Cartoon in fostering sensory perceptual experiences

Cartoon in Fostering Sensory
Perceptual Experiences

Contact the author arunillam2000@gmail.com

• Author : T. ARUNRAJ
Research Scholar, Alagappa University College of Education,
Karaikudi, Tamilnadu &
Assistant Professor, Department of Education in Social Science
and Languages, NERIE, NCERT.
• Co-Author : Dr. M. SUGANTHI
Assistant Professor in Education, Alagappa University College
of Education, Alagappa University, Karaikudi.

Overview
• Senses are the source of stimuli that cause a response in
the nervous system. It gives us the information we need to
function in the everyday life (Kranowitz, 1998).
• Perception is the way in which we interpret the
information gathered (and processed) by the sense (Shefner,
1981).
• Sensation and perceptual process are very much vital in
language learning because, it plays different roles in how
we interpret our ideas in order to present it effectively
either in verbal or written.
Cartoon in Fostering Sensory Perceptual Experiences……..

Sensory perceptual experiences of children
Some of the prominent types of unpleasant sensory perceptual
experienced faced by the children's are
• Sensory overload: Children facing sensory overload experience
too much of information coming in at once which is overwhelming.
In this case the brain might not be able to filter out anything
irrelevant.
• Gestalt perception: Children with gestalt perception possess
poor ability to filter foreground and back ground information and
thus everything is perceived as a ‘whole’ rather a combination of
different items. It is difficult for them to write even if one slight
detail is changed.

• Fragmented perception: In this kind of sensory
experience, children with autism feel difficult to break
down the whole picture into meaningful units when
information is overloaded and when it is required to be
processed at the same time.
• Delayed processing: children with this kind of sensory
experience will take longer time to process, understand
and respond to what he is seeing/hearing/feeling.

Sensory Integration
• Sensory integration is the neurological process that
organizes sensations from one’s body and from the
environment and makes it possible to use the body to
make adaptive responses within the environment.
• To do this, brain must register, select, interpret, compare,
and associate sensory information in a flexible; constantly
changing patterns (Ayres, 1989).
• If the brain loses its ability to do one or more of these
things with one, one or more types of sensory inputs then
sensory integration dysfunction occurs which is more
commonly seen among children with autism

How to identify..?
Children with sensory integration dysfunction can be
identified easily by the dysfunction like
• Unusual high or unusual low activity level
• Poor organization behaviour
• Coordination problems
• Delay in speech or language skills
• Tendency to get easily distracted
• Lacks creativity and variety in play

Why Cartoon…?
• Chinn and Ashcroft (1992) says that, the use of visual
patterns is an effective way to overcome difficulties
experienced in sensory integration by dyslexic pupils
• It is worth that 83% of learning takes place through
seeing as opposed to only 13% from listening (Veenakumar,
1998)
• It is suggested that information aimed at both halves
through text and visual aids the reader’s
comprehension appreciation and retention

Cartoon…..
• A carton is a visual medium and a two dimensional
illustrated visual art with humour that can be in
either the form of a single picture or a series of
pictures, captioned or non-captioned, that appears
in magazines, newspapers or books (Arunraj et al., 2014).

Cartoon in fostering activity…..
• Research says cartoon can positively contribute to the
learners existing knowledge and increase their
participation in its process.
• Arunraj et.al. (2014) says, cartoon promote class
discussion, cooperative learning, individual accountability,
positive interdependence, and the need for group
processing and feedback.

• Kabapinar (2005) reported in her study that the concept cartoon
teaching was effective in creating focussed discussion where
reasoning behind students’ misconceptions could be uncovered
especially via teachers thought provoking questions. He says that,
cconcept cartoons can be prepared as posters or as be created in
order to make students actively involved in work sheets that can
be distributed to students in a classroom.

• Srinivasalu (2016) by his study says that cartoon can be
used as a very good teaching approach as it create new
insight in reinforcing the learning in classroom and
highlight the interactive involvement of the students
and gives the opportunity to recall, reflect and apply.

Cartoon in enhancing organization skill
• Children with sensory discrimination dysfunction will
have difficult in building relationships between the
incoming information and past knowledge or
memories
• It is because the brain receives jumbles or confused
information making it difficult for the child to interpret
ordinary demands and to respond appropriately.
Cartoon provide as a means to use for representing
elements and their relations be they inherently or
metaphorically spatial in nature, thus taking advantage
of the power of spatial reasoning and inference in
human cognitive system.

• Cartoons may indeed be “worth a thousand words”
when one needs to describe situations that are
inherently spatial and multidimensional (Priyadharshini &
Thangarajathi, 2014).
• Cartoons make a positive contribution to the
development of the students’ thinking and
comprehension skills.

Cartoon in overcoming coordination problems
• Using cartoon in language classroom, they think over
every detail, make comments by establishing,
connections and weave a story in minds putting out the
contrast and associations between objects and creates
the students to think creative and critical manner
• Audrey (2005) by his research viewed and concluded
that, cartoon as a visual image enhance memory and
make numerous connections between the new material
and prior knowledge through parody and analogy

Cartoon in strengthening language skills
• Hull (1943) in his ‘behavioural theory’, argues that four
main factors influence second language acquisition;
stimulus, association, reinforcement and imitation.
• Students are asked to reflect upon their experience of
using cartoon in language classroom. They need to
respond to the cartoon film either by oral discussion or
writing a reflective paper. Students need to reflect upon
concepts they have already constructed. It’s feasible to
talk about their own trail to persuade other peers by own
ideas and the mechanisms they make use of to have
mutual concluded concepts or perspectives.

Cartoon in stimulating attention
• Cartoons are the tools that draw students’ attention and ensure the
continuity of this attention and create a more comfortable learning
environment (Heitzmann, 1998; Arunraj, et.al, 2014).
• Humour in the classroom has been shown to have many positive
effects on attention, attitude, and engagement in higher order
thinking skills (Uloth, 2002). The cartoon is a humour art which takes
its essence from drawing and can be created by facilitating the
technical possibilities of the visual arts.
• Arunraj & Blessy (2015) suggested the following features of cartoon
for managing inattentiveness among children with ADHD as its
funny and non-offensive, enjoyable and memorable experience,
comic strip contains message, add humour to the topic, easily
reachable and inspiration to students of all levels.

Cartoon in boosting up creativity
• Educating with cartoon has no place for memorizing.
Since cartoons are composed of different, interesting,
images and symbols they remain in the minds of
individuals for a long time.
• Micheal, (2011) suggested cartoons could be successful
in integrating cognitive process with the psychomotor
domain because of the integration of visual, auditory,
and kinaesthetic learning modalities.
• Arrunraj et.al. (2014) says, the rationale behind
cartoons is that it causes the learners to reflect on the
issues located within their everyday experience, so that
relevance is given to the ideas being created to be
creative.

Recommendations
• concept cartoons in instruction rescues students from
traditional lecturing, helps teachers improve their
instruction approaches.
• It has to align it with the constructivist learning theory,
makes the classroom more interesting and
entertaining and students become more actively
involved in the classroom activities , creates discussion
environment where student can improve their critical
thinking skills, influences in positive way students
attitudes towards lesson in particular and school in
general may have an important role in improving
students academic achievement

• Put forward enough amount of cartoons on the course books
to be able to see and take the advantage of them more
frequently, for the reason that cartoons enhance student
achievement.
• This paper suggests that it is important to integrate the 21st
century skills into core materials taught for sustainable
development. Thus, it is highly advisable to use cartoons and
comics as one of the alternative media in teaching to develop
21st century learners.

Reference
Arunraj, T., Jasmine., & Aspin Mary Shyla. (2014). Cartoon: A Novel way to ensure
student Involvement, EDUTRACKS, Vol.13-No.10, pp. 11
Ayres,A.J (1989). Sensory Integration and Praxis Tests Manual, Los Angeles: Western
Psychological services
Heitzman, W.R.(1998). The Power of Political Cartoons in the Classrooms, International
Studies Perspectives
Kabapinar, F., (2005). Effectiveness of Teaching via Concept Cartoons from the point of
view of Constructivist Approach, EDUTRACKS, 5(1): 35-40
Kranowitz, C.S., (1998). The out of –Syn child: Recognizing and coping with sensory
integration dysfunction, New York; Perigee
Micheal M.VanWyk, (2011). The use of Cartoons as a Teaching Tool to enhance student
learning in Economics Education. Journal Social Science, 26(2): 117-130
Saradhapriyadarshini, S., Thangarajathi, S.,(2014). Sensory Perceptual Experience of
Children with Autism, EDUTRACKS, Vol.14, No. 3, pp.16-18
Shefner, J.M., (1981). Fundamentals of selection and Perception Reading, M.A:
Addison- Wesley
Srinivasalu, N (2016). Using cartoons as effective tools in teaching learning process of
social science, Scholarly Research Journal for Interdisciplinary Studies, 3-23

Cartoon in fostering sensory perceptual experiences

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