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Chapter 8: Visual Media

Objectives:
a.) Design visual materials to enhance attainment of specific lesson
objectives using the established guidelines.
b.) Identify the elements of instructional visual media
c.) Exercise visual literacy using visuals given as examples.

VISUALS AND VISUAL MEDIA

Visuals are anything like pictures that is used to make something more appealing or
easier to understand. Visual media refers to images, pictures and graphic organizers that
are being use in the classroom.
Visual Literacy
Printed materials like textbook, magazines, and newspaper often are filled with images or
pictures. In order for the students to learn theses visual images, they need visual literacy
skills. Visual literacy is the ability to interpret images. Students today need to be equipped
to create, to interpret, and interrogate images. Roblyer and Bennet (2001), insists that it
is essential that visual literacy be added to growing list of new capabilities.
Christopherson (1997:173) proposes that visually literate student would have the
following:
• Interpreting skills, understanding, and appreciating the meaning of visual
messages,
• Communicating more effectively through applying the basic principles and
concepts of visual design,
• Producing visual messages using the computer and other technology,
• Using visual thinking to conceptualize solutions to problems.
Purposes of Visuals
Smaldino (2012) enumerated 7 purposes why we use visuals in the classrooms.
1. Provide a concrete referent for ideas

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Ideas can be remembered or easily identified with the use of visuals. For example, the
teachers use visuals in order for the students to remember the content being taught.
2. Make abstract ideas concrete
It is easier to illustrate abstract ideas if the students see something concrete. For
example, using a series of Styrofoam balls to introduce the solar system.
3. Motivate learners
Visuals motivate students to be engaged in the lesson.
4. Direct attention to important points
A visual pointer draws the learner’s attention to what is being shown in the visual. Visual
pointers may be color, arrows, icons, shading, or animation.
5. Repeat information
If visuals are presented to the students together with spoken words, the information
presented can be easily understood.
6. Recall prior learning
Visuals can be used to remember previous learning. This will be stepping-stone for
new lessons.
7. Reduce learning effort
Visuals can simplify complex information.

CATEGORIES OF VISUALS

The following are the categories of visuals based on function (Clark, 2004). Usually, the
visuals to be used for a specific media are determined based on their appearance like the
colors and shapes, however, it is more important to choose a visual that clearly
communicate messages rather than merely its visual properties.
• Realistic Visuals – are visuals that shows the actual object or subject under study.
Theses visuals are used to represent the actual appearance of an object.
Representational graphics include things like the screen shots of software
application screens, equipment, apparatus, and others.
• Mnemonic Visuals – these are patterns of letters, ideas, or associations that help
you remember something. It aids in memory.

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• Analogical Visuals – these visuals convey a concept or topic by showing

something else and implying a similarity.
• Organizational Visuals – this shows qualitative relationships among the main
points or concepts in textual materials. This type of visual helps communicates the
organization of the content. It includes flowcharts, maps, schematics, and
classification charts.
• Relational Visuals – this communicate quantitative relationship. Example of these
are charts and graphs.
• Transformational Visuals – this illustrate movement or change over time.
Examples of these are those that show a process or a step or procedure like the
water cycle.
• Interpretive Visuals – this illustrates theoretical or abstract relationships.
Examples are illustrating a theory, principle or cause and effect relationships.
• Decorative Visuals - this are the things added to spice up the message but serve
no useful instructional purposes. However, teachers need to be careful in adding
elements not part of the intended message because it may interfere or distract the
attention of the learners.

BASIC ELEMENTS IN DESIGNING VISUALS

The elements of design are the building blocks used to create a visual. These
elements are:
1. Lines
Lines connect two points and can be used to help define shapes, make divisions,
and create textures. All times if they are straight, have a length, width, and direction
(Wilson, 2014).
It is one dimensional structural device that attracts attention by moving the eye
around or to a specific area. Lines suggest action, direction, and movement.
Different types of lines can mean something (Hatcher, 1985).
a. Straight lines convey a message of stiffness and rigidity.

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b. Horizontal lines, especially when low in frame, remind viewers of a horizon with
plenty of room to grow. If the horizontal line is high in the frame, the viewer feels
confined as the layout seems heavy. Horizontal lines may also give a feeling of
stability and rest.
c. Vertical line imply strength; they draw the eye upward. In a layout, vertical lines
bring the eye of the viewer to a halt. The eye attempts to travel around the space
created by the line.
d. Diagonal lines have a strong, stimulating effect in the field of view. The most restful
diagonal line is one that extends from the top right to the lower left corner of the
frame. Diagonal lines also strongly imply movement, action, and dynamism.
e. Curved lines give a feeling of motion. It conveys a mood of playfulness,
suppleness, and movement.
2. Shapes
Shapes are self-contained areas. The use of lines, differences in value, color,
and/or texture defines an area.
Shapes are two dimensional and can form an outline of objects. Shapes ca work
together to create a meaningful whole. Some shapes communicate from their silhouette
without any internal detail. Other shapes can be classified as geometric or amorphous.
Different shapes have different meaning s (Illian, Best-practices in Instructional
Graphis Design).
a. Square with its formally balanced, symmetrical orientation, is considered sturdy
and straight forward.
b. Rectangle is the favored shape of the frame to mediate images. In a rectangular
frame, the chief object of focus does not have to be in the center for the piece to
appear balance.
c. Circle has always been associated with the endless rhythmic patterns of time,
symbolizing eternity without clear beginnings or endings. A graphic designer must
use circles carefully. They immediately draw the viewer’s eye in their direction and
thus can overpower an image’s main messages.

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d. Triangles are the most dynamic and active of shapes. As energetic objects they
convey direction.
3. Color
Choices and combinations of colors are used to create emphasis on important
details, differentiate items from the rest, create depth and help organize information.
Appropriate color choices can not only enhance and enrich your visual designs
but also suggest moods and indicate movement. Color commands attention and add
visual impact.
Artists perceived blue, green, and violet as “cool color” and red and orange as
“warm color”. Thus, warmer colors appear to approach the viewer while cooler colors
seem to recede.
Bergeron (1990) found out that:
• Learners recall longer what they see in red.
• Blue elements receive less of the learner’s attention.
• Use yellow to highlight important parts or key words in a visual. People tend to look
at yellow objects first.
4. Texture
Refers to how a surface feels or is perceived to feel. By repeating an element,
a texture will be created, and a pattern formed. Depending on how a texture is applied,
it may be used strategically to attract or defer attention. Texture can be used to give
emphasis, provide separation, or enhance unity. For example, cotton can be used to
represent clouds.
5. Balance
Balance creates the perception that there is equal distribution of elements on
each side, either horizontally, vertically, or both. For visuals that will catch the eye of
viewer you should aim to achieve an asymmetrical, or informal balance. Informal
balance is preferred because it is more dynamic and more interesting. Arrangement
such as C, S, Z, and the like are frequently used for asymmetrical layouts.
6. Contrast

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Contrast makes some elements stand out the page. You can do this through
making difference in size, color, direction, and other characteristics.
7. Scale
Scale specifies the range of sizes. It specifies the size of an item in relation to
another item.
8. Dominance
Dominance focuses on having a single element as main focus which captures
the viewers’ attention. This is often done through intensifying the color, placing object
in strategic place, using lines and other characteristics.
9. Similarity
Similarity refers to creating continuity throughout a design. It occurs when
objects look similar to one another which people perceives a group or a pattern.
10. Arrangement
The arrangement of the visual and verbal elements of layout captures the
attention of the viewer and should be directed toward the important details or
concepts. Elements like the line, space and form can be manipulated to attract and
focus attention quickly.

GUIDELINES IN DESIGNING VISUALS

Well-designed visuals do not only promote learning of the subject matter but
also provide aesthetic models for students own creative growth. The following
guidelines will help the teachers in designing the visuals that they will use in the
classroom [ Russell, 1990].
1. Information/Instructional Purposes
• Use visuals whenever possible to illustrate ideas.
• Present single concept in each visual.
• Break down complex visuals into simpler ones or build them up step by
step.
• Minimize text on each visual; maximum of six words per line and six line
per visual.

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2. Graphic/Picture Elements
• Use visuals that are not too abstract or too realistic
• Use scale or common object to indicate size of unfamiliar objects.
• Eliminate distracting backgrounds.
• If feeling of depth is important, use another object to another to create
the foreground.
• Use the rule of thirds.
• Avoid splitting visual exactly in half with a horizontal line.
• Use graph to present data.
• Use bold [ thick], plain typefaces.
3. Text/Lettering Elements
• Avoid using many different typefaces on the same visuals.
• Use italics, boldface, underlining or color for emphasis.
• Use lowercase lettering, adding capitals only when normally required.
• Center title of the top of visual.
• Use short, concise, meaningful, descriptive titles that contain key words.
• Spacing between lines should be one half times word height.
4. Color
• Use brightest and lightest color to focus attention on important elements.
• Use lettering and visuals that contrast with background color.
• Use continent background colors in series of visuals.
• Limit the number of colors in visual.
5. Layout
• Make visuals as simple as possible; avoid excessive detail.
• Make sure your visual appears balanced.
• Use a horizontal format for overhead transparencies and slides.
• Make visual legible
• Use pleasing layout.

NON-PROJECTED VISUALS

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Good teaching sometimes fails due to visual that are not suitable for the
topic being discussed.
Non projected visuals are visuals that do not require the use of equipment
for projection. These are the most widely used media in many isolated and rural
areas around the world [Heinich, 1953]. They allow instruction to move abstract
ideas to concrete experiences. Non projected visuals are the realia or real objects,
models, still pictures, field trip, and display materials.
Advantage of non-projected visuals
• Can be easily acquired or obtained.
• Can be used without electricity.
• Appreciate for those with low budget.
• Can be used without much artistic ability.
• Can be used in different levels of instruction and discipline.
• Can be used to stimulate creative expression such as telling stories.
Disadvantage of non-projected visuals
• can be damaged easily with regular use.
• Hard to store.
• may be too small for group viewing.

I. Real Objects or Realia

Real objects such as coins, plants and animals are some of the most
accessible materials for educational use. These concrete objects are the
instructional aids most closely associated with the experience at the Dale’s Cone
of Experience. Direct Purposeful Experience (Heinich, 1993). Real object are ideal
media for introducing learner to a new subject. Since these are real students can
touch them, smell, hear, view, open, disassemble, and reassemble them using any
or all the senses of their bodies.
II. Model
It is a three-dimensional representation of a person or a thing. A model
maybe larger, smaller or the same size as the object it represents. It may be

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completed with details or simplified for instructional purposes, models can be

commercially bought or can be teacher-made. A model is used to demonstrate
something, explain a process, or make a topic interesting.
III. Mobile
A mobile is a three-dimensional material that are hung independently from
the roof using fine threads.
IV. Still Pictures and Graphics
These are photographic or photograph-like presentations of people, places,
and things.
Advantages
• It can translate abstract ideas into more realistic format
• It is readily available in books, magazines, newspaper, catalogs, etc.
• It is easy to use because it does not require any equipment
Limitations
• Some photographs are simply too small for use before a group.
• Still pictures are two-dimensional

Types of Still Graphics

Graphics are non-photographic, two-dimensional materials designed
specifically to communicate a message to the viewer. They often include verbal as
well as symbolic visual cues. There are 5 types of graphics according to Heinich
(1993).
1. Drawings Including Sketches and Diagrams – these are graphic
arrangement of lines that represent persons, places, things, and concepts.
• Drawings are completer and more realistic. Drawing are readily found in
textbooks and other classroom materials.
• Sketches usually involves pencil to create figure of pictures. Stick figure
compositions are sketches. Sketches are typically created as a preliminary
to a drawing.

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• Diagrams are usually intended to show parts of an object, help explain

processes or how something works or how it is constructed.
2. Charts - are “a visual symbol summarizing, comparing or contrasting or
performing other helpful services in explaining subject matter” (Dale, 1969).
Charts are graphic representations of abstract relationships such as
chronologies, quantities, and hierarchies. A chart should have a clear, well-
defined instructional purpose. In general, it should express only one major
concept or configuration of concepts. Charts are designed to be shown to a
class or group in the course of a lesson.
Types of charts:
• Organizational charts
• Classification charts
• Timelines
• Flowcharts
• Tabular charts
3. Graphics – are visual representation of numerical data. They also illustrate
relationships among units of the data and trends in the data. Graphics are more
visually interesting, and data can be interpreted more quickly that in tabular
form.
Types of Graphs:
• Bar graphs
• Pictorial graphs
• Pie graphs
• Line graphs
4. Posters – are visual combinations of images, lines, colors, and words. They
are intended to catch the attention of the viewers to communicate a brief
message. Posters can use to stimulate interest to an event or a new topic and
can also be used to motivate students on some new topics. Posters convey
specific message, teach a particular lesson, or give a general idea.

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5. Cartoons – it is the most common and popular visuals to learners. These are
rough caricatures of real people, animal, or events. Cartoons appeal very well
to learners of all ages.
6. Maps – it is an accurate representation of plane surface in a form of a diagram
drawn to scale, the details of boundaries of whole or earth’s surface,
continents, countries, etc. some maps may include geographical images such
as the location of the mountains, rivers, altitude of the place and important
locations. Maps depict the climatic conditions, natural condition, location of
certain countries and continents.
Types of maps:
• Road map
• Physical map
• Topographic map
• Political map
• Climate map
• Resource map
• Thematic map

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