VISUAL PRINCIPLES

EDU 711

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VISUAL LITERACY

• The ability to interpret visual messages accurately and to create such messages

• Two routes to visual literacy:o Input Strategies / Decode

• Read visuals / visual analysis skills

oOutput Strategies / Encode • Write visuals / expressions and communications

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If you can read maps, draw a diagram or interpret these symbols, then you are visually literate.

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EXAMPLE

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Why use cutaway diagrams in the classroom?To show the key features of animals, which are often hidden.To show how engines, machines, or equipment work.To provide a vocabulary list of key terms needed in an explanation (such as "How a ... works")To write a report (such as "What are the differences between birds, mammals and dinosaurs?")

EDUCATIONAL PURPOSES

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CRITICAL THINKING• Heightened awareness

of hyper-mediated visual culture (media literacy)

COMMUNICATION• Support effective

teaching and learning

LEARNING & INSTRUCTION

• Connection between visual imagery, sound, memory & perceptiono mind - cognition & senses – affective domain

• Theories about how memory workso Information processing theoryo Dual-coding theory

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INFORMATION PROCESSING THEORY – George A Miller

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Visual & AuditoryShort Term Memory

Long Term Memory

Sensory &Working

SelectingOrganizing

Visual & Language

Integration

INFORMATION PROCESSING THEORY – George A Miller

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DUAL-CODING THEORY - Paivio

• Separate memory systems for different types of informationo Verbal: language systems (auditory/speech)o Imaginal: (picture, sound, taste, nonverbal

thoughts & imagination)oConcrete (cat) vs. Abstract ideas/emotions

(fickle) – which is easiest to remember?

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DUAL-CODING THEORY

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ROLES OF VISUAL IN INSTRUCTION

1. Provide a concrete referent for ideas iconic i.e. more easily to be

remembered as compared to words

This visual image of an apple (elma in Turkish) is the referent of the word ‘elma’

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MALUNGKOT

ROLES OF VISUAL IN INSTRUCTION

2. Motivate learners by attracting learners’ attention and

generating emotional responses

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ROLES OF VISUAL IN INSTRUCTION

3. Simplify information that is difficult to understand

Imagine if there are no pictures but just text

First….then….swing…..

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ROLES OF VISUAL IN INSTRUCTION

4. Provide redundant channel comprehend spoken and written information

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EXAMPLE

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Why use flow charts in the classroom?To plan an explanation, a procedure (instructions), a recount (such as a news story), a narrative, or an argument. (More about visual planning can be found here.)To summarize an explanation, a procedure, a recount, a narrative, or an argument. (More about visual summaries can be found here.) Examples of topics that suit flow charts include the water cycle, life cycles, how products are made, where a certain food comes from, preparation for a debate, how machines work, and so on. Flow charts are in fact one of the most useful and adaptable visual texts in the

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Why use exploded diagrams in the classroom?To show details that are otherwise hidden or hard to see in a normal (integrated) diagram. Topics might include how toys are made, how engines work, parts of a flower, etc.To name those parts (as a pictorial vocabulary list).To prepare a report or descriptive text about a topic that has many hidden (or partly hidden) details.To follow instructions to assemble equipment (such as a tent, a model plane, etc.).To follow instructions in order to build or make something from separate pieces (as in a craft activity, carpentry, dressmaking).To illustrate instructions ("How to make a model windmill") or explanations ("How insects pollinate a flower")

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DEVELOPING VISUAL LITERACY

1. Input strategies Help learners to decode (read) visuals

proficiently

2. Output strategies Help learners to encode (write) visuals to

express themselves and communicate with others

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VISUAL LITERACY: INPUT STRATEGIES

1. Developmental effect How learners decode visual / information

depends on the age of development

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VISUAL LITERACY: INPUT STRATEGIES

• Younger Literal interpretation Parts instead of whole

• Older Summarize whole scene

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VISUAL LITERACY: INPUT STRATEGIES

2. Cultural effect

Usually thumbs up gesture means positive or okay

But, for Balinese the thumbs-up is part of a ritual way of showingrespect to someone of a higher caste

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VISUAL LITERACY: INPUT STRATEGIES

3. Visual preferences Teacher should select between the preferred

visual and effective visual Learner will not necessarily learn best from

the visual they preferred Eg colors, photos or line drawing, simple or

complex

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VISUAL LITERACY: OUTPUT STRATEGIES

• Learners create their own visual presentation which help understanding using camera / camcorder etc. sequencing – ability to arrange visuals in

logical order

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TYPES OF VISUALS FOR CLASSROOMS USE

• Pictureso Photographic or photograph-likeoRepresent people, places and thingso Two dimensionaloCan be 3D by providing different angleso Sequential pictures suggest motion

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TYPES OF VISUALS FOR CLASSROOMS USE

• Drawingso Includes sketches and diagramso Arrangements of lines can represent person,

places, things and concepto Photoshop, Adobe Illustrator, Smart Art

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TYPES OF VISUALS FOR CLASSROOMS USE

• ChartsoRepresentations of abstract relationshipsoChronologies, quantities, hierarchieso Should express one major concept or concept

relationship

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TYPES OF VISUALS FOR CLASSROOMS USE

• GraphsoRepresentation of numerical datao Illustrate relationships among units of data

and trends over timeoMajor types – bar, pictorial, circle and line

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TYPES OF VISUALS FOR CLASSROOMS USE

• Posterso Images, lines, colors, wordso Intended to capture and hold the viewer’s

attention long enough to communicate a brief message, usually persuasive appeal

oMust grab attention and communicate messages briefly

o Purpose – stimulate interest, announcement, promote social skills

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TYPES OF VISUALS FOR CLASSROOMS USE

• Cartoonso Appeal to all agesoCan be used to make or reinforce a point of

instructionoMake sure the cartoons used are within the

experiential and intellectual range of the students

o TooDoo

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PURPOSE OF VISUALS

• Provide concrete referent for ideas• Visuals are iconic

o They have some resemblance to what they represent

o An easily remembered link to an idea

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PURPOSE OF VISUALS

• Make abstract ideas concrete• Motivate learners• Direct attention (visual pointers)• Repeat information• Recall prior learning• Reduce learning effort

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DESIGN DECISIONS

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SERIES OF DESIGN DECISION

Visual Design Element Visual Design Pattern Visual Design Arrangement

Visual Element Verbal Element

Realistic

Analogic

Organization

Letter style

Colour

Capitals

Number of style

Size

Spacing

Alignment

Style

Balance

Shape

Colour scheme

Colour appeal

Add Appeals

Surprise

Texture

Interaction

Proximity

Directionals

Figure-ground contrast

Consistency

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PROCESS OF VISUAL DESIGN

1. Elements – selecting the verbal/visual elements to be incorporated into display

2. Pattern – choosing an underlying pattern for the elements of the display

3. Arrangement – arranging the individual element within the underlying pattern

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PROCESS OF VISUAL DESIGN : ELEMENTS

• Visual elements / categoriesoRealistico AnalogicaloOrganizationaloRelationalo Transformationalo Interpretive

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ELEMENTS : VISUAL ELEMENTS

1. Realistic Visualso Show the actual object under study

ABSTRACT REALISTIC

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ELEMENTS : VISUAL ELEMENTS

• Realistic visualso The more realistic a visual is, the closer it is to

the original

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ELEMENTS : VISUAL ELEMENTS

• Analogical visualsoConvey topic by showing something else and

implying a similarityo E.g. white blood cells fighting off infection with

an army attacking a stronghold

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ELEMENTS : VISUAL ELEMENTS

• Organizational visualso Such as flowcharts, graphs, maps,

classification chartso Show qualitative relationship among elements

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ELEMENTS : VISUAL ELEMENTS

• Relational visualsoCommunicates quantitative relationshipso Bar and pie charts, line or pictorial graphs

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ELEMENTS : VISUAL ELEMENTS

• Transformational visualso Illustrates movement or change in time and

spaceo E.g animated diagram to show a procedure

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ELEMENTS : VISUAL ELEMENTS

• Interpretive visualso Illustrates theoretical or abstract relationshipso E.g. the food pyramidoHelp build mental models of events or

processes that are invisible, abstract or both

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ELEMENTS : VERBAL ELEMENTS

• CapitalsoUse lowercase letterso Adding capitals when it is necessaryoHeadlines can be in capitals but not more

than 3 words

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ELEMENTS : VERBAL ELEMENTS

• Number of lettering stylesoNot more than 2 different type styleso Limit variations (bold, italic, underline, size

changes) to four

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Two roads diverge in a yellow woodAnd sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I could

ELEMENTS : VERBAL ELEMENTS

• Colour of letteringo The lettering color should contrast with the

background coloro Think about your audience..

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4) Colour of lettering The lettering color should contrast with the

background color Think about your audience..

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LEGIBLE LEGIBLE

LEGIBLE LEGIBLE

LEGIBLE

ELEMENTS : VERBAL ELEMENTS

• Spacing between lineso Letters should be not too cramped or too

widely separateo Text is most legible when separation is 1 1/2

times average letter height

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ELEMENTS : VERBAL ELEMENTS

• Spacing between lettersoConsider ‘optical spacing’o Estimating approximately equal amounts of

with space between letters

L A B W O R K

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ELEMENTS : VERBAL ELEMENTS

• Size of letteringoRule of thumb: make lower case letters ½ inch

high for each 10 feet of viewer distance

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ELEMENTS : VERBAL ELEMENTS

• Letter styleo It should be consistent and harmonize with

the other visual elements o Straightforward and plain style

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Typeface as an Expressive Form

Typeface as an Expressive Form

ELEMENTS : ELEMENTS THAT ADD APPEALS

• Surpriseo Think unusual metaphor, a dramatic change

of size

• TextureoUse 3 dimensional visuals (if possible)o It can convey clearer idea

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ELEMENTS : ELEMENTS ADD APPEAL

• No effect if you visual does not capture and hold viewers attention

• Techniques to provide appeal:o Styleo Surpriseo Textureo Interaction

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ELEMENTS : ELEMENTS THAT ADD APPEALS

• Interaction• R of the ASSURE MODEL• Analyze learners

State objectives Select instructional methods, media, and materials Utilize media and materials Require learner participation Evaluate and revise

• Ask learners to respond visual displays by manipulating materials on the display

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A noun names a person, place or thing.

Take a star and write your noun on it and put it near the moon

PROCESS OF VISUAL DESIGN : PATTERN

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Alignment Shape

Balance Style

Color Scheme

Color appeal

PROCESS OF VISUAL DESIGN : PATTERN

• Alignmento Balance alignmento Same imaginary horizontal and vertical lineo Viewer expend little effort making sense out of

what they are seeing

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PROCESS OF VISUAL DESIGN : PATTERN

• Shapeo Put and arrange visual into shape that familiar

to learnero Simple geometric figure – circle, rectangleoConsider of the ‘Rule Of Thirds’

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Rule of Thirds

Place your important elements where these lines intersect

Good places to put things; third of the way up, third of the way in from the left

Duff places to put things; right in the middle, right at the top, right at the bottom, away in the corner

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PROCESS OF VISUAL DESIGN : PATTERN

• Balanceo The ‘weight’ of the elements in a display is

equally distributed either horizontally or vertically

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BALANCE

• A psychological sense of equilibrium• Achieved when the ‘weight’ of the

elements in a visual is equally distributed on each side of the axis, horizontally or vertically or both

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Approximatehorizontal symmetry

Radialsymmetry

AsymmetryHorizontalsymmetry

THREE TYPES OF BALANCE

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Balance is repeated on each side – highly symmetrical – can be boring

Jarring, dynamic, but can be distracting – best to avoid

Preferred – surprising but not distracting or jarring – rough equivalence of weight but use of different elements adds surprise

BALANCE

• E-Learning

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TEXT Graphic1.

TEXT

Graphic

2.

TEXTGraphic3.

Graphic

Text

4.

PROCESS OF VISUAL DESIGN : PATTERN

• Styleo Simple, unclutteredo Primary color for childrenoRealistic color for adult

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PROCESS OF VISUAL DESIGN : PATTERN

• Color schemeoConsider the harmoniousness of the color –

color wheel

• Color appeal oConsider ‘warm’ and ‘cool’ coloroWarm color – active learner, childrenoCool color – thoughtful learner, adultoConsider cultural basis

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Complimentary colors: any two colorsthat lie directly opposite each other

Analogous colors: colors that lie next to each other

Complimentary and Analogous colors may form pleasing combinations when used together in a display

The Color Wheel

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COLOR

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Complementary Analogous Triadic

COLOR

• Colored words or images in a monochrome display will draw eye.

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COLOR

Background Foreground Images and Text

Highlights

white dark blue red, orange

light gray blue, green, black red

blue light yellow, white yellow, red

light blue dark blue, dark green red-orange

light yellow violet, brown red

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Effective combinations for background and images for PP slides and computer screens

COLOR

• Consider the harmoniousness of the colors you choose

• Look at the color wheel

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COLOR

How to choose colors• Be inspired by art and nature• Explore color palettes of templates• Use psychological associations (color and

mood/meaning)oRed: passion, bloodshed, power, zealo Blue: serenity, tranquilityoGreen: growth, hope, disease, terror

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• Use cool color for background• Highlight important cues in

warm color such as red and orange

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PROCESS OF VISUAL DESIGN : ARRANGEMENT

• Is equal to overall “look”.• The ideas of establishing an underlying pattern• To determine how the viewer’s eye will flow

across your display• For PP, multipage handouts – consistent in

arrangement of elements• Viewers will form unconsciously a set of rules

about where information will appear

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PROCESS OF VISUAL DESIGN : ARRANGEMENT

• Proximityo Element that close to each other are related

and vice versa

• DirectionalsoCan be used to direct attentiono Eye movement patterno E.g. arrow, bold, ‘bullet’

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PROCESS OF VISUAL DESIGN : ARRANGEMENT

• Figure-ground contrastoWording should contrast to the background

• ConsistencyoConsistent in the arrangement of the

elementso Place similar element in similar locationoUse same text for headlines

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VISUAL DESIGN GUIDELINES

• Visuals selection or production is carried out after you have determined students’ need, interests regarding the topic and decided what objective(s) you hope to achieve through the visuals

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