'Histories in comics' was a research aiming to investigate the relationship between comic design and primary school students' history education. History usually was regarded as a complex subject for young students. Previous research pointed out that comics could be an effective medium in history education. It is meaningful to discover, refine and test the features of comics in pupils' history education. The outcome of this research was a historical comic and a general workflow of making a historical comic.
This research was both practice-led and practice-based. It included exploring the process of creating an engaging history educating comic to obtain knowledge about structure and details in comic design. There were three phases in this research, following the action research cycle. All the practices in this research were processed in iteration. The historical analysis was the primary research method. It focused on reviewing literature and investigating the precedents. Besides, the research was a case study around the history of the Chinese "Chu" state, which was relevant to my hometown. The Chu state has no evidence of being implemented in any syllabus and has challenges in explaining its time and connection.
This research proved that comics could assist children's history education. Concrete visual language could explain the historical time concept with the panels' combination. The historical character design could refer to children's physical features and be exaggerated to engage young readers. Meanwhile, The comic's story could centralise on historical characters and could combine historical objects in storytelling with helping students remember the knowledge. A historical comic could be generated by 7 steps. These insights could be tested and critiqued by making more comics for more complicated topics (such as politics, people and cultures), for different readers' groups and for different languages in my future practices.