Teaching Sequence

Work through this resource material in the following sequence:

20 minutes	Part A: Explore the message of cartoons
10 minutes	Part B: Cartoons that explore sustainability
25 minutes	Part C: Creating cartoons using watercolour techniques
05 minutes	Reflection

Part A: Exploring messages in cartoons

Step 1.

Begin a discussion on the topic of cartoons as a form of communication through images. You could begin by asking students the following questions:

Have you seen political / environmental cartoons in a newspaper before?
How about on social media? In advertising?
Are cartoons an effective way to communicate a message to the viewer? Why or why not?

Students may respond with ideas such as:

Cartoons aren’t always supposed to be funny.
Cartoons often contain a message.
Cartoons can exaggerate to deliver that message.

Step 2.

Explain that cartoon illustrators use different strategies to engage their audience in an attempt to persuade them on a particular issue and that the class will work together to view and understand an example of how this is done.

Ask students to follow along as you (or a student volunteer) read the following quote from Environmental cartoonist and creator of Green Humour, blog Rohan Chakravarty (also available on the Student Worksheet):

The human mind tends to retain as well as analyze a situation presented in the form of a funny/ interesting visual rather than plain, simple text; and that’s where cartoons score. A 1000-word essay about pesticides is less likely to make a lasting impact on a reader’s mind than a picture of rickety frogs chundering out pesticides into a man’s cooking pot. (Of course, I’m not discounting the importance of well-researched articles in conservation)
Mongabay Website

Step 3.

Ask students to read and answer the questions on the Student Worksheet to analyse the cartoon example: Coral Reefs by Rohan Chakravarty.

Source: https://www.greenhumour.com/2012/07/the-coral-calamity.html

This cartoon presents audiences with a ‘before and after’ view of a coral reef, dated 1950 and 2020 respectively, providing us with a glimpse of the healthy, vibrant coloured coral reef of the past, juxtaposed with an alarming glimpse into the reef’s (very near) future. There is a sense of irony in the diver photographing and celebrating the natural phenomenon, in contrast to the second image where he visits the ‘coral graveyard’ with flowers, apparently paying their respects to the reef that the diver himself (symbolic of mankind in general) directly contributed to decimating. The side-by-side view assists in portraying the message with an element of shock, where the comparison clearly demonstrates the dire consequences of our actions when failing to care for our planet.

What was the first thing you notice about the cartoon?
What do you notice about the style the cartoon has been drawn in? (block colour, simplistic line)
Does the cartoon have a positive or negative feel and what art conventions support this? (dark colour palette in the image to the right depicts loss or destruction of environment, elicits a sad feeling)
What message do you think the artist is trying to convey? (the importance of caring for the environment, pollution’s impact on coral reefs, the rapid rate of destruction…)

Step 4.

Ask students to read through the list of elements of cartoons below (also on the Student Worksheet) and apply them in a further discussion about the Coral Reefs cartoon.

Characters – what impact is created by the people/animals/objects in the cartoon?
Caricatures – are the features deliberately exaggerated (in a sometimes unflattering way) to create humour or another emotion?
Setting – in what location is the cartoon set? Is the background important in adding to the message?
Captions – what impact does text (in the form of headings or to indicate dialogue between characters e.g. speech bubbles), have upon the clarity of the cartoon’s message?
Colour palette – what impact do the colours of the cartoon have upon the audience? (bright colours usually symbolise happy, healthy environments, whereas dark or dull colours are associated with sadness or loss of environment)

If students require some extra vocabulary with which to discuss the visual elements of artworks, refer them to this Art Elements and Principles Factsheet.

Step 5.

In a class sharing session, ask students to share their responses to the questions and summarise this part of the lesson by emphasising the following points:

Cartoons can be an effective art form in communicating messages about sustainability.
Cartoons can persuade audiences to think or feel a certain way.
Cartoons carry messages that can inspire audiences to take social action?

PART B: Brainstorm ideas for a cartoon with a message on sustainability.

Some Definitions of Sustainability

- The ability for something to keep going at the same rate and in just as good condition s before.
- Meeting the needs of the present without compromising the ability of future generations to meet their own needs.
- Living within the limits of what the environment can provide and understanding the many interconnections between the economy, society and the environment.

Step 1.

Ask students to consider the environmental issue that is important to them and to note it down on the Student Worksheet.

These could include:

the impact of single-use plastic bags on the environment
the effects of deforestation on native wildlife and communities
the benefits of solar power.

Step 2.

Invite students to share the issue they thought of with the person seated next to them, then encourage students to share with the class and draw the class’ attention to the variety of issues raised.

Step 3.

Inform students that they will create their own cartoon to convey a message on their chosen topic from the previous brainstorming activity. They should begin by thinking about what they could include in their cartoon to convey their message to an audience. They could include elements such as:

Characters – does their message require realistic looking people/animals/objects for more impact?
Caricatures – deliberately exaggerating features (in a sometimes unflattering way) to create humour.
Setting – what location should the cartoon be set? Is the background important in adding to the message?
Captions – adding text in the form of headings or to indicate dialogue between characters (speech bubbles); this helps add detail to your message and can make your message clearer.
Colour palette – consider how you want viewers to feel and use the appropriate colours to suggest that feeling – for example, bright colours usually symbolise happy, healthy environments, whereas dark or dull colours are associated with sadness or loss of environment..

If students have access to a web-enabled device, they could conduct an online image search for cartoons or other images that explore their chosen topic to help generate ideas.

PART C: Creating Cartoons Using Watercolour Techniques

Step 1.

Engage in some explicit teaching to explain to students that they are about to watch a video: Colourful Sea Horse to learn step-by-step cartoon drawing techniques using watercolour pencils. While there is no specific message attached to the cartoon seahorse being drawn in this short clip, it illustrates how to use watercolour pencil techniques to create a strikingly coloured and defined cartoon. Explain to students that the speed of action is increased in some sections, so it would take longer to create the artwork in real time.

How to Draw a Colourful Sea Horse by Oistein Kristiansen and Faber-Castell (https://vimeo.com/231977621)

Distribute paper and art supplies to students (use this Contest Handout if you plan to enter student's work into the Illustrating an Issue contest). Students should use a similar approach when creating their own cartoons, starting by drawing the outline in watercolour pencil first, then adding the shapes and lines required to add detail to their subjects. During the video, direct students' attention to the way colour has been filled in, ensuring there is solid block colour (no white spaces), as this will result in a more vibrant tone when water is applied. When their drawings are dry, encourage students to trace back over their outlines using a pencil (or Connector Pen or Fine Liner) to achieve a signature cartoon style with boldly outlined shapes.

Write the tips shared in the video on the whiteboard.

Step 2.

Ask students to begin drawing their cartoons using A4 paper. Watercolour Pencils have a very strong pigment allowing students to achieve bright, bold colours in their cartoons. They are also a great medium for covering large areas quickly, like a background wash effect. Erasers, sharpeners, and brushes are also required to complete this activity. Fineliners or Connector Pens can also be used to define their drawings, creating a crisp, bold outline, as well as a tool to add text/captions to their cartoons. Assist students with their drawing, reiterating the tips shared in the video.

Reflection

Direct students to the Student Worksheet and ask them to complete the reflection questions below:

What environmental issue is your cartoon about?
What meanings and messages have you portrayed in your work?
Explain why you chose your colours.
Is there anything you could add or change to convey your message more clearly?

Differentiated Learning

Extension:

Create a series of cartoons rather than a stand-alone image. A Comic Strip sequence, or unfolding story, like The Lorax, where viewers are presented with the cause and effect of an issue.

Provisions for Learning Support:

Offer the option to work in pairs to brainstorm ideas for their cartoon, moving on to create individual cartoon artworks. If students are having trouble thinking about an issue that is important to them, they could search online for ideas, for example “10 things that are affecting our environment”. This will provide a strong starting point for exploring potential messages to share through their cartoon.

Some students may struggle to analyse the meanings in the example cartoon and it may be more suitable for them to read The Lorax story and reflect on its messages. Encourage students to revisit the environmental messages in The Lorax story by watching the Visual and Audio ebook: The Lorax.

Teacher Reflection

Take this opportunity to reflect on your own teaching

What did you learn about your teaching today?
What worked well?
What didn’t work so well?
What would you share?
Where to next?
How are you going to get there?

Creative Sustainability - Illustrating an Issue

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