Using Cartoons to Investigate Geographical Issues

1
Using Cartoons to Investigate Geographical Issues
Dr Grant Kleeman Macquarie UniversitySydney
2
This presentation

• Examines cartoons as a form of political satire
  and social commentary
• Outlines the benefits derived from using cartoons
  in the classroom
• Explores some of the cartoon-based teaching and
  learning strategies teachers employ to enhance
  the interpretative and communicative skills of
  students

3
Key points

• The term cartoon has, since the mid-nineteenth
  century, been used to denote a humorous or
  satirical illustration published in newspapers
  and magazines.
• For the most part, cartoons address topical
  public issues, personalities, events or social
  trends and seek to make direct comment on such
  matters.
• The communicative power of the cartoon lies in
  its ability to present often-complex issues,
  events and trends in a simplified and accessible
  form.
• A persons interpretation of a cartoon is
  coloured by his or her own socio-political
  experience and cultural background.

4
Utility

• When used appropriately, cartoons meet a range
  of educational needs, and the skill of cartoon
  interpretation is something that has application
  well beyond the years of formal schooling.

5
Why use cartoons?
Used in an educational context, cartoons are seen
as having several distinct, though often
interrelated, advantages. These include

• Promoting interest in a particular idea, issue,
  event or social trend
• Initiating classroom discussion and debate
• Developing critical thinking skills
• Enhancing understanding of often complex ideas,
  issues, events or social trends
• Extending gifted and talented students
• Assessing student understanding particularly
  effective where an overall appreciation of a
  topic, rather then the restatement of specific
  facts, is the principal aim
• Demonstrating the interdisciplinary nature of the
  discipline.

6
Critical thinking

• The process by which individuals use reflective,
  reasoned, rational thinking to gather, interpret
  and evaluate information in order to formulate an
  opinion or make a judgment. It also promotes a
  deeper level of engagement with issues.
• By analysing the ways in which visual texts,
  including cartoons, work we enhance our
  understanding of the ways our feelings, attitudes
  and values are manipulated.
• These understandings enable us to identify and
  challenge dominant discourses and evaluate
  various alternatives.
• Empowered by these understandings, we are better
  placed to become agents of social change and work
  towards the removal of inequalities and
  injustices.

7
Types of cartoons

• Political (or editorial) cartoons
• Gag (or pocket) cartoons
• Caricatures
• Comic strips

8
Political (editorial) cartoons

• Represent a commentary on social change (broadly
  defined) and, in many instances, seek to provoke
  a reassessment of existing social attitudes and
  values.
• For the most part, political cartoons highlight
  and comment on what the cartoonist believes to be
  the significant news of the day.
• The aim of the cartoonist is to encourage the
  reader to adopt a particular point of view and
  predispose him or her to a particular course of
  action.
• Stylistically diverse

9
Gag (pocket) cartoons

• Gag (or pocket) cartoons generally take the form
  of a relatively small drawing accompanying a
  specific article or report.

10
Caricatures

• Artworks that exaggerate or distort the features
  and characteristics (or the basic essence) of a
  person or a group of persons to create a readily
  identifiable visual likeness.
• Most editorial cartoons, and many gag cartoons
  and comic strips, make extensive use of the
  caricatures of noted public figures.
• Some caricatures are drawn in a manner that
  lampoons the person being portrayed and in some
  instances seeks to provoke ridicule.

Standalone caricatures differ from editorial
cartoons in at least one important respect. In
editorial cartoons, the idea comes first and the
artwork emerges from it. The caricature, on the
other hand, is a portrayal of personality.
11
Strip cartoons

• Cartoons that incorporate a series of separate
  pictures to illustrate a story. These may be for
  mere enjoyment or they may have a role similar to
  political and editorial cartoons.

12
Cartoons as an instructional tool

• If cartoons are to be used effectively in
  classrooms students must know how to interpret
  them.
• Their ability to do so is significantly enhanced
  if they have an appreciation of the various
  elements cartoonists use to communicate an idea.

Gated communities (Spatial exclusion)
13
Elements of Cartoons
Stereotyping
Caricatures
Symbolism
Visual metaphors
Exaggeration and distortion
Editorial and gag cartoons
Captions
Perspectives
Humour
Context
Context
The cartoonists message
14
Symbolism

• Symbols have the ability to communicate often
  complex, emotionally rich ideas in a concise
  manner.
• The use of symbolism involves the inclusion of
  representational forms or images that have
  meaning beyond what is obvious and immediate. In
  other words, a sign or object used by the
  cartoonist to stand for something other than
  itself.
• The effectiveness of such references depend on
  the presumption that its meaning can be
  understood by the reader.

15
Visual metaphors

• Artistic devices used to help our minds come to
  grips with complex ideas by relating them to
  something more familiar and readily understood.
• Used by the cartoonist to trigger, in an
  observer, a metaphoric rather then literal
  thought.
• Refaie (2003) argues that the meaning an observer
  attaches to a visual metaphor ultimately depends
  on the nature of his or her engagement with the
  socio-political context. The viewer is likely to
  bring his or her own life experiences to the
  interpretation process.

16
Caricatures

• Illustrations that exaggerate or distort the
  prominent physical features and/or idiosyncrasies
  of a subject to create an easily identifiable
  visual likeness.

Humour

• Irony (an expression in which the true meaning is
  the opposite of the literal meaning) and Satire
  (the use of ridicule or scorn, often in a
  humorous or exaggerated way, to expose vices and
  follies) are often employed to give a cartoon a
  humorous edge.

17
Captions

• Text-based statements (or captions) are used to
  reinforce and contextualise a cartoons
  non-verbal elements. In other words, they
  complement, rather than render obsolete, the
  other elements of a cartoon.

Perspective tone

• Perspective The position, stance or point of
  view adopted by the cartoonist.
• Tone The mood created by a cartoon provides
  important insights to the cartoonists attitude
  towards the subject and his/her audience.

18
Symbols and visual metaphors are amongst the
cartoonists most powerful tool.
Use of caption Reinforces and helps
contextualise the cartoons non-verbal elements.
Use of caricature President George W Bush. Note
the exaggeration of distinctive facial features.
Use of a visual metaphor Stark, arid landscape
used to further emphasise the plight and
suffering of those living in the poverty stricken
nations of the developing world.
Use of Symbolism Uncle Sam A symbol used to
represent the United States of America.
Use of symbolism Staring African child
representative of the suffering of people in the
worlds poorest countries.
Use of a visual metaphor and exaggeration An
obese Uncle Sam used here to emphasise the
affluence of the United States of America and the
nations of the Western world more generally.
Use of symbolism Aid begging bowl. A
symbol/visual metaphor used to emphasis the
plight of many of those living in developing
countries. Also, represents the developing
worlds dependence on aid.
Cartoonists perspective Sympathetic to the
plight of those living in the developing world.
Context The cartoon was drawn as a response to
the campaign mounted by Bob Geldof, Bono and
Britains Prime Minister, Tony Blair, to address
poverty in Africa. It involved cancelling the
debt of worlds 18 poorest nations, pledging
universal access to AIDS treatment and a
commitment to double the aid given to African
nations.
Cartoon by Sean Leahy of Brisbanes Courier-Mail
19
Cartoon analysis scaffold
Group-based learning Brainstorming an
instructional strategy used to generate, develop
and refine ideas can be undertaken
independently by students, but is often more
effective when employed in conjunction with
group-based learning. Each member of the group
can, for example, be asked to think creatively
about a specific cartoon and then write down as
many ideas as they can generate. Each member of
the group then shares their ideas with their
peers and the group then negotiates a
consensus-based interpretative position. This
process can be enhanced through the collaborative
completion of a cartoon analysis scaffold or via
the construction of a cartoon interpretation
mindmap.
20
Sample group-based mindmap analysis of a
Nicholson cartoon
Issue Do those living in developing countries
have a right to enjoy the same material standard
of living as people living in developed
countries? What are the implications of this for
global warming?
Large family home used to symbilise the high
standard of living enjoyed by those living in
developed countries relative to those in
developing countries.
Issue Global inequality and access to natural
resources.
Caption used to reinforce the point being made by
the cartoonist. Used to emphasise existing
inequalities and the possible impact of rising
material standards of living in developing
countries.
House full of domestic appliances. Powered by
electricity generated via the burning of fossil
fuels which add to carbon dioxide concentrations
in the atmosphere.
Simple dwelling symbolic of the low living
standards experienced by many of those living in
developing countries.
Climate change, rising sea levels, glacial
retreat and an increase in extreme weather events.
Two motor vehicles powered by petrol, a fossil
fuel. The burning of fossil fuels is linked to
increasing concentrations of greenhouse gasses in
the atmosphere.
Symbolic of the gulf between the living standards
of people in developing countries and those
living in developed countries.
Few material possessions (especially electrical
appliances and motor vehicles) Low levels of
energy consumption.
21
Independent analysis and interpretation of
cartoons
Having developed their skills of cartoon analysis
via the group-based processes outlined above,
students reach a stage where they are able to
interpret cartoons independently. Students can
further consolidate this skill by adopting a
systematic approach to the interpretation of
cartoons and the communication of the
geographical knowledge and understandings derived
from the process. This scaffolding assists
students to stage the cartoon interpretation
process and structure their written responses.
When interpreting cartoons with a geographical
theme, students should be encouraged to ask
themselves the following three questions 1.What
information does the cartoon convey? This
includes the issue being addressed and the
perspective, stance or point of view adopted by
the cartoonist. 2.What geographical
concepts/generalisations are related to the issue
addressed in the cartoon? 3.What are the
geographical implications of the issue addressed
by the cartoonist?
22
Internet scavenger hunt

• Using the Internet, have students locate
  cartoons indicative of a selected geographical
  issue such as global inequalities, globalisation,
  population growth, pollution or land degradation.
  Students can then analyse the cartoons using the
  processes outlined above, share their findings
  with the rest of the class and mount a wall
  display of the cartoons and the accompanying
  mindmap-based analysis.

Global warming
23
Drawing cartoons

• Asking students to draw their own cartoon on a
  selected geographical issue is an excellent way
  of assessing conceptual understanding.
• It can also be used to challenge gifted and
  talented students.
• As an instructional strategy, cartoon drawing
  enables the student to
• apply their geographical knowledge and
  understanding in ways that demonstrate and
  enhance their critical thinking skills
• be creative and original in their thinking
• utilise symbols and visual metaphors to
  communicate sometimes abstract/complex concepts
  to an audience
• draw on their general knowledge and apply it in
  geographical contexts and
• explore and clarify their own value system.

24
Groupwork-based strategies

• Groupwork-based instructional strategies enable
  the gifted and talented student to relate to
  others, demonstrate their leadership skills,
  manage and influence others and appreciate and
  understand the views, attitudes and feelings of
  other students.

25
Examples of instructional strategies
Climate change

• Sample cartoon-based instructional strategies
• 1. In groups, study the Nicholson cartoon and
  brainstorm the issue being addressed. Share your
  findings with the rest of the class. Use this
  information to write a short statement explaining
  the point Nicholson is tying to communicate in
  his cartoon.
• 2. Conduct a class debate. Topic People in
  developed nations must accept a lower standard of
  living as part of their contribution to global
  reductions in greenhouse gas emissions.
• 3. In groups, brainstorm what you and your family
  could do to reduce greenhouse emissions. Make a
  list of the suggestions and share them with the
  rest of the class
• Source Kleeman, G. et al. (2004). Global
  Explorations. Melbourne Heinemann.

26
Migration Australias future challenges
(population)
Sample activity As a class, discuss the point
Nicholson is making in his cartoon. Use the
knowledge gained to write a paragraph outlining
your understanding of the issue.
27
Nicholson on immigration
Sample activity As a class, discuss the point of
view being expressed in the Nicholson cartoon.
What does it tell us about the relative size of
Australias official refugee intake? Why is the
use of the fortress significant in this context?
Sample activity Working in groups, discuss the
issue raised in the cartoon. Share the main
points raised in your groups discussion with the
rest of the class. To what extent do you think
this cartoon reflects the current state of
Australias mandatory detention policy?
28
Land water management
Sample activity As a class, brainstorm the point
Nicholson is making in his cartoon. Explain how
the cartoon relates to the issues of land and
water management?
29
Land water management
Sample activity Study the cartoon and then write
a written response. Use the following points to
help structure your response 1. Identify the
issue addressed in the cartoon. 2. Explain the
geographical processes relevant to the issue. 3.
Outline at least two different perspectives
relevant to the issue addressed in the
cartoon. 4. Identify the actions that
individuals, groups and governments can take to
address the issue highlighted by the cartoonist.
30
Australias alliance with the USA

• Sample activity
• Study the cartoons and then answer the following
  questions
• Identify the issues addressed in the cartoons.
• Who do the characters in the cartoons represent?
• What perspective or opinion is the cartoonist
  expressing in each cartoon?
• Do you agree or disagree with the perspective of
  the cartoonist? Justify your position.

31
Through the lens
32
The cartoonist's view
Nicholson on Cronulla
A Geography of ethnicity
Spatial conflict the cultural importance of
space
A matter of perspective
33
Useful cartoon websites

• The following Internet websites provide access to
  a vast number of political cartoons
• PoliticalCartoon.com http//www.politicalcartoons
  .com
• Cartoon Web http//cartoonweb.com
• Cartoon Stock http//www.cartoonstock.com
• Daryl Cagles Professional Cartoonists index
  http//cagle.slate.msn.com
• New Zealand Cartoon Galley http//www.nzcartoons.
  com.nz
• Nicholsons Cartoons http//www.nicholsoncartoons
  .com.au
• News Limited Cartoons http//www.news.com.au/cart
  oons
• The Age newspaper http//www.theage.com.au/cartoo
  ns/
• The Sydney Morning Herald http//www.smh.com.au/c
  artoons
• The Guardian newspaper http//www.guardian.co.uk/
  cartoons
• The worlds newspapers can be accessed via
  http//www.world-newspapers.com

34
Cartoons in Geographical Education
Not just for fun
THE END