Art Spiegelman
Managing Editor: Samantha Ruwaldt
Art Spiegelman
Introduction: Art Spiegelman is more than a child of Holocaust survivors, and his works of MAUS I/II clearly depict the hardships of what it was like for his parents and for him as well. Throughout these annotations, there are multiple points of views on Spiegelman’s work as well as his intentions of creating these narrative stories. As you dive deep into the heart of the reasons of why Spiegelman did what he did, you will find out that it’s more than just a picture book, and more than a story for attentions. Its brutal honesty of the lives lived by both generations alike.
----Chute,H. ""The Shadow of a Past Time": History and Graphic Representation in "Maus."." Twentieth Century Literature 52.2 199-230. Web. 21 Jun 2011
In this resource, Hillary Chute compares how Art Spiegelman uses Maus to represent his actual life story of World War II and the events that he experienced. Chute also represents Spiegelman’s different comic strategies that he used to represent different meanings he tried to portray within Maus.
Symbols and characters with Maus have far different meanings than some readers think and I believe this resource helps readers to understand the representations of different symbols and characters within the book. Also, Spiegelman wrote/drew everything in his book for a reason and this resource gives insight into why he might have done some things within his graphic novel.
----“Gonshak, Henry. “Beyond Maus: Other Holocaust Graphic Novels.” An Interdisciplinary Journal of Jewish Studies. 2009: 55-79.
Beyond Maus: Other Holocaust Graphic Novels” is an article that discusses how the Holocaust is presented in graphic novels. Most people are aware of Maus I and II, but in this article Gonshak talks about the graphic novels A Life Force by Will Eisner, Yossel: April 19, 1943 by Joe Kubert, and Auschwitz by Pascal Croci.
This article offers more options to readers who are interested in graphic novels that cover the topic of the Holocaust. The article also provides a synopsis of the graphic novels so that readers can decide what novel they would like to read next. This article is useful to reader to show there are multiple options for readers other than those they may be familiar with.
----Heller, Dana A. "Memory's Architecture: American Studies and the Graphic Novels of Art Spiegelman." The Modern Language Association of America 2009. Print.
This content includes how Art Spiegelman incorporates Americas finding of culture through the use of graphic novels. MAUS focuses on “generational shirts and representations of myth and origin” (Heller, 158). Spiegelman claims that “everything I know I learned from comic books” (Heller, 161), making his creations all more realistic in world where culture is the primary aspect of how to create a world.
This resource can be useful to both readers, and scholars of comics when trying to understand how American studies and graphic novels correlate. Furthermore, it helps gather an additional understanding of how Spiegelman creates his comics based on culture.
----Marks, Clifford J. "Maus and Bitburg." EBSCO 2002. Print.
The comparison and contrast between President Regan and Spiegelman’s actions to “move forward” from the Holocaust are highlighted. Regan uses his time to have a memorial service in Germany in order to “be-rid” of the negative; while Spiegelman brings the truth and the inability to forgive what has happened through his works in MAUS I/II.
The genre who would benefit from this resource can be all readers, teachers, and scholars of comics. This is because the time structure correlates with Regan’s speech and the exploitation of MAUS. It helps bring forth reasons behind why Spiegelman chose to produce his father’s story in the way.
----Chute,H. ""The Shadow of a Past Time": History and Graphic Representation in "Maus."." Twentieth Century Literature 52.2 199-230. Web. 21 Jun 2011
In this resource, Hillary Chute compares how Art Spiegelman uses Maus to represent his actual life story of World War II and the events that he experienced. Chute also represents Spiegelman’s different comic strategies that he used to represent different meanings he tried to portray within Maus.
Symbols and characters with Maus have far different meanings than some readers think and I believe this resource helps readers to understand the representations of different symbols and characters within the book. Also, Spiegelman wrote/drew everything in his book for a reason and this resource gives insight into why he might have done some things within his graphic novel.
----“Gonshak, Henry. “Beyond Maus: Other Holocaust Graphic Novels.” An Interdisciplinary Journal of Jewish Studies. 2009: 55-79.
Beyond Maus: Other Holocaust Graphic Novels” is an article that discusses how the Holocaust is presented in graphic novels. Most people are aware of Maus I and II, but in this article Gonshak talks about the graphic novels A Life Force by Will Eisner, Yossel: April 19, 1943 by Joe Kubert, and Auschwitz by Pascal Croci.
This article offers more options to readers who are interested in graphic novels that cover the topic of the Holocaust. The article also provides a synopsis of the graphic novels so that readers can decide what novel they would like to read next. This article is useful to reader to show there are multiple options for readers other than those they may be familiar with.
----Heller, Dana A. "Memory's Architecture: American Studies and the Graphic Novels of Art Spiegelman." The Modern Language Association of America 2009. Print.
This content includes how Art Spiegelman incorporates Americas finding of culture through the use of graphic novels. MAUS focuses on “generational shirts and representations of myth and origin” (Heller, 158). Spiegelman claims that “everything I know I learned from comic books” (Heller, 161), making his creations all more realistic in world where culture is the primary aspect of how to create a world.
This resource can be useful to both readers, and scholars of comics when trying to understand how American studies and graphic novels correlate. Furthermore, it helps gather an additional understanding of how Spiegelman creates his comics based on culture.
----Marks, Clifford J. "Maus and Bitburg." EBSCO 2002. Print.
The comparison and contrast between President Regan and Spiegelman’s actions to “move forward” from the Holocaust are highlighted. Regan uses his time to have a memorial service in Germany in order to “be-rid” of the negative; while Spiegelman brings the truth and the inability to forgive what has happened through his works in MAUS I/II.
The genre who would benefit from this resource can be all readers, teachers, and scholars of comics. This is because the time structure correlates with Regan’s speech and the exploitation of MAUS. It helps bring forth reasons behind why Spiegelman chose to produce his father’s story in the way.
