What new questions have come up in your inquiry? Will you include these in your final presentation or might they be saved for future research or assignments? Do these questions help narrow your focus or do they distract you from your original proposal?
Along my research, I’ve discovered connections I can make to past projects. The difference between children’s graphic novels and adolescent graphic novels closely relate to the development of their demographic’s brain.
At an early age, children’s visual cortex rapidly develops. Authors use bright colours, large pictures, and visually appealing characters to target their young readers. A lot more symbols are included such as exclamation marks, wiggly lines showing shaking (agitrons), and emanates. In Hocus Pocus by Sylvie Desrosiers and Rémy Simard, there are no words and only symbols to show the dog’s frustration and the rabbit’s cleverness. In adolescent’s brains, their limbic system takes over the frontal cortex, resulting in emotional-driven context to be popular among teenagers. Authors take real-world situations and create a fictional world based on these emotions their readers can relate to.
These connections help explain the reason for differences between children and adolescent graphic novels. I will include the question “How do graphic novel authors appeal to readers based on their demographic’s brain development?” in my final ZIP presentation.