Cartoons: perspectives

Lesson overview

Learning Area:English – Humanities and social sciences – The Arts
Age Group:Secondary Lower (13-14) – Secondary Middle (15-16)

Outcomes

Students gain an understanding of the types of issues presented in cartoon form and for whom they are produced. Students explore political cartoons from a range of perspectives including audience, the perspectives presented and the characteristics of cartoons including images, written text and dialogue. 

Introduction

Discussing their perceptions and commonly held opinions in a safe, productive environment encourages students to speak out against intolerance and prejudice. Using the classroom as a forum for students to address these issues and to question issues that arise in the media and in their community allows them to discuss the challenges of acceptance and diversity. Students examine the use of irony and a range of other features often used in political cartoons. 

Worksheets to download

Activities

Australia has a strong and vibrant history of political cartooning. Since the 1830s, when political cartoons were first featured in Australian newspapers, they have provided satirical, witty or humorous comment on political and public affairs, social customs, fashions, sports events and personalities. Visit the Behind the Lines website to read and discuss the information presented.

  • Brainstorm a range of issues currently in the media spotlight.
  • Consider some of the elements of political cartoons such as satire, irony caricature, target, images and words?
  • Audience: How does the magazine or newspaper in which a political cartoon is published define the audience likely to view the cartoon. How might this affect the subject matter and the other elements that make the cartoon?
  • Why might some cartoons be rejected by the editor of a newspaper? Are there some issues that are deemed too sensitive to cartoon? Do you think the cartoon provided is one of those? Why?
  • Encourage students to view a range of cartoons from the websites provided and in print media. If possible, students can bring cartoons into the classroom for discussion.
  1. Distribute the cartoon ‘Aboriginal lifesaver students barred from Alice Hostel’ to each person in the class. (If necessary refer to Background article [DOC] worksheet.)
  2. Distribute the worksheet to students.
  3. Allow students time to complete the worksheets and to attempt their own cartoon.
    Students may visit Alan Moir Cartoon Gallery for free cartoon lessons.
  • Students present their own cartoon to the class or a small group along with a brief outline of the issue and the techniques they have included in their work.
  • Ask the class to select one of the more contentious issues communicated through the cartoons and to prepare a debate on the subject. Students will require time to research and prepare.