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Editorial Cartoon Reading Comprehension
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Editorial Cartoon Reading Comprehension

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This PPT presentation can be used with young people to teach visual literacy by: (1) training the right hemisphere of the brain; (2) training for familiarity of conventions; (3) teaching abstractness …

This PPT presentation can be used with young people to teach visual literacy by: (1) training the right hemisphere of the brain; (2) training for familiarity of conventions; (3) teaching abstractness and symbolism, decoding strategies, ridicule, satire, and parody; (4) helping children learn to glean abstract meaning from visual literacy; (5) training children to communicate in nonverbal ways; (6) helping children operate at higher cognitive levels through creative and critical thinking and (7) enhancing the political cognition of the young; teaching concepts of conflict, dissent, and criticism in politics.

Published in: Education, News & Politics

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  • This was very informative and would help me assist my students with learning tolerance.
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  • 1. Editorial cartoon Reading comprehension Teacher: Diana Díaz Finding Cultural Stereotypes in Popular Culture
  • 2. Cultural stereotypes
  • 3.  
  • 4. Cultural stereotypes
    • Stereotypes arise in children's lives from their direct experience and also from the media. Today, television and movies serve as an important socializing function supplying many children with images that can form, change, and reinforce stereotypes. Researchers have found that by the time children enter elementary school, they have already developed negative views of older adults.
  • 5. Cultural stereotypes: Definition
    • A stereotype is a preconceived idea that attributes certain characteristics (in general) to all the members of class or set. The term is often used with a negative connotation when referring to an oversimplified, exaggerated, or demeaning assumption that a particular individual possesses the characteristics associated with the class due to his or her membership in it. Stereotypes can be used to deny individuals respect or legitimacy based on their membership in that group.
  • 6. Cultural stereotypes: Definition
    • Stereotypes often form the basis of prejudice and are usually employed to explain real or imaginary differences due to race, gender, religion, ethnicity, socio-economic class, disability, occupation, etc. A stereotype can be a conventional and oversimplified conception, opinion, or image based on the belief that there are attitudes, appearances, or behaviors shared by all members of a group. Stereotypes are forms of social consensus rather than individual judgments. Stereotypes are sometimes formed by a previous illusory correlation , a false association between two variables that are loosely correlated if correlated at all. Stereotypes may be occasionally positive.
  • 7.
    • The term "stereotype" derives from Greek στερεός ( stereos ) "solid, firm" [1] + τύπος ( tupos ) "blow, impression, engraved mark" [2] hence "solid impression". The term, in its modern psychology sense, was first used by Walter Lippmann in his 1922 work Public Opinion [3] although in the printing sense it was first coined 1798 .
    • http://en.wikipedia.org/wiki/Stereotype
    Cultural stereotypes : Definition
  • 8. Cartoon Analysis Guide
    • Use this guide to identify the persuasive techniques used in cartoons.
    Irony is the difference between the ways things are and the way things should be, or the way things are expected to be. Cartoonists often use irony to express their opinion on an issue. Irony An analogy is a comparison between two unlike things that share some characteristics. By comparing a complex issue or situation with a more familiar one, cartoonists can help their readers see it in a different light. Analogy Cartoonists often label objects or people to make it clear exactly what they stand for. Labeling Sometimes cartoonists overdo, or exaggerate, the physical characteristics of people or things in order to make a point. Exaggeration Cartoonists use simple objects, or symbols, to stand for larger concepts or ideas. Symbolism
  • 9. After the students have completed the questionnaire, discuss their findings. Questionnaire
  • 10. VISUAL ASPECTS OF THE CARTOON
    • Is the cartoon dated?
    • What is the event or issue that inspired the cartoon? How do you know?
    • Are there any real people or places in the cartoon? If not, what images are portrayed?
    • Does the writer label anyone or anything in the cartoon? If so, why?
    • Identify the specific artistic techniques used in the cartoon (e.g., symbolism, analogy,exaggeration, labeling, and irony). What is the artist trying to show the reader by using these techniques?
    • How can an understanding of the artistic techniques used to create political cartoons help you to understand the author's message?
    • Are there aspects of the cartoon (e.g., clothing styles, animals, or activities) that serve as symbols (metaphors) that represent the cartoonist’s point of view?
    • What action is taking place in the cartoon?
  • 11. VERBAL ASPECTS OF THE CARTOON ( if present – not all cartoons use words )
    • Does the cartoon have a caption or title? Is its message immediately clear?
    • Are there labels on people or objects that helps identify them or what they represent?
    • Do the words in this cartoon help explain the symbols?
    • Are there numbers in the cartoon – dates, financial data, or other figures? Is it clear what the numbers represent?
    • Are the numbers an important part of the message?
    • Evaluate the ways in which an artist uses artistic forms of figurative language (e.g., irony, symbolism, exaggeration) to persuade or manipulate the viewer.
  • 12. OVERALL EFFECT OF THE CARTOON
    • What is the cartoonist’s point of view about the subject portrayed in this cartoon? What evidence in the cartoon supports your interpretation?
    • Some cartoonists create their intended effects through shock value. Is that true of this particular cartoon? How does it produce its effect?
    • Do you believe the cartoonist intends to produce a particular emotional response?
    • Are there people who would be angered or distressed by this cartoon? Why?
    • Are there people who would think it is wonderful? Explain the difference.
    • Do you believe this cartoon is successful in producing the effect the artist intended? Explain why or why not.
  • 13.
    • How were the different groups (e.g., race, sex) portrayed?
    • Based on the comic book portrayals, of which groups would you want to be a member?
    • Do the different portrayals represent your view of that particular group?
    • How would you feel if you were a member of one of those groups negatively portrayed?
    • Do you think someone's opinions about other groups of people might be influenced at all by the comic books read? How about you? Might yours?
    • Are you concerned about the way certain groups of people seem to be portrayed?
    • If yes, what are you going to do about it?
  • 14. Example: Analysing Cartoons
    • what do you think is the ‘message’ of this cartoon?
    • Who is the ‘target’?
    • Do you recognize the character?
    • Look at the expressions, are they happy?
    • Does this image send a good or bad impression?
    • Why?
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