SUBJECT and
ELA GRADE 11
GRADE
TOPIC Reading and Viewing: Interpreting Visual Texts: Cartoons
You will be able to: identify, explain, and analyse visual texts, specifically the cartoon.
AIMS OF LESSON
Analyse, interpret, evaluate, and respond to a range of cartoons/comic strips
By Grade 11 you should already be familiar with the basics of interpreting and understanding visual texts.:
INTRODUCTION
You will demonstrate your knowledge of analysing cartoons in your tasks.
Cartoons can be more than just light-hearted fun; they often reflect social trends Visual literacy terms (continued)
or highlight serious issues. A clever cartoon can have more impact than a whole
Body language means the way in which a character is
article on the same subject as it can succinctly capture the essence of the issue.
drawn to show what his or her feelings are.
A cartoon is a single drawing, or a series of drawings, that comments on current
events or social issues. Its topics are human activities and behaviour, public
figures, politics, fashion, sport, relationships, etc.
An understanding of the following terms is important to your understanding of
how cartoons work:
TERM EXPLANATION
CONCEPTS AND
Comic strip A sequence of drawings telling a humorous or
SKILLS adventurous story – found in newspapers, etc.
Frame Each separate picture in a comic strip is
called a frame. Facial expression shows the feelings of the character.
punchline The final phrase or sentence of a cartoon,
providing the humour. The different frames
usually build up to the punch line in the last
frame.
Font It refers to the size and type of letters used.
Larger or bold letters are used for emphasis.
Movement lines Movement is indicated by means of vertical,
curved and diagonal lines. Speedy action is
indicated by streaky lines, or by the action
going out of the frame.
Caricature: features or actions of a person are
Punctuation Clever use is made of punctuation to create exaggerated to
meaning. help the reader
work out who is
Speech bubbles Speech bubbles are used to indicate the being
words spoken by the represented or
what aspect of
the person’s
character is being
character.
emphasised.
Thought bubbles Thought bubbles show what the character is
thinking.
Visual clues Some parts of the drawing which may be
used to help the reader establish what the
cartoon is about.
Irony When one thing is said, but something else is
meant. Visual metaphor: in a metaphor two things are compared.
In a visual metaphor, a picture stands for or represents
Stereotype An exaggerated preconceived generalisation something else. In this example Nelson Mandela is being
about the typical behaviour, attitudes, dress, compared to Superman.
etc. of various types of people.
Satire Uses humour to make a serious point. It
involves using wit, irony or sarcasm to
highlight human vices or follies.
Anti-climax this is when tension is created and we expect
something important or exciting to happen,
but instead, the ending is very ordinary or a
let-down.
Example:
stereotype frame punchline
Movement lines
VALUES Develop critical awareness of how cartoons often reflect social trends or highlight serious issues.
Here are examples of Visual Literacy questions:
CALVIN AND HOBBES
1.1 What does the Calvin's (the boy) facial expression/body language in FRAME 1 reveal about his attitude? (2)
1.2 In FRAME 2, the cartoonist uses a technique that is different from those used in the other frames.
Discuss the effectiveness of this technique. (2)
1.3 Comment on how the last frame conveys the cartoonist’s message. (3)
1.4 Discuss how humour is created in this cartoon. (3)
Answers:
1 ion
1.3. The cartoonist is satirising society, especially politicians, and how their actions are motivated by greed and self-
The previous frames give the impression that Calvin’s feelings about not being allowed to vote are prompted by his concern for
tivated by self-interest and
nk of
anything more scary than toxic wa
in the
last frame.
Develop critical awareness of how cartoons often reflect social trends or highlight serious issues.