The latest superhero flick is Deadpool, which is making news for its “hard” R-rating for humor and violence.
If you don’t know much about Marvel’s “Merc with a Mouth,” here is a fun tutorial courtesy of artist Ty Templeton.
I’ll bypass seeing the film in theaters, waiting for a toned down, broadcast-friendly version on TV. (But from the sound of things, a cleaned-up edited version would last about 15 minutes.)
The “sound of things” is actually the topic of this blog post. Specifically,
What is the sound of your voice?
We’ve talked before about the importance of what teachers say in the classroom (namely questions). But it’s also important to consider how you say it.
What’s your tone of voice when you talk in class? How loud? How fast? How much variety?
In comic books, characters speak in “word balloons” (or “speech bubbles”), and it’s fascinating to notice the unique techniques creators use to convey dialogue on the page.
Just like people, comic book heroes have unique voices, and letterers (the folks who draw word balloons) often use specific styles for particular characters.
For instance, Deadpool always speaks (and thinks) in yellow word balloons. No one is sure what it’s supposed to sound like, aside from a mix of sarcasm and crazy.
Take a moment and consider what your words would look like if someone drew balloons around them.
Are you snarky to the point of annoying? (Do you need to tone it down?)
Or maybe you’re more robotic, like the android Vision. (Should you add more emotion?)
DC/Vertigo’s Sandman hero Dream (a.k.a. Morpheus) talks in wavy inverted speech bubbles. (Are you putting your students to sleep?)
Or does your voice reflect the tenor of Ghost Rider, Marvel’s Spirit of Vengeance? (To quote Educator Harry Wong, remember to stay “calm, real calm.”)
Some teachers start quiet and docile, not maintaining healthy classroom boundaries. And then when students get too far out of control, these teachers release a verbal attack like Marvel’s Inhumans hero Black Bolt. (Deal with the small things sooner, so you don’t have to explode.)
Eric Wong at the Sequart Organization wrote a nifty article about the different ways comic books communicate sound. As you examine these examples, think about the sounds in your classroom. What is helpful? What is hurtful or distracting?
Teachers should record their classroom instruction and interactions from time to time. You don’t have to sit down and watch an entire lesson. Just listen to a few minutes and notice what your students actually hear.
Acknowledge the fact that nobody likes the sound of their own voice. (Blame science.) But who cares? Either out loud or in your head, ask yourself,
“What can I do to sound better?”
Here are some ideas:
1. If your voice is monotone and flat, study television news anchors to learn about adding variety in pitch. (And drink more coffee.)
2. If you have a tendency of erupting, take a deep breath and stay calm (but firm). (And eat more chocolate.)
3. If you have a snarky streak, save it for open mic night at the comedy club. Students respect teachers who show them respect first.
So whatever kind of “word balloons” you use in the classroom, make sure they fit the space and focus on learning.