State School Visual Analysis

State School No.

1812 Analysis Questions What visual cues are used to imply the negative impression of school? Visual cues such as the reinforced concrete walls separating a place of monotony and being imprisoned from the open world filled with freedom portrays negativity against schools as if attending school is being in-captured in such a world where freedom is non existent and no joy whatsoever is present. Spikes above the walls possibly symbolize captivation as if whoever is held behind the walls is disallowed to escape and will be in captivity as if treated like ‘animals’.

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The facial expression of the character gives the viewer a sense that the character him/her self is forced to be at school and is reluctant to attend. An expression full of solemn, tells the viewer to sympathize over his involuntary attendance at the school and to give help to such an unfortunate person who loathes such a place. The contrast between the black and the white conveys the idea that school is a dark and evil place as black represents demonic concepts. White represents a haven where joy and happiness is existent.

The gates; one being opened and the other being closed only allowing entrance shows a one way path where entering is possible but leaving, impossible. This gives an idea that school is oppressive and allows no freedom. How is written text used to reinforce the visual techniques of the artist to create a negative impression about ‘State School No. 1812′? Written text such as the rules shown on the pillar portray a school similar to a totalitarian regime in which disconnection from the real world of freedom and being enslaved is exhibited, reinforcing the readers negative thoughts on the school.

A biblical referenced quote is placed above the entrance of the school reading, “Abandon all dreams yee who enter here. ” This quote clearly gives a negative impression, where dreams and self-though have to be abandoned.

Detail the three most salient images in the cartoon and discuss what makes them so significant. Thick reinforced walls; the significance of the walls give a sense of captivity and no freedom at all. The heights of the walls along with the thickness of the walls show no possibility of escaping a lace of blues. Giving the negative though towards school. Sign saying ‘State school no. 1812′; the font on the sign gives us the idea that the school is very straightforward and a complete bore.

The number of the school implies that school is everywhere and such a place is attended by many people (in this case us, the reader). Allowing us to place ourselves in the perspective of the character. Character’s face; exemplifies gloom and reluctance to attending school. The need for freedom.

A paragraph that justifies the appropriateness and effectiveness of this cartoon as a related text illustrating the problems associated with non-belonging The image justifies the appropriateness and effectiveness of the theme, non-belonging, as both the school and the character can relate to us, as we are students who attend school also.

School, a place in which we do not want to belong as students only seek adventure and joy through hobbies and being social. The negativity towards school exhibited through the cartoon gives the viewer a deleterious attitude towards education and the environment school provides us with.

Such a cartoon in relativity with our teenage lives attending school is suitable as a related text. What is the effect of the school gates being partly opened? What differences in meaning would result from them being completely opened or closed? The effect of the school gates being partly opened indicates that there is only a one-way path in which students can only enter the school and cannot depart. Having only one gate opened and the other closed gives the sense that school is a ‘trap’ in which we are the animals being captured and not being denied freedom.

How has the black cloud hovering above the school been used symbolically?

How effective is this visual cue? In what ways is the cartoons impact lessen if ignored? The effect the black cloud hovering above the school has on the viewer’s state of mind and perspective plays a crucial role in allowing the viewer to distinguish the tone of the cartoon. Also allowing them to depict the emotions, motifs and the various aspects of belonging and non-belonging. The cloud has been used symbolically to portray the concept of darkness, connecting to emotions such as somber, melancholy and down-heart. It presents the school as a diabolic site forbidding any positivity whatsoever.

A cloud is known to be the boundary between the light produced by the sun and the pathway it takes to reach the earth’s surface.

Clouds distinguish whether the day will be cloudy (symbolic for gloom) or a sunny day (symbolic for joy, happiness). It is highly effective as it assists the viewer in acknowledging the negativity of school being portrayed. Without the realization of the cloud above the school it would be a lot more difficult noticing the negativity of school visually. No caption other than the textual language signage is used in the cartoon. Why not?

The artist of the cartoon wanted the viewer to depict the emotion and the message about the negativity of school through the various techniques shown both visually and through textual language (signs). The different words used in parallel with the visual evidence symbolic of the negative connotations of school.

What other visual techniques have been used to develop our empathy and sympathy with the students about to enter? The facial features on one of the character’s faces strongly reveal such grave emotions towards the attendance of school. Letting the viewer recognize the reluctance the characters have presenting themselves at school.

The body posture of the characters behind the character who’s face is showing have a very flaccid posture portraying the fact that they are very disinterested in school and truly do not want to attend school. Evaluate the visual techniques that have been used to communicate the composer’s negative ideas about ‘belonging’. The visual techniques used to communicate the negative ideas about belonging are used very clearly within the cartoon. Both language techniques and visual techniques are predominant methods used to portray the negativity of belonging.

Symbolic features such as the cloud, and the facial expressions such as the frown upon the characters face are examples of visual techniques used by the composer. The sign listing the rules also depict the fact that school is similar to a dictatorial society in which freedom is disallowed and strict rules are set out for students to obey by. The thick walls and the spikes placed on top of the walls create an image of an imprisonment, being locked in and allow no escape. The visual techniques play a significant role in exposing the negativity of belonging. In this case, belonging to school.