Sallis, Rule, and Jennings (2009) reported that the Cartooning Strategy helped students retain information taught in science. A group of science students sketched specimens that they found interesting and recorded their thoughts. The students also made humorous cartoons to communicate the information learned (Sallis et al., 2009). The Cartooning Strategy engaged the students while they learned new scientific concepts. According to Sallis, Rule, and Jennings (2009), the humorous strategy motivated students to study and increased science achievement. The writer justified the strategy for improving student motivation to research and study different artists and art movements. The Humanist Approach to Student-centered Learning was also noted in
