mrs emma jeffries
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V I S U A L S


CARTOONS
Note: This section has been put together using VCE Study Guides, '10 Things to look for in cartoons'.
Click for the article with examples
WHAT TO LOOK FOR
Shading
If you get a piece with a cartoon it will be in black and white, but you can still look at the shading.
  • Heavy shady - may infer power/solidity, whilst light shading - may infer insignificance or fragility
  • Smooth or rough textures

Size
  • Is something in the image disproportioned, exaggerated or under-exaggerated?
  • What is large or small in the image?
​
Labels/Speech bubbles
  • What is labelled and what is said?
  • Who is speaking and what are they saying?

Symbols
  • What symbols can you see in the cartoon?
  • Is the symbol well-known?
  • Is there one symbol for the meaning or multiple?
             Tip: brainstorm what the symbol may mean generally, and                               then relate it to the image (e.g. if an iceberg is used - what                       words would you use in general to describe an iceberg)

​

Focus
  • What is the focus? This generally indicates the main issue.
  • What is in both the foreground and the background?

Angle
  • Sloping down: image or person becomes smaller so may indicate weakness, inferiority
  • Sloping up: may infer power, authority or superiority

Tone​
Click here for notes on tone
Facial expression
  • What facial expressions are present?
  • Do they change? (if sequential)
  • How do they compare to others in the cartoon?

Context
  • Does the cartoon support the article?
  • Is it focused on the past, present or future?
  • Does it relate to all of the article or only part of it?

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  • Home
  • VCE PSYCHOLOGY
    • PSYCHOLOGY UNITS 1/2 >
      • EXAMS/ASSESSMENTS
      • CLASSES WITHOUT MRS JEFFRIES
      • COURSE INFORMATION >
        • TERM ONE
        • TERM TWO
        • TERM THREE
      • SCIENTIFIC RESEARCH METHODS
      • THE BRAIN
      • PSYCHOLOGICAL DEVELOPMENT
      • NORMALITY
      • SENSATION & PERCEPTION
      • SOCIAL COGNITION
      • SOCIAL INFLUENCES
    • PSYCHOLOGY UNITS 3/4 >
      • COURSE INFORMATION >
        • TIMELINE >
          • TERM ONE
          • TERM TWO
          • TERM THREE
      • KICKSTART
      • RESEARCH METHODS
      • NERVOUS SYSTEM
      • STRESS
      • NEURAL BASIS OF LEARNING AND MEMORY
      • MEMORY
      • LEARNING
      • SLEEP & CONSCIOUSNESS
      • MENTAL HEALTH
      • REVISION >
        • PRACTICE EXAMS
        • VCAA EXAMS
  • ENGLISH (7-10)
    • GENERAL >
      • THE BLIND SIDE
      • ESSAY HELP
      • EXTENSION
    • YEAR EIGHT >
      • THE BLIND SIDE
      • THE RUNNING MAN >
        • ACTIVITIES
      • THE GIVER
      • THE HELP
      • INDIGENOUS WORK
    • YEAR NINE >
      • WAR POETRY >
        • Dulce Et Decorum Est
      • THE BLIND SIDE
      • ROMEO + JULIET
      • THE CHRYSALIDS
      • THE HUNGER GAMES >
        • MONOLOGUES
      • POETRY
  • VCE ENGLISH
    • YEAR TWELVE >
      • CLASSES I AM AWAY FOR
      • ORAL PRESENTATION
      • LANGUAGE ANALYSIS >
        • GENERAL
        • STRUCTURE
        • TECHNIQUES USED BY THE AUTHOR >
          • TONE
          • VISUALS
          • PERSUASIVE DEVICES
      • TEXT RESPONSE >
        • BURIAL RITES
        • BEHIND THE BEAUTIFUL FOREVERS
        • STRUCTURE
        • QUOTATIONS
        • VOCABULARY AND EXPRESSION
        • EXAM PREPARATION >
          • LITERATURE TERMS
        • MAUS
      • CONTEXT >
        • WHOSE REALITY
        • DEATH OF A SALESMAN
      • COMPARATIVE ESSAY >
        • THE PENELOPIAD/BOMBSHELLS
  • VIEW SAMPLE PAGES
    • MEMORY
    • TEXT RESPONSE
    • BURIAL RITES BOOKLET EXAMPLE
    • STUDENT FEEDBACK