Cartoon Como Recurso Educativo

8/7/2019 Cartoon Como Recurso Educativo

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C a

r t o o n

P D i n

a P a c k a g e

An educational resource produced by

the John Curt in Prime Ministerial Library

Supported by a grant from the

Public Education Endowment Trust

Develop confidenceand proficiency inusing cartoon

resources



TEXT IS HARD BUT PICTURES ARE EASY

‘If you said “Text is hard but pictures are easy”, most people (especially your students) would probably

agree.

‘However, this is not borne out by results from Tertiary Entrance History examination questions thatinvolve cartoon interpretation. We know that many students find these pictures difficult; they produce

relatively poor answers to cartoon-related questions.

‘This seems strange because they belong to a generation brought up in a world dominated by visual

images. There are, however, very good reasons why students have trouble with historically-interesting

newspaper cartoons. In fact, these are highly specialised depictions that require considerable

sophistication and particular background knowledge for their proper interpretation. Most of our

students are actually ill-equipped to deal with these cartoons effectively.

‘Recent research on visual learning shows that certain types of pictures can be at least as difficult astext, and some much more so. This means that students are unlikely to develop the capacities to

interpret these pictures without specific, targeted activities that foster more sophisticated approaches to

picture analysis.

‘The Cartoon PD in a Package is a ground-breaking initiative for developing these capacities. It is a

unique approach that provides innovative methods for addressing the emerging issue of visual literacy.

The strategies covered are based on internationally recognised cutting-edge research into the perceptual

and cognitive processes underlying picture comprehension.

‘Australian teachers now have the opportunity to become world leaders in the rapidly growing area of

visual learning. The Cartoon PD in a Package provides them with a systematic, practical way to build

students’ capacities through the course of their secondary schooling.

‘I congratulate the authors, the John Curtin Prime Ministerial Library, and the Public Endowment

Education Trust on this fine achievement and heartily recommend it to teachers. It will make a most

valuable contribution to visual literacy, one of the most important capacities required by citizens of the

21st century.’

Ric Lowe, Associate Professor of Leaning Technologies and Educational Design at Curtin

University of Technology in Western Australia talking about Cartoon PD in a Package.

A SampleA sample of what you can expect from Cartoon PD in a Package is attached. You can find out more

by attending the workshop and then log onto http://john.curtin.edu.au/education/cartoonpd/index.html to

download your FREE copy of the package.



Cartoon PD in a Package is a new re-

source available from the JCPML de-

signed to develop confidence and pro-

ficiency in using cartoon resources.Log onto http://john.curtin.edu.au/

education/cartoonpd/index.html to

download your FREE copy.

Cartoon interpretation is an area identifiedby exam markers as an area of weakness in

the teaching of History in Australian schools.

Cartoon PD in a Package is a self-contained

resource which will help train teachers to de-

velop students’ cartoon interpretat ion skills

from as young as Year 9.

The resultant improvement in student un- P D

i n

a P a c

k a

g e An educational

resource produced bythe John Curtin Prime

Ministerial Library

Supported by agrant from the

Public EducationEndowment Trust



Cartoon PD in a Package 71

How to Scaffold a Cartoon:

A step by step approach1 S e le ct a ca rt o o n ap p ro p r ia te f o r t he hist o ry t o p ic y o u a re t ea chin g.

2 T e st t h a t it p h o t o c o p ie s c le ar ly o n t o a n o ve rh ea d t ra nsp a re nc y . Y o u a re lo o k in g t o se e t ha t it

i s no t to o d ark and tha t the main e lements o f the ca r too n can be eas i ly seen by s tuden ts .

3 W o r k o ut t h e 3 o r 4 s ymb o ls/ d ra win gs t ha t will b e p r ese nt e d t o t h e st u d en t s so t h ey c an b u ild

up t he message o f the ca r too n .

4 I n f o n t size 1 4 o r 1 6 , t y p e t h e d a t e , p l ac e o f p u b l ic at io n o f t h e c ar t o o n an d t he ca p t io n wit h

any re lated d ia logue.

5 S heet 1 :S heet 1 :S hee t 1 :S heet 1 :S hee t 1 :

C u t o u t t he cen t ra l d raw ings in the ca r too n to leave the f rame edge and t he ca rto on is t ’s

s igna tu re . B ack th is wi th a sheet o f A 4 wh ite pap er and underneath the f rame p lace the

typ ed d a te and p lace o f pub l ica t ion w ith invisib le sco tch tap e . Pho to cop y t h is once , and a f te r

checking it f or rep rod uct ion qu al ity , make a t ransparency.


S e lec t o ne ma jo r symbo l o r d raw ing . C u t i t o u t f r om the comp lete ca r to on minus the f rame and

car toon is t s igna tu re yo u cu t fo r shee t1 . P lace th is cu tou t w ith invisib le tap e in the co r rec t spo t

in the car to on’s f rame. Pho to cop y th is once and, a f t er checking i t fo r reprod uct ion, make a

t ransparency .


S e lec t ano t her ma jo r symbo l o r d raw ing . C u t i t o u t f r om the comp lete ca r too n minus the f rame

and car to onist ’s s ignature y ou cut fo r sheet1. Place the next symbo l wi th invis ib le tap e in the

cor rec t spo t in the car too n f rame. Pho to cop y t h is once and , a f te r check ing i t fo r rep ro duct ion ,

make a t ransparency.


R epea t the p revious s tep un t i l a ll the symbo ls/ d raw ings a re made in to t ransparenc ies . W hen

add ing the las t symbo l / d raw ing , a lso add the cap t ion and any re lated d ialogue to t he bo t to mof the f rame.

N o te :N o te:N o te :N o te:N o t e : i f you have access to a scanner and imag ing so f tware such as A do be P ho to shop , the above

steps can be done on the comput e r and yo ur shee ts can be p r in ted ou t f o r cop y ing on to

t ransparencies.

9 W r it e t h e qu es t io n s y o u will a sk t h e s t ud e n t s a s y o u p r e se nt t h e t ra ns p ar en cie s a nd s o me

extension quest ions i f needed.




Section Two: Scaffolding Cartoons suitable for years 9 and 1 0

D isc la imer : T here cou ld be more than one va lid stud en t response to ca r too n in te rp re t a t ion .D isc la imer : T here cou ld be more than one va lid s tuden t respo nse to ca r too n in te rp re ta t ion .D isc la imer : T here cou ld be more than one va lid stud en t response to ca r too n in te rp re t a t ion .D isc la imer : T here cou ld be more than one va lid s tuden t respo nse to ca r too n in te rp re ta t ion .D isc laimer : T here cou ld be more than one va lid s tuden t response to ca r to on in te rp re ta t ion .

A l l s tuden t respo nses have to b e judged in relat ion to the ca r too n be ing ana lysed .A l l s tuden t respo nses have to b e judged in re la t ion to t he ca rto on be ing analysed .A l l s tuden t respo nses have to b e judged in relat ion to the ca r too n be ing ana lysed .A l l s tuden t respo nses have to b e judged in re la t ion to t he ca rto on be ing analysed .A l l s tuden t respo nses have to b e judged in re la t ion to t he ca rto on be ing ana lysed .

‘Look, Bert...’Step by step instructions

(i) In f o r m t h e st u d e nt s t h at c a rt o o n is t s c an c o mmu nic at e o p i nio n s

w ith humour and the use o f d ialogue . C ar too ns do no t a lways

have a ser ious to ne.

( ii) I f t he st u d e nt s ha ve no t s t u d ie d t he A u st r alia n h o me f ro n t

dur ing W or ld W ar T wo take them th rough tha t in fo rmat ion now us ing the fo l low ing con tex t

p o in t s .

CONTEXT

• A u st ralia en te re d W o rld W a r T wo in 1 9 3 9 ag ain st G e rma ny an d la te r It aly .

• S ho rt ly af t er t he J ap anese at t ack on P ear l H arb o ur on 7 D ecemb er 19 4 1 t he U nit ed

S ta tes , B r ita in , A ust ra lia and o ther a llies dec lared J apan an enemy.

• T he J ap anese f orces cap t ured S ingap o re o n 1 5 F eb ru ary 1 9 4 2 and b o mb ed D arwin o n 1 9

F e b r u ar y 1 9 4 2 . M a n y A u st r a lia n s t h o u g h t t h at t h e J a p a n ese t h e n i nt e n d e d t o i nva d e A u s -

tral ia.

• P r ime M in ist er J o hn C u rt in a p pe ale d t o P re sid ent R o o s eve lt o f t he U n it ed S t at es f o r

mi li t a r y ass is tance and it was g ranted . S hor t l y a f te r , G enera l M acA r thur ar r ived in A ust ra lia

a long wi th tho usands of A mer ican servicemen.

• O n ar riva l t h e A me ric an se rvic eme n we re wa rmly w elc o me d as t he sa vio u r s o f A u st r alia . H o w -

ever , the U S servicemen (‘Y anks’ ) were be t te r pa id and be t t e r d ressed than A ust ra lian

t roo ps. O n the b lack marke t o r th rough the i r own can teens, A mer icans cou ld buy s il k s tock-

ings , choco la tes and o ther i tems tha t most A ust ra lians cou ld no t ge t d ue to wart ime ra t ion ing .

W hen tak ing a g ir l ou t on a da te t he ‘Y anks’ cou ld a f fo rd to buy f lowers and h ire a taxi .

S oo n many A ust ra lian se rvice men became wor r ied abo u t t he ‘Y anks ’ tak ing the ir g i rl s. J apa-

nese and G erman prop aganda helped to in f lame these concerns in to jea lousies.

• O n so me o cc asio ns A me ric an an d A u st ra lia n t ro o p s f o ug ht in th e st re et s. T he B a tt le of

B r isbane , wh ich was fough t f ro m 26 -27 N ovember 19 42 , was one such case. O ne o f the ma in

causes was the concern o ver the ‘Y anks’ stea l ing A ustra l ian women.

Teaching point of the cartoon: A ust ra lian ma le perspect ive on t he a t t rac t ions o f

A me r ica n se r vice me n in A u s t ra li a d u ri ng W o r ld W a r

T wo .



Cartoon PD in a Package12

Sheet 1: Origin of Cartoon

T e ac hin g p o i nt :T e ac hin g p o i nt :T e ac hin g p o i nt :T e ac hin g p o i nt :T e ac hin g p o in t : C o n t e xt o f e ve n t s o ccu rr in g a r o u nd 2 3 D e cemb e r 1 9 4 2 .

A sk s t u d e nt s t o t h i nk a b o u t w ha t wa s h a p p e n in g in A u s t ra li a a r o u nd 2 3 D e cemb e r 1 9 4 2 . S o me

leading quest ions co uld be:

• I n wh at o v er se as ac t io n s ha d A u st r alia n se rvic eme n b ee n in vo lve d sin ce 1 9 3 9 ?

• W h o h ad co me to A u st ralia in 1 9 4 2 t o he lp A u st ra lia ns win the wa r?

O n ce t h ey a n swe r t ha t U S t r o o p s u nd e r M a cA r t hu r ar rive d t o h e lp d r i ve b a ck t h e J a p a ne se t e ll

them tha t the B u lle t in was a magazine that was b iased in f avour o f t he A ustra l ian f ight ing male. I t was

a lso a pub licat ion tha t used a lo t o f humour abo u t t he A ust ra lian so ld ie r and the A ust ra lian way o f

l ife in i ts ar t ic les and car t oo ns.

T h e C a rt o o nist : N o r m R ice wa s o n e o f t h e a r t is t s wh o w o r ked f o r F r a nk J o h n so n Pu b li ca t io n s

which prod uced some of the best - remembered co mics of t he war years. H e drew such st r ips as D r

D a rb ill , S t ee le C are we and Powerman .

Sheet 2: Figure of Australian soldier

T e ac hin g p o i nt :T e ac hin g p o i nt :T e ac hin g p o i nt :T e ac hin g p o i nt :T e ac hin g p o in t : S t e r e o t yp e o f a t yp i ca l A u st r a lia n so ld i e r.

• W ho is t h is man? (A ust ra lian so ld ie r )

• H o w d o yo u kno w he is an A ust ralian so ld ier? (S louch ha t , un ifo rm, bo o t s )

• W h at imp r essio n o f t h e ma n d o y o u g ain f ro m t h e d r awin g? A h ap p y i mp r essio n / f e elin g o r a

sad o ne? (H ap py )

Sheet 3: Another soldierT e ac hin g p o i nt :T e ac hin g p o i nt :T e ac hin g p o i nt :T e ac hin g p o i nt :T e ac hin g p o in t : Ind icat ion that t h is is a lighthear ted car t oo n.

• W ho is t h is seco nd man?

• W hat are t hey d o ing?

• G uess what t hey are lo ok ing at .

• W h at imp re ssio n o f t he me n d o y o u g ain f ro m t he d rawing ?

Sheet 4: The girls

T e ac hin g p o i nt :T e ac hin g p o i nt :T e ac hin g p o i nt :T e ac hin g p o i nt :T e ac hin g p o in t : F ur ther ind ica t ion t ha t t h is i s a l igh t -hearted ca r toon

• D escr ib e t he gir ls’ c lo thing.

• W h at imp re ssio n a re t he g ir ls t ry ing to cr ea te ?

• W hat is t he message no w?

Sheet 5: Caption

T e ac hin g p o i nt :T e ac hin g p o i nt :T e ac hin g p o i nt :T e ac hin g p o i nt :T e ac hin g p o in t : D ialogue can o f t en be t he cap t ion t ha t g ives the overal l message .

• W ho is sp eak ing?• W hy wo uld B er t be hap p y t here are no Y anks aro und ?

• W h at is t he imp lic at io n o f wh at wo u ld h ap p e n if t h er e we re Y a nk s a ro u nd ?




Questions for students to answer in writing

C and ida tes ’ responses to some o f the f o l low ing quest ions w il l va ry accord ing to the i r understand ing

o f the symbo ls and cap t ions o f t he car too n . T eachers shou ld reward va lid exp lanat ions whereT eachers shou ld reward va lid exp lanat ions whereT eachers shou ld reward va lid exp lanat ions whereT eachers shou ld reward va lid exp lanat ions whereT eachers shou ld reward val id exp lana t ions where

s tuden t s can log ica ll y exp la in and just i f y the i r in te rp re ta t ions w i th d e ta i ls f ro m the ca r too n .s tuden t s can log ical ly exp lain and jus t i f y the i r in te rp re ta t ions w i th d e ta i ls f ro m the ca r too n .s tuden t s can log ica ll y exp la in and just i f y the i r in te rp re ta t ions w i th d e ta i ls f ro m the ca r too n .s tuden t s can log ical ly exp lain and jus t i f y the i r in te rp re ta t ions w i th d e ta i ls f ro m the ca r too n .s tuden t s can log ical ly exp lain and jus t i f y the i r in te rp re ta t ions w i th d e ta i ls f ro m the ca r too n .

L e ve l o f d i f f i cult y o f q u e st i o n s :L e ve l o f d i f f i cu lt y o f q u e s t io n s :L e ve l o f d i f f i cult y o f q u e st i o n s :L e ve l o f d i f f i cu lt y o f q u e s t io n s :L e ve l o f d i f f i cu lt y o f q u e st i o n s :

L O = L o w O rd er o f d if f icu lt y M O = M id d le o rd er o f d if f icu lt y H O = H igh o rd er o f d if f icu lt y

Q u est io n:Q u est io n:Q u est io n:Q u est io n:Q u est io n: W hat i s the message o f the ca r toon? M O

E xa mp le A n swe r:E xa mp le A n swe r:E xa mp le A n swe r:E xa mp le A n swe r:E xa mp le A n swe r:

• T he message is that A ustra l ian so ld iers have a chance to ‘p ick up ’ or have g i r ls in terested in

them, i f the re a re no A mer icans (‘Y anks’ ) abou t .

• T he car toon is t i s imp ly ing tha t , o rd inar ily , A us t ra lian g i rls favour ‘Y anks’ rather than A ust ra l-

ian males.

Q u est io n:Q u est io n:Q u est io n:Q u est io n:Q u est io n: Iden t i f y t he b ias in the ca r too n . H O


• T he car too n is nega t ive ly b iased aga inst A ust ra lian g i rl s in suggest ing tha t t hey a re more

in terested in A mer ican males than A ustra l ian males.

Q ue st io n:Q u est io n:Q ue st io n:Q u est io n:Q u est io n: W hy wou ld the ca r toon is t have p resen ted h is message (op inion) abo u t t he Y anks and

A ustra l ian women in a humoro us manner? H O


• T h e ma jo r r e ad e r sh ip o f t h e B u lle t in wou ld have been A ust ra lian ma les . T he use o f humour

to s ta te t ha t women li ked A mer icans more than A ust ra lians wou ld no t o f f end ma le readers.

• A nother reason fo r the use o f humour was tha t in 19 42 the A mer icans were a ll ies and were

needed to f igh t the J apanese who were at t ack ing nor thern A ust ra lia. I t wou ld no t have been

app ropr ia te to o pen ly c r it i c ise A mer icans who were f igh t ing , and dy ing , to p ro t ec t A ust ra lia.

Q u est io n:Q u est io n:Q u est io n:Q u est io n:Q u est io n: Is the use of humour in th is car to on an ef fect ive metho d f or co nveying i ts message?

J ust i f y your answer . H O


• T he use of humour is an ef f ect ive metho d o f making a cr i t ica l or cont rovers ia l s ta t ement ab out

even ts o r cu r ren t a f f a i rs . M any A ust ra lian so ld iers were concerned ab ou t the w i llingness o f

A ust ra lian women to go ou t w i th A mer icans.

• I t is impo r tant not to upset f r iends and a l lies in war t ime so humour , such as that shown in the

car to on, a llows stat ements to be made witho ut ser ious consequences.

Point of historical interest:

J a p a n ese p r o p a g a nd a su ch as t h e r e gu la r b r o a d cas t o f T o kyo R o se t o A u s t ra li an se rvi ce me n

overseas stat ed that the ‘Y anks’ were dat ing A ustra l ian wives, f iancées and g ir lf r iends while the

A ustra l ian service men were away f rom home.




Extension Work

Written Questions

• In ve st ig at e t he B a tt le of B r isb ane and t he n d ec id e if y o u t hink t he B u lle t in would have

pub lished t h is ca r toon a f te r the f ight b e tween A mer ican and A ust ra lian se rvicemen.

• T o w ha t e xt e nt i s t h is ca rt o o n u se f u l in ga ug in g (e va lu at i ng ) t h e a mo u n t o f c o nc er n a b o u tA me r ica n ser vi ce me n in A u s t ra li a d u r in g W o r ld W a r T w o ?

Group work

• D e sig n a c ar t o o n wh ic h p re se nt s t h e A me ric an se rvic ema n’s p er sp e c t ive o f b e in g in A u st r alia

d u r in g W o r ld W a r T wo . T h e d ia lo g u e c ap t i o n f o r y o ur ca rt o o n i s:

‘L o o k , J o e ; a n d no A u ss ie s a b o u t !’

• D e sig n a n A u st r alia n p r o p ag an d a p o s t er t ha t p re se nt s it s me ssa ge as a c ar t o o n. T h e p r o p a-

ganda message is tha t A mer icans and A ust ra lians a re work ing toge ther happ i ly t o w in the war

aga ins t the J apanese.

Draw a cartoon and write a caption

(T his can be do ne ind ividual ly and can a lso be used as a po ssib le assessment t oo l .)

• B r ain st o r m o r use t he list o f h ist o r ic al e ve nt s t ha t co u ld b e u se d as a messagemessagemessagemessagemessage for a car too n.

• I f t he re is t i me d o a q u ic k r evie w o f h o w c ar t o o n is t s c o ns t ru ct c ar t o o n s. T h e c ar t o o n is t :

♦ has a par t icu lar top ic or event in mind and has an op in ion ab out i t ;

♦ uses visual symbo ls to const ruct h is message about the t op ic or event ;

♦ o f ten uses the cap t ion to h igh light h is op in ion t h rough the use o f i rony , humour o r

sarcasm.

Historical events that could be used to create a cartoon

• T he ar r iva l o f t he A mericans in A ust ra lia

• C o nf lic t b et ween A merican and A ust ra lian so ld iers

• T he B at t le o f B r isb ane

• A ust ralians and A mer icans f ight ing t he naval B at t le o f t he C o ra l S ea

• A n A u st ralian so ld ier o n th e K o k od a T rac k g et t in g a ‘D e ar J o hn ’ le tt er f ro m h is gir lf r ien d

who has become engaged t o an A mer ican so ld ie r

• T he ‘Y anks’ d at ing A ust ra lian wo men

• T he ‘Y ank s’ saving A ust ralia f ro m t he J ap anese

• A ust ralian and A merican t ro o p s f ight ing t he J ap anese




Sheet 1

P ubl ished in the B u lle t in , 2 3 D e ce mb e r 1 9 4 2




Sheet 2

Pub l ished in the B u lle t in , 2 3 D e ce mb e r 1 9 4 2




Sheet 3





Sheet 4

Pub l ished in the B u lle t in , 2 3 D e ce mb e r 1 9 4 2




Sheet 5


“Look, Bert; and no Yank s about !”

Cartoon Como Recurso Educativo

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