to the lecture material surrounding them, and I often like to draw out scenes from a novel or play in order to better understand how characters interact with one another and their environment. I loved comic books and graphic novels as a kid, but stopped reading them when they were no longer stocked on my teachers' classroom shelves. So, when I discovered that there are graphic novels that target young adults as the main audience, I was pretty excited to dive into a world that was already drawn out for me.

Lighter Than My Shadow,  a graphic novel written and illustrated by Katie Green, takes the reader through the author's struggles with anorexia nervosa, binging, therapy, and sexual assault. While the subject matter is heavy on the heart, the ability to see the physical changes in Katie along with her thoughts and narration is extremely powerful.

Source: https://media.instocktrades.com/large/JUL171995.jpg



The reader follows Katie from childhood through graduate school, and is often left wondering how Katie and other characters could not see the obvious signs of her disorder from the beginning. As I was reading, I found myself frustrated with Katie's parents and friends-- I mean, if I could pick up on the symptoms for OCD, anxiety, and anorexia, why couldn't they? But, in my frustration, I realized how important novels like Lighter Than My Shadow   would be for my future students.

The visual component of graphic novels handling themes relevant to young adults is far beyond that of comic books or other illustrations meant for pleasure reading. Allowing the reader to see physical changes or experiences of a character enhances the message behind the narration that visual learners may otherwise miss. Not to mention, the illustrations make longer graphic novels less tiresome and intimidating to readers who lose stamina quickly. The easy accessibility of graphic novels is one of many reasons why I would chose to incorporate Lighter Than My Shadow   and other works into my classroom as reading options. With themes that are relevant to my future students, graphic novels meant for young adult readers will definitely have a place on my classroom shelves. Hopefully, I will be able to build a collection that focuses on history. If not, maybe I'll draw my own!

Comments

Popular posts from this blog

The Five Cs of Learning That Inspires

Throughout my undergraduate career, almost all of the courses in my education major started the semester with some type of reflection on philosophies in education. Since my courses on child and adolescent development (running in my second and fourth semesters respectively), I have identified most strongly with John Dewey’s Theory of Progressive Education. Progressivism has therefore been a common theme in my blog posts, and today’s reflection will continue my growth and strengthen the philosophical foundation I have built for myself as a progressivist teacher. Of course, other theories in education are worth consideration: behaviorism, cognitivism, constructivism, and humanism all offer insight on how we learn from various perspectives of study. However, I find that progressivism (if adopted fully) takes the best points of these theories and blends them together, creating a student-centered learning environment where student needs and interests are at the forefront of their educationa...

Multimedia and Westward Expansion - ST Week 2.3

Happy Thursday! As the first week of my student teaching semester comes to a close, I thought I would take some time to reflect on the introductory lessons to our Westward Expansion unit. Although most of today’s class time was absorbed by Vermont’s STAR reading exam (I will post my thoughts on the STAR as I learn more about it in the coming days), students had an opportunity to continue their westward expansion work during whatever class time remained after they turned in their exams. By tomorrow (Friday, 1/10), students are expected to have completed the work for the three introductory lessons reviewed earlier this week. From my observations, most students appear to be on track for tomorrow’s due date, but only time will tell! For now, I’d like to focus on the multiple forms of media employed in these opening lessons, and I will note some major points of consideration that I am still pondering after four days of learning. The introductory lessons for the Westward Expansion unit a...

A Temporary Take-Over - ST Week 5.2

As this cold Vermont January comes to a close and I’m welcoming February with a prayer for Punxsutawney Phil to grant us an early spring, I am excited to take a few moments to reflect on the past three days of my student teaching experience. From January 29th through January 31st, the Team Nova general and special education teachers attended a conference led by Ross Greene, an American child psychologist and the author of several books about supporting students with specific needs in the classroom. Having read Greene’s book Lost & Found together , Nova’s driving purpose for participating in the conference was the goal to better support the students on our team with EBD. The last few weeks have proven difficult for students coping with EBD at EMS, and the stress felt by all community members as we try to navigate academics and emotional support together is visibly overwhelming for many. While I have not heard much about the conference and Nova’s takeaways yet, I am eager to hear ...