American Superhero Comics (Superbohaterowie w komiksie amerykańskim)

fakultatywne

w sali

Can your favorite superhero comics present more than cool superpowers and costumes? Yes, and this course shows how by offering a retrospective look into the historical development of American superhero comics. Departing from the emergence of the very first labels such as Superman, Batman, and Wonder Woman, we will be exploring the Golden, Silver, and Diamond Ages of American superhero comic books, as well as what they as literary texts can articulate about the contemporary American society and the corresponding social issues. As such, we will discover the potential of superhero comics as socially responsible cultural products, with a particular attention on the 1980s' revisionary titles such as Batman: The Dark Knight Returns (1986), Watchmen (1987), and The Punisher (1986).

Can your favorite superhero comics present more than cool superpowers and costumes? Yes, and this course shows how by offering a retrospective look into the historical development of American superhero comics. Often treated as the American mythological tales, superhero stories allow for a critical lens to reflect on American culture, society, and most importantly, social problems.

Departing from the emergence of the very first labels such as Superman, Batman, and Wonder Woman, we will be exploring the Golden, Silver, and Diamond Ages of American superhero comic books, as well as what they as literary texts can articulate about the contemporary American society and the corresponding social issues. The course will particularly concentrate on the thematic representations of race, gender, and class conflict.

As such, we will discover the potential of superhero comics as socially responsible cultural products, with a particular attention on the 1980s' revisionary titles such as Batman: The Dark Knight Returns (1986), Watchmen (1987), and The Punisher (1986).

Chute, Hillary. “Comics as Literature? Reading Graphic Narrative.” PMLA (March, 2008): 452-465. https://www.jstor.org/stable/25501865.

Hassler-Forest, Dan. Capitalist Superheroes: Caped Crusaders in the Neoliberal Age. Winchester: Zero Books, 2012. Apple Books.

Heer, Jeet and Kent Worcester. A Comics Studies Reader. Jackson: University Press of Mississippi, 2009.

Labio, Catherine. “What’s in a Name? The Academic Study of Comics and the ‘Graphic Novel.’” Cinema Journal 50, no. 3 (Spring, 2011): 123-126. https://www.jstor.org/stable/41240728.

Lopes, Paul. “The Early Industrial Age I: Pulp Logic and the Rise of the American Comic Book” in Demanding Respect: The Evolution of the American Comic Book. Philadelphia: Temple University Press, 2009. http://www.jstor.com/stable/j.ctt14bs7xk.5.

McCloud, Scott, Understanding Comics: The Invisible Art (Northampton: Tundra, 1993).

Pustz, Matthew. “Introduction: Comic Books as History Teachers.” In Comic Books and American Cultural History: An Anthology. London; New York: Continuum, 2012.

Reynolds, Richard. Super Heroes: A Modern Mythology. Jackson: University Press of Mississippi, 1994.

Vanderbeke, Dirk. “In the Art of the Beholder: Comics as Political Journalism.” In Comic as a Nexus of Cultures: Essays on the Interplay of Media, Disciplines and International Perspectives, edited by Mark Berninger, Jochen Ecke and Gideon Haberkorn, 70-84. North Carolina: McFarland and Company, 2010.

1. KNOWLEDGE

The student will have:

- acquired the essential knowledge on the historical development of American superhero comics

- discovered the socially responsible façade of comic books

- familiarized with the comics studies

2. SKILLS

The student will be able to:

- read literary texts and conduct comparative analyses on American society

- acquire and apply instruments of critical thinking to discover socio-political phenomena

- write academic texts on American superhero comics based on historical and theoretical knowledge

3. COMPETENCES

The student will:

- habituate critical thinking for analyzing American superhero comic books

- use their verbal communication skills to engage in academic debates

- develop an open-minded thinking about socio-political concepts

Active involvement of students will be an essential part of assessment process. In-class debates and close readings will constitute the majority of the classes.

1. Critical article review (25 pt)

2. Comics analysis (20 pt)

3. Final essay (35 pt)

4. Feedback to class readings (10)

5. Attendance and active participation (10 pt)

Grading: 100-88/5; 87-73/4; 72-57/3; 56-0/2