Thoughs and observations from workshops in the classroom and assignments from the course Graphic Storytelling and Visual Narrative. During the years I have been working with the course Graphic Storytelling and Visual Narrative, I have tried different ways of encouraging students to take steps towards a more experimental approach to the narratives they create. Most students are really interested in comics but have a limited oeuvre. I felt that the stale and very basic storytelling techniques the students used were not only limited, but also limiting them in what kind of stories they could tell. The better we know a language the better we can use it to tell stories, and this goes for the language of comics as well. One obstacle that makes this outcome hard to reach is the time span, the course is 30 hp, thus only half a year in length. You can come to learn more advanced techniques of storytelling by reading a lot of comics, but the students can’t possibly read that much during the short time we have. I have used three different methods to encourage them to use experimentation as a way to explore new and different kinds of storytelling: 1) by bringing them advanced comics to read and then discussing them in the classroom, 2) by cutting and pasting in basic comics so that the students physically move the frames and thus change the story, 3) by letting them follow the proto-history, pre-history and history of comics and giving them assignments where they get to try different styles and fashions from the history of visual storytelling. All three of these ways produced results, the most long-lasting of which was the history assignments. In my presentation I will discuss the observations I made in the classroom during these exercises and my thoughts about their outcome.