Introduction to Interpreting Contemporary Editorial Cartoons

Student Handout

LESSON PLAN

“Introduction to Interpreting Contemporary Editorial Cartoons”

Based on the virtual exhibition “Where to draw the line? Editorial Cartoons in Québec, 1950-2000”

The Quebec Games Bilingual Signs and Bill 101 Aislin, 1978, Berthio, 1977 M989.363.172 P173_S5, BAnQ © McCord Museum LEARNING TO DECODE CARTOONS

Expected production:  decode two cartoons connected to the language debates from among the dozen suggested, 1 using if possible one cartoon from the French-language media and one from the English-language media;  and compare the points of view expressed in these cartoons.

Related resources:  the text “Language Conflict in Québec ;”2  the text “ Six Editorial Cartoonists and Some Favorite Subjects. ” 3

Note some of their main components, based on the following grid:

INTERPRETATION GRID FOR AN EDITORIAL CARTOON

Note the data for the cartoon:  Cartoon title:  Author:  Media-newspaper (if known):  Date of first publication and page # (if known):  Accession number (identifying number in the McCord Museum collection):

Describe the cartoon:  The “WHAT” or the SHAPE-FUNCTION key  What words are used in the cartoon?  Find definitions for any unusual words or expressions.  If there is a dialogue, what does each cartoon say?  What is happening?  Are visual elements, signs or symbols being used?

1 www.mccord-museum.qc.ca/en/folders/langues 2 www.mccord-museum.qc.ca/cartoons/explore , choose “Language Conflict in Québec.” 3 www.mccord-museum.qc.ca/cartoons/words/subjects Lesson plan using the virtual exhibition “Editorial Cartoons in Québec” 1 McCord Museum, EduWeb, March 2009 www.mccord-museum.qc.ca/pdf/eduweb/caricature6.en.eleve.doc  What rhetorical device does the cartoonist use? (examples: opposition, combination, condensation, domestication)

Document the cartoon:  The “WHO” or the PEOPLE key  Who is depicted in the cartoon? What do we know about these people?  What are the characters’ physical gestures and facial expressions?  Are characters stereotyped?  Are these characters symbolic?  The “WHERE” or the PLACE key  In what situation are the characters placed?  Is the illustrator using analogy (by comparing one situation to another)?  The “WHEN” or the TIME key  What historical event or fact does the cartoon depict?  Are these people or these issues still important today?  Can you associate this news event with a similar event in the recent history of Québec?

Interpret the cartoon  The “WHY” or the MEANING key:  In a few words, what message is this cartoon trying to send?  Can the point of view or values (political, religious, regional, ethnic, economic, etc.) of the cartoonist be identified?  What does the cartoon teach us about the historical context of the period or the treatment of a present-day issue?

Produce, as the final assignment, a visual and written presentation to be saved on the McCord Web site that presents your interpretation of the targeted cartoons.

 You must first create your MyMcCord account on the McCord Web site, by going on the page “MyMcCord”, and clicking on “Sign Up.”4

 Then you will be able to select images and display them to create a folder. You will save this folder on the McCord Web site and be able to access it at any time. You can arrange the images in a specific order and enter text to write up your assignment. For technical assistance, consult the page “Your images folders,” in the EduWeb.5

4 www.mccord-museum.qc.ca/mymccord 5 www.mccord-museum.qc.ca/en/eduweb/folders Lesson plan using the virtual exhibition “Editorial Cartoons in Québec” 2 McCord Museum, EduWeb, March 2009 www.mccord-museum.qc.ca/pdf/eduweb/caricature6.en.eleve.doc