LESSON 6—GRAPHIC MATERIALS

PRE-DISCUSSION

The term graphics comes from the Greek word graphein which
means “to write”, “to draw” or “to, represent by lines.” Graphics are instructional
materials which present summarized information and ideas through drawings, words,
pictures, and symbols. Graphics are generally abstract.

WHAT TO EXPECT?

At the end of the lesson, the student can:

1. list the types of graphic materials;

2. identify the advantages and limitations of using graphic materials; and

3. explain how to effectively utilize printed materials.

LESSON OUTLINE

DRAWINGS AND ILLUSTRATIONS

Drawings and illustrations are non-photographic reconstructions or

representations of reality, etched or drawn by an illustrator, like the teacher or students.
Illustrations can be in black or white or in full color. Illustrations serve a variety of
functions, such as:

1. giving faces to characters in a story;

2. displaying a number of examples of an item described in a textbook;
3. visualizing stepwise sets of instructions in a technical manual;
4. communicating subtle thematic tone in a narrative; and
5. making a reader laugh or smile.
DRAWINGS AND ILLUSTRATIONS AS TEACHING AID

Advantages

1. Drawings and illustrations could be prepared ahead of time by having it drawn

on the board and covered until the class starts.

2. Drawings and illustrations, can be easily prepared once materials are

available. They are also easy to utilize because they do not require special
equipment.

3. They are less detailed; hence, learners can easily understand their message.

Limitations

1. Drawings could be subject to misinterpretations.

2. Technical expertise in drawing could be needed to produce good drawings and
illustrations.

Utilization Guideline

Although technical skill is a requisite in drawing, a good amount of practice could

enhance basic drawing skills.

CHARTS

Charts are instructional materials which present relationships such as

chronologies, quantities, and hierarchies. They usually appear as tables and flowcharts,
and present a combination of pictorial, graphic, numerical or verbal materials.

Different Types of Charts

The most common type of charts, named primarily because of their functions
and appearances, are:

1. Flowcharts or Process charts. Show a sequence, procedure, or a flow of a

process.
2. Classification charts. Show the classification or categorization of objects or
events.
3. Tabular charts. Show data, usually numerical and are presented in columns.
 4. Organizational charts. Show the structure or chain of command in an
organization such as company, corporation or government department. Lines
show the interrelationship of data.
5. Stream or Tree Charts. Show the relationship of data as shown in a
hierarchy.
6. Timeline charts. Illustrate the chronological relationships between events.

CHARTS AS TEACHING AID

Advantages

1. Charts can present summaries of information.

2. Charts can be easily made by students. These can be easily used
because they do not require special equipment.
3. Charts can be moved with ease from one place to another.

Limitations

1. Charts cannot show motion.

2. Big charts can be cumbersome to handle.
3. Charts can be outdated.

Utilization Guidelines

1. Plan well to make sure charts fit the lesson.

2. Parts of the chart should be clear, neat, and detailed enough for vivid
viewing.
3. Avoid crowding the graphics to be shown.
4. When identifying a portion, a pointer could be used.
5. In presenting the chart, attach it on the wall, rather than holding it.

DIAGRAMS

Although considered as charts, these consist of lines and symbols that show the
relationships or key features of a process, an object or an area. Diagrams could be very
abstract such as construction blueprints or very simple.

Different Types of Diagrams

Diagrams could be of the following types:

 1. Venn diagram. Shows areas of overlap between elements.
2. Cycle diagram. Shows a process with a continuous cycle.
3. Radial diagram. Shows the relationships of a core element.
4. Pyramid diagram. Shows foundation-based relationships.
5. Target diagram. Show steps toward a goal.

DIAGRAMS AS TEACHING AID

Advantages

1. Like charts, diagrams show relationships of a large amount of data in a

condensed form.
2. Diagrams are easy to use because they do not require special equipment.

Limitation

Ideas rely heavily on symbolic means, hence, could be difficult to understand.

Utilization Guidelines

1. Diagrams work best in summarizing ideas; hence, preliminary background

information should be well discussed prior to the use of the diagram.

2. Teach symbolism to further comprehend the relationships in a diagram.

GRAPHS

Graphs are instructional materials which represent numerical data. Graphs also
illustrate relationships among units of data and trends in the data. Graphs could be
produced from tabular charts, or could be easily made through computer spreadsheet
applications, such as Microsoft Excel.

Different Types of Graphs

The most common types of graphs are:

1. Line Graphs. These are used frequently in plotting relationships between

changes in a set of data, usually over a period of time.
2. Bar graphs. These consist of bars, either horizontally or vertically, which are
useful in presenting comparisons of data.
3. Circle or Pie Graphs. These are used to Show how a whole IS divided into
parts and the relationship of the parts.
 4. Picture Graphs or Pictographs. These use pictures to represent and compare
numerical data instead of bars or lines.

GRAPHS AS TEACHING AID

Advantages

1. Graphs are made to summarize data, hence, facilitate understanding.

2. Graphs which are colorful are more appealing than tables.

Limitations

1. Graphs can be easily misinterpreted.

2. Because these employ numerical data, graphs could be uninteresting for
some students.

Utilization Guideline

Symbolism in graphs should be taught by teachers to facilitate understanding of

graphs

POSTERS

Posters are materials which combine images, lines, colors, and words. These
materials intend to catch and hold viewer’s attention to present a brief, persuasive
message. Posters may be obtained from a variety of sources. These can also be
prepared by teachers and students.

A good poster is simple and should be able to convey a message quickly. It

should be attractive, l pleasing to the eye, and with good color and design. Posters are
used in schools largely to announce events, to enhance classroom appearance, to
promote campaigns or issues, and

POSTERS AS TEACHING AID

Advantages

1. Posters can be easily prepared by teachers and students.

 2. Posters can easily convey a message.
3. Because of its color, posters can easily catch attention.

Limitation

Posters can portray different interpretations.

Utilization Guidelines

1. Posters should be bold and simple.

2. Posters should be pleasing to the eyes and should incorporate elements of
dynamism and shock.
3. Posters should have limited text and keywords should stand out by means of
type size or position.

CARTOONS AND STRIP DRAWING

Cartoons are colorful line drawings with exaggerated features or symbols that
provide humor or satire. They usually appear in newspapers, periodicals, and
textbooks. Cartoons also include comic strips or Strip drawings, which is a sequence of
closely related drawings intended to entertain and caricatures in newspaper editorials
that are intended to make important social and political comments. They can be often
used by teachers to make or reinforce a point of instruction. Strip drawings can be used
to arouse interest, develop Vocabulary and other reading skills, and serve as
springboards to lessons.

CARTOONS AS TEACHING AID

Advantages

1. Strip drawings can be easily read and understood; thus encourages reading
2. Cartoons satisfy children’s idea of art.
3. Aside from verbal cues, cartoons and strip drawings contain illustrations.

Limitations

1. In interpreting cartoons and strip drawings, there is a tendency to focus only

on the colorful drawings rather than on the words accompanying them.
 2. Pictures or drawings are usually exaggerated, which could lead to
misinterpretations.

Utilization Guidelines

1. Although cartoons can be used for young learners, these can be more
effective for older ones who could understand the message for which they are intended.

2. Cartoons must not contain so many details.

MAPS AND GLOBES

Maps are instructional materials which represent the Earth’s or portion of the
Earth’s surface. Globes, on the other hand, are spherical models of the Earth.
However, even though a globe is three-dimensional, it can be classified as a “graphic”
because of the use of symbols, words, and drawings.

Classification of Maps

Maps could be classified as:

1. Physical maps. Emphasize terrain and topographical concepts.

2. Political maps. Emphasize man-made phenomena such as state, city
provincial boundaries or location of highways or railroads or government
buildings.
3. Special purpose maps. These are the maps used for peculiar purposes like
those presenting amount of rainfall, population distribution, and travel routes.

Classification of Globes

Globes can be classified as:

1. Political globes. Show location and boundaries of cities, provinces, and

other man-made structures.

2. Physical-political globes. Show some political features but emphasize

land elevations and ocean depths.

3. Special purpose globes. These are globes constructed for specific such
as satellite globes, celestial globes, and physical relief globes.
MAPS AND GLOBES AS TEACHING AID

Advantages

1. Maps and globes provide a concrete visualization of the features of the

earth, a country or community.

2. Maps and globes provide opportunities to learn about people,

geographical influences, and places.

Limitation

Maps and globes require a higher level of background information or

experience.

Utilization Guidelines

1. Give enough time for pupils to have their first look on maps or globes.

2. Teach symbols necessary to further comprehend maps and globes.

 SUMMARY

Graphics are visual images or designs on some surface, such as a

wall, canvas, screen, paper, or stone to inform, illustrate, or entertain. In contemporary
usage, it includes a pictorial representation of data, as in manufacture, in typesetting
and the graphic arts, and in educational and recreational software. Images that are
generated by a computer are called computer graphics.

Examples are photographs, drawings, line art, graphs, diagrams, numbers,

symbols, geometric designs, maps, or other images. Graphics often
combine text, illustration, and color. Graphic design may consist of the deliberate
selection, creation, or arrangement of typography alone, as in a brochure, flyer, poster,
web site, or book without any other element. Clarity or effective communication may be
the objective, association with other cultural elements may be sought, or merely, the
creation of a distinctive style.

Graphics can be functional or artistic. The latter can be a recorded version, such
as a photograph, or interpretation by a scientist to highlight essential features, or an
artist, in which case the distinction with imaginary graphics may become blurred. It can
also be used for architecture.
 ASSESSMENT/ENRICHMENT 6

1. What are the types of graphic materials?

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2. What are the advantages and limitations of using graphic materials?

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3. How do we effectively utilize graphic materials?

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 RUBRIC for Essay

Exemplary Superior Satisfactory Needs

10 8 6 Improvement
4

All questions Analysis Analysis Analysis

were answered questions questions questions were
completely; in were were not not answered.
Analysis of depth answers; answered answered
the thoroughly completely. completely.
Assessment/ grounded on Grammar and
Enrichment theories. Clear Vaguely spelling
Exemplary connection related to the Unsatisfactory.
grammar and with theories
spelling. theories
Grammar and
Grammar spelling
and spelling acceptable.
are
superior.

Submission Submitted Submitted Submitted a Submitted two

of before on day days or more
Assessment/ the deadline the deadline after the after the
Enrichment deadline deadline.

Comments: Over-all Rating

______________________ Score Based on
transmuta
______________________ tion
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Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7
below

Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.0

99 96 93 90 87 84 81 78 75 72 71
below

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Signature Over Printed Name of Teacher Date
REFERENCES

Dale, Edgar (1969). Audiovisual Methods in Teaching. New York: The Dryden Press.

Grabe Mark and Cindy Grabe (1998). Integrating Technology for Meaningful Learning.
Boston: Houghton Mifflin Co.

Lucido, Paz I. and Milagros L. Borabo (1997). Educational Technology. Quezon City:
Katha Publising Co.

Marzano, Robert J. (2007).The Art and Science of Teaching. Alexandria, Virginia:

Association for Supervision and Development.

Smith, Hayden and Thomas S. Nagel (1997). Instructional Media in the Learning
Process. Columbus, Ohio: Charles E. Merril Publishing Co.