C.

GOALS OF VISUAL DESINGN

There are a few fundamental principles of visual desing that even novices may
pursue. For purposes of information and instruction, good visual design tries to
achieve at leastfour basic goal in terms of imroving communication:

Ensure legibility

Reduce the effort required to interpret the message

Increa the viewer’s active engagement with the message

Focus attention on the most important parts of the message

a. Ensure Legibility
A visual cannot even begin to do its job unles all view ers can see the words
and images. It’s surprising how of ten this simple rule is broken. Think of how
many times you have heard a presenter say,”you may not be able to see what’s on
this transparency [or slide], so let me read it to you.” The goal of good visual
design it to remove as many obtacles as possible that might impede transmission
of your message (specific guidelines on, for example, the size of letters appear
later in this chapter
b. Reduce Effort
Later in this chapter you will see how establishing an underlying patern,
putting like things ti gether, and following a reguler pattern in your treatment
contributet to this goal.
c. Increase Active Engagement
A major goal is t make your design as appealing as possible-to get
viewers’ attention and using textures and inreative feature to get viewers actively
engaged with your message.
d. Focus Attention
The overall desing pattern plus specfic directional guides (woven into the
desing and color cues) are your means for achieving the goal of focusing attention.
D. PROCESS OF VISUAL DESIGN
The section outlines a set procedures fo carrying out visual desing so as to
enhace these goal. We will group these decisions into three sets:
1. Elements: selecting and assembling the verbal/visual elements to incorporate into
the display.
2. Pattern: choosing an underlying pattern fo the elements of the display.
3. Arrangement: arranging the induvidual elements within the underlying pattern

a. Element
Desingnig a visual display begins by gathering or producing the induvidual
pictorial and text elements that you expect to use in thedisplay. This assumes, of
course, that you have alredy determined students need and interests regarding the
topic and decide what objective you might achive through the visual you are
planning-be it a bulletin board, an overhead transparency, printed handouts, or
computer screen display.
In selecting or producting the pictorial and text elements, you will want to
make your choices based on achieving the visual design goals-ensuring legibility,
helping viewers to quickly see your message, getting viewers actively with your
message, and focusing attention on key points. We have grouped the following
attention on key points.

a. Visual Elements
The type of visual selected for a particular situation depends on the
learning task.visual, symbols, one classification of learning resources in
Dale’s Cone of Experience, can be subdivided into three categories: realistic,
analogic, and organizational.
b. Verbal Elements
At a minimum, you have to be sure that the letttering is legible in terms
of size and spacing and of a style that is consistent with your intended
message.
c. Letter style
The style of the lettering should be consistent and should harmonize
with the other elements of the visual. For sratghtforward informational or
intructional purpose, aplain lettering style is recommended.
d. Numbr of Letter Styles
A display-or a series ofrelated visuals, such as a slide-should use no more thsn
two different type styles, and these should harmonize with each other. When
preparing text on a computer it is tempting to use many variations of a
typeface,but fot good communication it is best to limit the number of
variations (e.g., bold, italic, underline, size change) to amaximum of four.
That is, you could use two different type sizes plus some italics and some
underlining, or three different type sizes plus bold for examhasis.
e. Capitals
For best legibility, use lowercase letters, adding capitals only where narmally
required. Short headlines may appear in all capitals, but phrasesof more than
three words and full sentences should folow the rule of lowercase lettering.
f. Colot of lettering
As discuseed later in the section “figure-Ground”, the color of the lettering
should contrast with the background color both for the sake of simple
legibility and for the sake of emphasis in cases where you want to call
particular attention to the verbal message.
g. Size of Lettering
Displays such as buletin bords and posters are often meant to be viewed by
people situated at a distance of 30 or 40 feet or more. In these cases the size of
the lettering is crusial for legibility. A common the rule of number is to make
lowercase letters 1 inch high for each 10 feet of viewer distance
h. Spacing Between Letters
Lettering on these lines will then result in text with the coorect spacing
i. Elements That add appeall
 Surprise : think of an unsual metaphor, an incongruous combination of
word and picture, an abrupt infusion of color,a dramatic change of
size.
 Tekture : texture is a characteristic of three-dimensional object and
materials
 Interaction : require learner participation
b. Pattren
The major factors that affect the overall look are alignments, shape, balance, style,
color scheme, and appeal
a. Alignment
The most effective way to establish such visual relationships is to use alignent.
Viewers will perceive elements to be aligned on the same imaginary
horizontalor vertical line.
b. Shape
Another way to arrange the visual and verbal elemets is to put them into a
shape that is already familiar to the viewer. Your aim should be to use a
pattern that attracts and focuse attention as effortlessly as posible.
c. Balance
In most cases, though, for visual that will catch the eye and serve and serve an
informational purpose you should aim to achieve an asynmetrical, or infirmal,
balance.
d. Style
Simple, no messy display
e. Color Sheme
When choosing a color shemefor a display, consider the harmoniousness of
the colors.
f. Color Appeal
When choosing colors for instructional material, consider the emotional
response you are seeking-an active, dynamic, warm feeling, or a more
contenmplative, thoughtful, cool feeling.
c. Arrangment
a. Proximity
Once you have established the overall shape of your display, you will want to
arrange the items within that pattern. You can use this principle of proximity
by putting related elements close together and moving unrelated element apart.
b. Directionals
If you want viewer to read the display in a particular sequence or focus on
some particular element, you can use variuos other devices, called
directionals.
c. Figure-Ground Contras
Important element, especially wording, should stand out in good contras to the
background, the simple rule of figure-ground contras is that dark figures show
up best on light grounnd nd light gigures show up bst ondark ground
d. Consistency
If you are planining a series of display, such a set of overhead
transparencies,amultipage handout.
INSTRUCTIONAL MEDIA AND TECHNOLOGIES FOR LEARNING

“VISUAL PRINCIPLES”

LECTURER :

Yelni Erniyati, MPd

COMPLIT BY (GROU 4)

Miftahul Jannah

Rahul Oktadendi

Syaumi Syafitri

ENGLISH EDUCATION DEPARTEMENT TARBIYAH FACULTY OF

EDUCATION TEACHER TRAINING STATE ISLAMIC INSTITUTE OF
KERINCI

2020
 FOREWORD

Praise the presence of allah SWT who has given His grace and guidance so that i can
complete the assigment of this paper titled visual principles on on time.

The purpose of eriting frpm this paper is to filfill the task ofthe field of instructional
media and technologies for learning. In addtion, tis paper aims to increase insights about
vuisual principles for readers and writers.

I realize, the paper i wrote is still far from the perfect word. Therefore, the criticism
and suggestions thatbuild will be looking forward to the perfection of ths paper.

Sungai Liuk, 7 March 2020

Group 4