Sequential Art and Emotional Literacy: A Generative Methodology for Emotional Education in Schools

Abstract

This project proposes an innovative educational methodology that harnesses the narrative and visual language of comics. Grounded in the theoretical frameworks of Daniel Goleman and Peter Salovey, who emphasise emotional intelligence as a set of essential life skills, and building on Jerome Bruner’s view of narrative as a central mode of learning and meaning-making, this methodology offers a structured and adaptable framework designed to support emotional education through visual storytelling. The approach is designed to enhance students’ emotional intelligence by guiding them to identify, interpret and articulate their emotions through engagement with story-driven content. To this end, the project envisions the creation of a user-friendly digital repository of sequential art materials, categorized by age range, emotional themes, and educational relevance. These resources will be designed for integration into classroom settings, supporting teachers in facilitating structured, emotionally resonant learning experiences. At present, the project is in the design and development phase, with future implementation and evaluation planned. The proposed methodology is envisioned as scalable, adaptable, and customizable, enabling educators to tailor narrative content to students' cognitive, emotional, and social development. Through a flexible structure and a categorised digital archive, the project aims to support diverse learning contexts and promote a broader integration of emotional literacy and narrative-based education in schools. This project presents the project rationale, theoretical foundation, and design framework, positioning it as a scalable and interdisciplinary contribution to contemporary emotional education practices.