DESIGNING VISUALS FOR INSTRUCTION

P utting your mind into actions...

In producing well -designed visuals - charts, posters, bulletin board displays, graphics for
slides or television and the like- it is best to do a preliminary sketch of the intended visual.

The rough layout in commercial art is called a "blueprint" which gives less attention to artistic
details and more consideration on choosing the right words and images, their arrangement,
lettering style and color.

In planning your rough layout, consider the following:

Use
A - arrangement
B - balance
C - color

to maximize
D - dynamism
E - emphasis
F - fidelity
G - graphic - harmony

BASIC DESIGN CONSIDERATIONS

A. Arrangement

- The pattern should capture the viewer's attention to relevant details.

- A geometric shape (e.g. oval, rectangle, triangle) can serve as a framework to build on.
- Apply the "rule of third". Elements along any of the one-third dividing lines takes on liveliness
or movement. The most dominant and dynamic position is at the intersections of the one-third
dividing lines (especially the upper left intersection). The center is the most static and least
interesting point on the grid.
- Restrict the display to a single idea. In advertising this is called the "unique selling position.
- Lines add to eye movement.
- Horizontal lines give a feeling stability and rest
- Vertical lines imply strength
- Diagonal lines show movement, action and dynamism
- Crossed diagonals give a sense of conflict
- Curved lines give a feeling of motion.
- Contrast lends emphasis. There may be contrasting variations in size, shape, color, or
orientation. An arrow is a pointer to direct the viewer's attention.

B. Balance
- Symmetrical or formal balance has an equivalence of elements on each side of the visual either
horizontally or vertically.
- Asymmetrical of informal balance has a rough equivalence of weights among elements. This
tends to provide dynamism and interest.

C. Color

Color adds to realism, provides emphasis, and create an emotional tone.

- Blue, green and violet are "cool" colors which physiologically seem to recede from the viewer.
- Red and orange are "hot" colors which seem to approach the viewer. Red and orange
highlights help make objects leap to the viewer.
- Different colors appear to stimulate the senses: Blue is "sweet" orange is "edible" Pink, yellow
and green "smell" best. Dark red and brown evoke masculine images of earth, wood and
leather. Gold, silver and black suggest prestige and status.
- Use color judiciously in order not to lose harmony. Choose analogous colors (next to each
other) on the color wheel.

D. Lettering

- Letterings should be consistent and harmonious.

- Ornate letterings adapt to aesthetic or motivational objects.
- Simple letterings(like the Gothic or Roman Sanserif or without serif) are for informational or
instructional purposes.
- Lowercase letters with capitals, only when needed are most legible.
- Short headlines may be all in capitals.
- Color of lettering should contrast with background color for legibility and emphasis.
- For size, a rule of thumb is to adopt 1/4 inch high letters can be seen by a student at the last row
of a 35-feet-long classroom.
- For letter spacing, judge distance by experience stressing an "optical" even and regular pattern.

VISUAL SYMBOLS

Visual symbols are representations of direct reality, which comes in the form of signs and
symbols. The following is a detailed discussion on the different kinds of visual symbols, which
are drawings, sketches, cartoons, comics or strip drawing, diagrams, charts and graphs, maps,
and posters.

Rules of Thumbs in Using Visuals

1. Visuals must be directly relevant to the audio content.

2. Redundancy between visuals and audio must be avoided. If words are displayed, viewers must
be given time to read it.

3. Visual displays should be big enough to be seen by the farthest pupil.

4. Visual displays must be attractive.

5. Visual displays must be aesthetically presented to maintain good taste.

Kinds of Visual Symbols

1. Cartoons

Cartoons tell stories metaphorically through pictures, which need no captions. Symbolism
conveys messages, less words more symbolism the better. The cartoon presents a certain issue or
concern which could be either for or against it.

It is a pictorial representation or caricature of a person, idea, situation or issue that is designed to

influence public opinion. Therefore cartoons must be presented in a challenging manner. For
better understanding they should be drawn around a single idea.

Suggestion for the use of cartoons

a. Appropriateness to experience level. The age and the experience or maturity of the target
learners must be taken into consideration.

b. Simplicity – contains only the essential features. The cartoon must not contain so many
details.

c. Brevity of captions if ever but they may not be given any. Short and direct captions are used
when necessary only.

d. Use of clear symbols. Use symbols that are conventional, like; the dove to mean death; the
turtle to mean slow or sluggishness and others.

e. Adequateness of size. The cartoon should be big enough to be seen and appreciated.

Cartoons could be used for motivation, for follow-up activity and for evaluation purposes.

2. Posters

A poster is combination of bold designs and color primarily intended to catch attention on a
significant fact, idea or message. Simply stated, a poster is a picture with appropriate caption.

Characteristics of a good poster

1. It must be bold and simple but dramatizes features.

2. It must be appropriate to the grade level and to the subject and purpose and purposes.
3. It must have only limited text, few words are generally used and key words are made to
standout by means of type size or position.

4. It must be attractive, pleasing to the eyes.

5. Design and color must be given consideration.

Composition, color and technique are principal elements in effective poster preparation. It
requires a center of interest. Color provides meaning and expression as well as beauty.

6. It must have elements of dynamism and shock.

Posters are best used for motivation and for creative experience as depicting ideas, concepts and
generalizations to summarize a celebration or a unit.

3. Drawings and Sketches

These are crude and simple lines, which are effective in showing what needs to be shown with
sufficient clarity, to make the meaning vivid to learners or students.

They are drawings with no illusion of depth but a smart teacher can use them in a very effective
way in explaining and showing ideas and concepts.

4.Diagrams

Diagrams are simplified drawings designed to show interrelationship primarily by means of lines
and symbols. They are used to explain rather than to represent. It is a drawing that shows
arrangement and relationship, as parts to a whole, relative values, origins and developments,
chronological flow, fluctuations and distributions.

The diagram is used to condense visual summaries of facts; the ideas rely heavily on symbolic
means. However it must be remembered that it is more effective if it has a strong foundation
because it works better for summarizing rather then introducing a lesson. It can be used singly
but it is better if it is used simultaneously with other materials.

5. Charts

Charts are graphic or pictorial representations of a large mass of information or show progression
thru time and space of people or events, ideas and objects.

Kinds of charts and examples

1. Data chart – contains items of information pf all sorts especially quantitative data.

2. Pictorial chart – use relevant pictures to present data or information on quantifiable data over a
specific period or condition.
3. Schematic chart – shows a principle or a law as applied like that of refrigeration

4. Diagrammatic chart – verb chart is popular example

5. Multiple leaf chart – internal working parts of a machine

6. Phantom view chart – shows hidden parts of a machine without obliterating the outer parts

7. Development or progress chart – profile of a place or a person

8. Table chart – bus trips

9. Time and tabular chart – presidents and their term of office

10. Stream or tree chart – family tree

11. Flow or organizational chart – school personnel chart, life cycle of a frog or the water cycle.

6. Graphs

Graphs present quantitative data for easier analysis and interpretation. It shows comparative
relationship of data involved in size, trends and growth. Graphs are best used in developing and
in summarizing a unit.

Kinds of graphs

1. Line graph – is the most accurate of all graphs used in plotting trends of relationships between
two series of data. It is used when there is a considerable number of data to be plotted and if
these data are continuous

2. Bar graphs – simplest of all graphs to read. They are represented either by vertical or
horizontal bars. The lengths of the bars represent an amount or percentage data. It is best when
number of values to be compared is small.

3. Circle or pie graph – the sections of which are used to represent component parts of a whole.
They always present total amounts, their parts or segments are calculated in percentage or
fractional parts of a whole.

4. Area or Solid graphs – use for the simplest quantitative comparison thru the use of geometric
shapes. It is used to compare two or three related totals.

5. Pictorial Statistics or pictograph – it makes use of related pictures in showing quantitative

data. Pictures give realism and interest so it is widely used specially in the elementary grades.

Principles of Pictographing
1. Simplicity – picture used must be simple
2. Comparison of relationship must be strikingly seen
3. Approximates rather than precise amounts are represented
4. Pictorial symbols used must be self explanatory rather than by the size.

7. Strip Drawing or Comic Strip

Strip drawings are recommended for their story value in adaptation of the classics. They are
affective in instruction not only because they are simple, clear and easy to read but because they
deal with materials that has been made personal.

Comics is a form of cartooning in which the same cast of characters form a story in sequence of
closely related drawings, designed to entertain the readers. They are usually enjoyed by
elementary pupils as well as secondary students because of their simplicity, attractiveness, color
and relevant plot. The uses of super heroes or fantasy themes add interest to the learners. Thus
the use of the comic strip in facilitating instruction must be used to the maximum.

Values derived from the strip drawings

1. Increases interest in the subject

2. Individualizes and personalizes instruction for certain types of pupils
3. Serves as a valuable practice in reading
4. Widens reading interest

Reasons for using comics strip

1. It is easy to read so it encourages reading

2. It builds vocabulary
3. It satisfies the collectors’ interest in acquiring copies
4. It provides excitement
5. It is inexpensive
6. It satisfies the children’s idea of art

8. Maps

Maps are usually shown on flat surface and are used to represent the surface of the earth or some
parts of it, showing the relative size and position according to scale or projection and position
represented.

Maps according to content

a. Physical map – also called relief maps, they are the best because of their three dimensional
representation; which includes geographical outline of land and water. Commercial or economic
maps- also known as product or industrial map since they show land area in relation to the
economy.
b. Political map – shows national boundaries down to the smallest division

Maps according to form

a. Chalkboard outline map

b. Student outline maps
c. Projected maps
d. Wall maps (decorative maps)
e. Atlas – collection of maps
f. Sand table map
g. Pictorial maps

Standards in judging maps

1. Visibility – details are clearly seen and read

2. Detail – less detailed maps are better
3. Scale – marks are clear, dependable and easily interpreted
4. Symbols – not too many to be remembered
5. Color – should be used as an aid to reading it
6. Accuracy – in terms of its specific purposes
7. Grade level relevance
8. Print – is legible or readable
9. Durability – can stand several use

Purposes for which maps are being used

1. To enable students to understand both relative and exact position of political units, land
masses and political area.
2. To furnish information concerning areas, distances, directions, shapes, size and relationships
3. To provide orientation and means of visualizing large and remote areas
4. To clarify materials
5. To provide visual basis or comparison and contrast
6. To provide means of regional synthesis
7. To provide interest and stimulation to learn more about people, geographical influences and
places
8. To enable students to trace movements, migration and distribution of people, vegetation,
animal life and culture
9. To serve as one method of study for recording purposes
10. To provide an ‘object test’ means for certain types of measurements
11. To furnish means of self-expression in unit and project study.

Points to remember in utilizing maps for teaching

1. Make sure that the pupils or students comprehend the purpose of the map
2. Promote or develop positive emotional attitude
3. Allow ample time for pupils’ first look
4. Make sure they understand map symbolism

Pictorial Media

For information about pictorial media, please read the following information.

1. Flat Pictures (Still Pictures)

Flat pictures are representations of objects or things on a flat surface. They are the cheapest and
the most readily available of all learning materials. Many of them are free. Teachers and students
can gather pictures from magazines, newspapers, advertisements, pamphlet, posters, circulars
and other things. But like all other learning , materials, their values vary and their selection and
use should be given careful considerations.

Guides to Teaching with Pictures

1. Pictures must be clearly seen by everyone.

2. Students/pupils must be given a chance to point out what they think are the important aspect of
the picture.

3. The teacher must supplement pupils’ comments to make sure that nothing has been omitted.

4. Teacher and pupils should discuss together what they find in the picture.

5. The picture used in class should lead to the accumulation of related pictures in the textbook.

6. If the picture used in class stirs the pupils to attempt at illustrating their own, it is good
evidence that a sound use has been made of them.

7. Pictures ought to supply incentives for the use of auxiliary aids, like motion pictures,
filmstrips and others.

8. Picture ought to promote supplementary reading.

Reading Pictures

We read pictures in the same way that we read a page of words. We derive the message from the
medium by attaching meaning to it.
A picture can be read in four levels as follows:

1. Enumerate level – This level merely calls for the giving of what one sees in the picture e.g.
flower, ball, dog, etc.
2. Descriptive level – Giving a sentence on what is seen or how one sees in the picture looks like:
e.g. I see a big yellow flower. The ball is red.

3. Interpretative level – Giving more meaningful sentences which are of the inference type. e.g.
The yellow flower is the favorite of the girl. Father gives the red ball on the boy’s birthday.

4. Integrative level – This is relating what one sees in the picture to life. Mother bought plastic
sunflower from the superstore. It decorates our living room. Or I play ball with my friends on
Sundays.

Reading pictures can be most rewarding if the students/pupils are given

guides as to what to see and how to see things in the picture. They must be guided to interpret
and to draw inferences about what they see. Pictures must not be merely displayed; they should
be read and talked about. That is why it is necessary that the teacher should choose those which
are related and relevant to the children’s interest, experiences and maturity. This is to encourage
thoughtful seeing and discourse.

2. Photographs

Photographs are also still pictures, which can be mounted or unmounted,

photographic reproductions taken from a magazine, newspaper or books. They appear in black
and white or in full color. They can be filed by subjects or displayed in the bulletin board. In the
choice of photographs, teachers should choose those that suggest motion or the candid shots, as
they are more interesting and life-like. Shotgun pictures do not pose so much challenge and
interest; hence discussion about them is limited.

3. Illustration

Illustrations are non-photographic reconstruction or representation of reality, etched or drawn by

an illustrator, the teacher or the students/learners themselves. Illustrations show the direction at
which movement must take its course or instruction on how to go about assembling a toll in
science or a material or equipment. This can be used for specific situations. Illustrations can be in
black and white or in full color. They can be prepared ahead of time or the teacher can draw
them on the chalkboard while the class is going on. Like the photographs they can be used by
individual students/pupil or for a group of learners.

Purposes for which flat picture, photographs and illustrations can be used for teaching

1. To concertize words and symbols.

When teachers talks about a haunted house pupils will not be able to imagine what kind of house
is it, how does it looks like, but if a picture is being shown, the learners will have a specific
visualization of the kind of haunted house the teacher is talking about. Pupils will then have
uniform information about the topics discussed.
2. To lend meaning to what one reads.
In a Science class students read about single-celled organisms like the amoeba or the
paramecium. An enlarge picture of both when seen by the pupils will enrich what they read. Like
wise if reading about atoms and molecules. Seeing an illustration about them will enrich their
understanding of what they are.

3. To introduce or motivate
In a Literature class, where students are required to read the Ilocano epic, Biag ni Lam –ang,
pictures of some episodes from the epic may arouse curiosity and interest to read it. The pictorial
background can serve to orient the class to the kind of literary piece they are going to read.

4. To correct misconceptions
Pictures and photographs can make meanings more vivid and clearer, because they can capture
scenes, emotions and details which words are not able to describe. Concepts are non-pictorial,
but they can help in developing and presenting them. Liberty is a concept, which is non-pictorial,
but pictures showing the effects and the signs of liberty can help one to better understand it.

5. To summarize a unit
To give a fuller grasp of the unit, pictures, photographs and illustrations should supplement and
complement what pupils read in references and what they heard from the lectures of teachers.
Pictures should become an integral part of the learning.

6. To arouse emotions.
Pictures arouse emotions; hence they compel one’s attention. A violent picture may stimulate
one to dislike the act; a beautiful landscape may evoke appreciation while a colorful dish
arranged with garnishing may stimulate appetite. This arousal focuses one’s attention and
sustains his drives about it. This condition facilities teaching and learning.

4. Flashcards

Flashcards are valuable materials for drill activities particularly in the teaching of Mathematics,
English, and Filipino. Drills are very important means of fixing the skills and automatizing the
responses of pupils/students. Flashcards serve the purpose when used very well. Flashcards come
in the for of word cards, phrase cards, sentence cards, mathematical combination cards and
picture cards.

The following are considerations in using flashcards.

1. The flashcards must be bold and big enough to be seen by everybody.

2. Flash the cards in a fast or snappy manner to develop fast thinking or response. This will
enable the pupils to automatize response.

3. Flash the cards from back to front. Write the answer at the back of each flashcard so that as
you flash you can see the answer and thus you will be able to check if the response of the pupils
is correct or not.
4. Hold the flashcards firmly at your chest level. Take care not to hide the words

DISPLAY FORMATS

Ways to display Visuals

Non-projected materials such as charts, graphs, or posters have to be displayed. This can be done
in several ways ranging from simply holding a single visual in your hand to using exhibiting
props for more display.

Useful in classes and lectures are non-projected materials to include chalk boards, peg boards,
bulletin boards, cloth boards, and magnetic boards. Exhibits may include models and realia. To
display, consider your audience, the nature of your visuals, the communication/instructional
setting, your lesson/communication objectives, and the availability of the various display formats
or display surfaces.

Description of Terms

1.) Chalk boards - once called blackboards, they now come in a variety of colors. On them can
be drawn units to adjuncts to your message.

2.) Multipurpose boards - these are boards which can be useful for many purposes. They are
also called "visual aid panels" and may have steel backing for magnetic display of visuals. Non-
glare surfaces can also be used to project films, slides overhead transparencies.

3.) Pegboards - useful for displaying heavy objects, such as 3-dimensional materials ans visuals.
Metal hooks can be inserted into the pegboard to hold books, papers and other objects.

4.) Bulletin board displays - boards for posting bulletins or brief news announcements of urgent
interest. The decorative bulletin board can lend visual stimulation.
5.) Cloth boards - flannel, felt or hook-and-loof materials can be stretched over a sturdy
backing, such as plywood.

6.) Magnetic boards - visual, such as plastic lettering, are backed with magnets and placed on
the metal surface of the board.

7.) Flip Charts - a pad of large-sized paper is fastened and mounted on a wooden or metal easel.

8.) Exhibits - displays of nonprojected visuals for integrated communication/instructional

purposes. Exhibits can be set up on a table, shelf or desk.

Audio Visual Showmanship

I. Tips for effective use of chalk boards:

- Face class/audience when talking. Do not talk to the board; Do not turn your back to the class
any more than absolutely necessary.

- Print, rather than use script. Size of letters should be legible to students at the back of the class.

- Hold chalk so that it does not make scratching noise.

- Use colored chalk for emphasis.

- Do not stand in front of what you wrote.

- Put extensive writing/drawing before class/session.

II. Tips for bulletin board displays

- Generate a theme and adopt it as a headline.

- Wording should be simple and according to viewer's language.

- Gather or produce materials such as photos.

- Select a background material (cloth, aluminum foil, colored paper)

- Lines can be made from ribbons, yarn, string wire, or paper strips.

- Letters can be freehand drawn from lettering guide, cut from construction paper.

- Appraise display from a technical standpoint.