Visual Literacy - Design Principles

to Visual Literacy - Design Principles
instruction.
This instruction is designed to:
Introduce and explain “Visual Literacy”.
•Introduce you to the 4 main Principles of Design

•Recognize a “good” example fRom a
“pooR” example
Identify if principles are applied
Click here to visuals effectively, and efficiently
For next
page

Did you find the previous page to be very unappealing
and obnoxious?

It was purposely designed that way to get your
attention and to demonstrate how a page could look
when the Visual Design Principles are not applied.

We’ll be critiquing this page at the end of this
instruction applying your newly learned skills.

Let’s go to the next page and
start again! (click on the arrow)

Content: to the Visual Design Principles instruction.
Teacher Use
Goals

As teachers, you will not only be using visuals to aid
in your instruction, but you will also be creating them.

The goal of this instruction is to provide you with the
tools and information so you can
•Evaluate information presented by visual media.
•Incorporate these concepts in creating your own
visuals that are effective, efficient and appealing.

Click on arrow
to continue.

Content:
Areas covered
Purpose

•Introduce and explain “Visual Literacy”.

•Introduce the 4 main Visual Design Principles.

•Inform you on the importance of critical viewing.
•Develop awareness and skills for critical viewing.
•Provide examples and nonexamples.

Visual Literacy is defined as the
1/5 learned ability to interpret visual messages
accurately and to create such messages.
Content:
Definition
Benefits
Educator Goals Visual Literacy involves two strategies:
Overview
Critical Viewing
• Helping learners to decode or “read” visuals proficiently
Develop skills by practicing visual analysis skills.
• Helping learners to encode or “write” visuals – to
express themselves and communicate with others.

In this instruction, we will only be addressing the first
strategy – decoding.

2/5
Benefits
How does this instruction in Visual Design
Content:
Definition Principles benefit you, a future teacher?
Benefits
Educator Goals
Overview
Critical Viewing 1. It will give you the ability to critique visuals to
Develop skills
determine if they are good enough quality to use.

2. It will allow you to apply your knowledge to visuals
that you will create in the future. The results will be
the creation of effective, efficient, and appealing visuals
which allows better learning for students.

2/5
Educator Goals
Content:
Definition
Benefits
As an educator, the goal is to transfer information
Educator Goals to our students to the best of our ability. An important
Overview
Critical Viewing responsibility of educators is to provide our students with
Develop skills
the best available learning environment and materials. That
means using and providing our students with the best and
most appropriate visuals to compliment words and sounds.
The ultimate goal is to facilitate and enhance learning.

3/5 Principles of Visual Design that this
instruction examines are as follows:
Content:
Definition •Color
Benefits
Educator Goals •Balance
Overview •Legibility
Critical Viewing
Develop skills •Consistency

Different sources list the Principles in a variety of ways.
When reading further about Visual Design Principles,
you may see them organized differently, but the content
is almost identical.

Critical Viewing is defined as the ability to
4/5
comprehend and evaluate information presented by
Content: visual media.
Definition
Benefits
Educator Goals
Overview
Why is this important?
Critical Viewing By combining your critical viewing knowledge with the
Develop skills
principles of Visual Design, you will be able to select and
create the best visuals for your classroom, resulting in more
effective communication with your students.
As educators, the primary goal is to transfer the information
to the student to the best of your ability. We need to provide
our students with the best materials possible so that
learning is facilitated and enhanced.

Developing skills and awareness (critical viewing)
5/5 can be learned. Becoming aware that Visual Design
Principles exists is the first step.
Content:
Definition This is achieved by exposure to examples demonstrating
Benefits
Educator Goals
the proper application of theories and guidelines and also by
Overview viewing nonexamples where principles are applied
Critical Viewing incorrectly or inappropriately.
Develop skills
When you have completed viewing all four Visual Design
Principles, go to
•Conclusion - an area for reviewing and summarizing the
Visual Design Principles. (found on last slide of each principle & main menu)
Once completed, go to the

•Final Critique - At the end, you will critique five
visuals. For three of them, you will be using a “yes/no”
checklist asking if each principle has been properly applied.
On the fourth visual, you will list Principle weaknesses.
Lastly, you’ll create your own visual.

As stated earlier, this instruction will deal with only
four main principles in Visual Design.
1/1

Content:
With each principle, the following information is included:
•Definition
Instruction Includes
Definition •Examples - (showing proper application of theory & guidelines)
Examples
Nonexamples
 your understanding •Nonexamples - (showing improper application of guidelines)
Additional resources

•Check Your Understanding YU - an area where you can
see if you have grasped the concept before continuing. Always
complete before continuing onto the next slide.

•Additional Resources – link found on the first
slide of each principle page and main page (upper left hand
corner).

Are you ready? Let’s begin!

To return to this Main menu page, click on the
button located at the bottom of the screen.

MAIN menu contains links to each of the Visual
Content: Design Principles:
Design Principle Links
Conclusion Link
•Color
Final Critique Link •Balance
Reference Link
•Legibility
•Consistency
When you have completed all of the principles, you need to do
two things.
1. Go to the Conclusion for review and summary.
then
2. Go to the Final Critique in the upper right-hand
corner. Here you will apply your knowledge of the
principles by evaluating five different visuals.
You may view the principles in the order of your choice.
Note: the Home button
returns to the
Welcome page.

1/32 Color is defined as the aspect of objects and
light sources that may be described in terms of
hue, lightness, and saturation for objects.
Content:
Definition
Three main areas
Color will be discussed in three areas:
• Color Scheme Effectiveness
• Color Appeal
• Color Consistency

2/32 Color Scheme Effectiveness
Area 1
There are 2 areas involved in color scheme effectiveness.
Scheme Effectiveness
Content: • Figure-ground contrast
• Figure/ground
• Complementary colors
• Avoiding intense complementary color
combinations when using large amounts of text
because it has a “vibrating” effect on the eyes.

Figure-ground contrast
Area 1
Figure – the text or objects on a page
Content:
• Figure/ground
Ground – the background

Figure

Ground

Good contrast.

In order for your objects (figures) to show up well
4/32 against the background (ground), a strong contrast
Area 1 is needed.
Content: Purple Red
• Figure/ground
-contrast

Blue Orange

Green
Yellow

Nonexample

Area 1
Content:
• Figure/ground
-nonexample

There is poor contrast in the top 2 lines of text.
The dark purple in “Welcome” fades into the
background. There’s not enough color difference.

Area 1
Content:
• Figure/ground
-example

Good Contrast Poor Contrast

With strong contrast, the letters are easy to read. When the text
color (figure) is similar to the background (ground), it makes
reading difficult.

Color Scheme Effectiveness
7/32 Important elements, especially wording, should
Area 1 stand out in good contrast to the background.
The simple rule of figure-ground contrast is that
Content:
• Overview
dark figures show up best on light grounds and
• Effective sets light figures show up best on dark grounds.
•  Your Understanding
Different color combinations provide different figure-ground
contrasts. According to research conducted by Birren, 1963
the effective combinations are (shown in descending order of legibility):
1st 2nd 3rd 4th 5th
Contrast Contrast Contrast Contrast Contrast

Contrast

Contrast

Let’s check your understanding.

Click on the button at the bottom of the page that looks like: YU

Always do YU before moving to the next slide!


YU


8/32
YU CYU1. Look at the following color combinations of
text and backgrounds. Choose the one that is the
Area 1 easiest to read by clicking on the color combination.
Content:
• Figure-ground

WESTERN WESTERN

WESTERN WESTERN WESTERN

To
continue

Please return to the previous page and
try again.

Please return to the previous page
to continue the lesson.

Area 1 Complementary – colors that are across from each
Scheme Effectiveness other on the color wheel.
Content:
• Complementary When intense complementary colors are placed directly
- Examples
next to each other, the eye cannot focus on both at the
same time, so you get an unpleasant vibrating effect. It’s
okay to use these to grab attention, but avoid over-using
complementary colors.
Examples:
and purple

red and green

blue and orange

Nonexample 1

Area 1 Avoid intense complementary colors
Content:
• Intense complementary Lets Learn our Lets Learn our
- Nonexample 1 A,B,C’s! A,B,C’s!
A – apple A – apple
B – boy B – boy
C – cat C – cat
D – dog D – dog
E - elephant E - elephant

Reading a great amount of text in color combinations
like these may cause the viewer to get headaches. It’s
really hard on the eyes.

Nonexample 2

Area 1
Scheme Effectiveness Avoid intense complementary colors
Content:
• Intense complementary One should view these One should view these
- Nonexample 2 suggestions as general suggestions as general
guidelines about color guidelines about color
schemes instead of schemes instead of
absolute rules. In any absolute rules. In any
situation. there are situation, there are
many factors that will many factors that will
have an impact on have an impact on
whether particular whether particular
colors will work well colors will work well
together. together.


YU


YU CYU2. Which color combination appears to vibrate
12/32
and is hard on the eyes? Choose your answer by
Area 1 clicking on the picture.
Content:
• Complementary

Home of the Home of the
St. Louis Rams St. Louis Rams
Summer Training Camp Summer Training Camp

Home of the
St. Louis Rams
Summer Training Camp

13/32
Color Appeal
Area 2
Color Appeal
Content:
• Emotional response In Color Appeal, which is the second
- Targeted audience
area of Color, we will look at the
emotional responses to color of your
targeted audience.

Color Appeal
14/32 Emotional responses
Area 2 Whether you are aware or not, colors do elicit certain
Color Appeal emotional responses.
Content:
• Emotional response
- warm colors Research has been conducted in this area, and we can use
- cool color
this information to create visuals that help communicate
more clearly and aid in keeping our audiences attention.
Warm colors produce emotional responses which are active,
dynamic, or a warm feeling.
The cool colors elicit emotional responses of a more
contemplative, thoughtful, or cool feeling.

Examples of these colors can be seen on the next slide.

The color wheel is our source for reference. It is
15/32 divided into warm colors and cool colors.
Area 2
Color Appeal
Content: Purple Red
- color wheel

Blue Orange

Green Yellow

Cool -contemplative, Warm - active,
thoughtful, or dynamic, or a
cool feeling warm feeling

Example 1
Color Appeal
Example –
Area 2 the yellows and gold's give the appearance of being hot.
Color Appeal
Content:
- example 1
- nonexample 1

Nonexample – pink is not a color associated with hot.
Therefore, this is an ineffective use of color.

Example 2
Color Appeal

Area 2 Example:
Color Appeal
Content: Think about ice. It has
• Emotional response the appearance of
- example 2
blues and purples.
- nonexample 2

Nonexample

The color conflicts with the message.


YU


YU CYU3. Look at the two visuals below. On your
18/32
answer sheet, list the emotional response (s)
Area 2 elicited from each.
Color Appeal b.
Content: a.

Color Appeal
19/32 Targeted audience
Area 2 When creating visuals, you need to know your
Color Appeal audience and tailor the design towards them.
Content: Is the design for a child or is it for an adult?
• Targeted audience
- preferences
Responses to warm and cool colors seem to be
related to age.

In general, children seem to prefer warm colors,
especially , , , and . Children
also prefer brighter colors and combinations of
intense colors more than adults do.
With maturity, there is a preference toward cooler
colors and subtler combinations.

Example 1

Color Appeal
20/32
Targeted audience
Area 2
Color Appeal
adult
Content: child
- example 1

Note the bright colors and the
use of , , Note the use of toned
and . down, subtler colors.

Example 2

21/32 Color Appeal
Targeted audience
Area 2
Color Appeal
Content: child adult
- example 2

Again we see the bright Toned down, muted, and subtler
colors and the use of colors are used in this cover.
, ,
and .


YU


22/32
YU CYU4. Look at the visuals below. Which visual is
more appropriate in color appeal for the intended
Area 2 audience of children?
Color Appeal
Click on the visual as your answer choice.
Content:

75c

75c

23/32 Color Consistency
Area 3
Color Consistency In this final area of the Color principle, we look at
Content: two areas.
• Overview

First, we’ll look at how color should support the theme
of the visual.
Second, we’ll discuss how the colors you choose for
your text, your headings, your background or your
graphics should be consistent throughout the visual.

24/32 Color Consistency
Area 3 Use colors that support the theme or idea
Color Consistency
When choosing colors for a visual, careful thought needs
Content:
• Supports theme
to be given. Choose a color that supports the theme or
• Use same per group main idea.

If the graphic deals with “hot,” then the colors should be
the warm colors (reds, yellows, oranges)

If the theme deals with “oceans,” then the colors used
should be the cool colors (blues, greens, violets)

Example 1

25/32
Use colors that support the theme or idea
Area 3
Color Consistency
Content:
• Example 1

The colors of red, , and blue support the theme.

Example 2

Use colors that support the theme or idea
26/32

Area 3
Color Consistency
Content:
• Example 2

In this Civil War poster, brown tints are used
to give the poster an antique feeling which
supports the history theme.


YU

 Use colors that support the theme or idea
YU
27/32
CYU5. Look at the two bulletin boards below. Which
Area 3 bulletin board theme demonstrates appropriate use
Color Consistency of colors?
Content: Choose the correct answer by clicking on the picture.
• Supports theme 1

Continue with
another

YU


YU Use colors that support the theme or idea
28/32
CYU6. Which visual better uses color to support the
Area 3 theme, goal, or main idea? Choose your answer by clicking
Color Consistency on the picture.
Content:
•  Your Understanding
Supports theme 2

29/32
Use the same colors in each group
Area 3
Color Consistency
-Headings
-Text
Content: - Background
• Same colors per group
- Graphics

Once you choose a color for the headings, use that same
color throughout the visual. The same goes for the text.
Once you choose a text color, use the same one in the
visual for all text. This same concept should also be
applied to the background and the graphics.

Example 1

30/32 Use the same colors in each group
Headings, Text, Background, graphics
Area 3
Color Consistency
Content:
- example 1

In this bulletin board, notice that all the text is in
black, as well as the graphics.

Example 2

31/32 Use the same colors in each group
Headings, Text, Background, graphics
Area 3
Color Consistency
Content:
- example 2

Again we see consistency is the use of color
in the heads, text, background, and graphics.


YU

 CYU7. After looking at the two visuals that were
YU
32/32 designed for a brochure inviting tourists to Alaska,
would you say they are consistent in the use of
Area 3
Color Consistency color? Choose your answer by clicking on
Content: ( Note: Carefully study prior to answering!)
•  Your Understanding yes or no

Experience some Experience some
of natures’ most of natures’ most
wondrous sites. wondrous sites.

Come see Alaska’s Wildlife: Come see Alaska’s Scenery:

Arctic Polar Bear Mountainous Glaciers

Beautiful Landscapes
Penguins

1 2
Was that your
last Principle?
Click here.

Balance is defined as the psychological sense
1/18 of equilibrium.

It is achieved when the “weight” of the elements is equally
Content:
• Definition
distributed on each side of an axis, either horizontally,
- Types vertically, or both.

AXIS
Two areas discussed in balance are :
1. Balance type 2. Balance appeal

3/18
Balance Types
Area 1
Balance Types
Content:
• Formal
There are 2 types of balance.
- Informal 1. Formal – when the design is repeated on both
sides.

2. Informal – the weight is equal but with
different elements on each side.

Formal Balance
4/18
Formal – when the same design is repeated on both sides.
Area 1
Balance Types-
Formal Attributes – not very interesting to the viewer.
(Note: to help you see the axis in the following visuals, a has been added.)
Content:
- Definition
- Example

Example 1

5/18 Formal Balance
Area 1
Balance Types-
Formal
Content:
- Example 1

Example 2

6/18 Formal Balance
Area 1
Balance Types-
Formal
Mrs. Cranes Classroom Helpers
Content:
- Example 2 Paper Passer Line Leader Paper Grader Snacks

• Dfis jdi • Dfis jdi • Dfis jdi • Dfis jdi
• Do fii jdf • Do fii jdf • Do fii jdf • Do fii jdf
• Difjsd • Difjsd • Difjsd • Difjsd
• Si fjsei • Si fjsei • Si fjsei • Si fjsei
• Fidjf sidf • Fidjf sidf • Fidjf sidf • Fidjf sidf

7/18 Informal Balance
Area 1 Informal - the weight is equal but with different
Balance Types- elements on each side.
Informal
Content:
Attributes
- Attributes • preferred because it is more dynamic and more
--Example
interesting than formal balance.
• catches the viewer’s attention

Example 1

8/18
Informal Balance
Area 1
Balance Types-
Informal
Content:
--Example 1

Example 2

9/18
Informal Balance
Area 1
Balance Types-
Informal
Content:
--Example 2



Always do YU before moving to the next slide.


YU

CYU8. Look at each visual. It demonstrates

YU either formal or informal balance. Click on the 2
10/18
pictures that show formal balance.
Area 1
Balance Types
Content:
--  Your Understanding

Onto
another

YU


YU CYU9. Look at the examples of balance shown
11/18
below. Select the two that are informal. Choose
Area 1 your answer by clicking on the pictures.
Balance Types
Content:

 The 2nd area in Balance
YU
12/18
Balance Appeal
Area 2
Balance Appeal is the area around the objects or text.
Content: There should be an appropriate amount of space – not too
- Overview
much nor too little.
If too much white space is used, the objects look lost on the
page. If too little white space is used, it makes viewing
and understanding the visual difficult.
As stated before, informal balance is preferred because of its
appeal. Being more dynamic and more interesting than
formal balance, it catches the viewer’s attention better.

Nonexample 1

13/18 Balance Appeal -Too much white space

Area 2
Balance Appeal VOWELS
Content:
- Too much white space a o
- Nonexample 1

i

e u

Notice how the text and graphics seem to
get lost in the “white space”.

Nonexample 2

14/18
Balance Appeal - Too little white space

Area 2
Balance Appeal
Content:
- Too little white space
- Nonexample 2

Too little white space around the words looks
crowded and makes it difficult to read. Using
smaller letters would solve this problem.


YU


YU
15/18
CYU10. Study the following three visuals. Which
one is the most effective? Choose your answer by
Area 2 clicking on the picture.
Balance Appeal
Content:

BASIC BASIC
BASIC
SHAPES BASIC
BASIC
SHAPES SHAPES SHAPES
SHAPE

16/18
Balance Appeal
Area 2
- Informal balance preferred
Balance Appeal
Content:
- Informal preference
As already stated, informal balance is preferred. It’s
more exciting, and it’s not predictable. There’s a sense
of expectancy with informal balance. Let’s take a look
at some examples comparing the two types, using the
same material.

Example 1

Preference for Informal Balance
17/18

Area 2
Balance Appeal
Content:
- Informal preference ex. 1

Formal – not as interesting
Informal – more interesting

Example 2

Preference for Informal Balance
18/18

Area 2
Balance Appeal
Content:
- Informal preference ex. 2

Informal – more interesting

Formal – not as interesting

Was that your
last Principle?
Click here.

Legibility is defined as the capacity to be
1/35
read or deciphered ; plain.

Content:
• Definition
- KISS theory A good guideline to use is the K.I.S.S. theory.

K – Keep
I – It
S – Super
S – Simple!

Example 1

2/35
K.I.S.S. Theory

Content:
- K.I.S.S.
- Example 1

This bulletin board is very simple, clear, and
uncluttered. It’s easy to read.

Example 2

KISS Theory
3/35

Content:
- K.I.S.S.
- Example 2

This bulletin board is also very simple, clear,
and uncluttered. It’s easily understood.

Nonexample 1

KISS nonexample
4/35

Content:
- K.I.S.S.
- Nonexample 1

This bulletin board is cluttered. There’s too much
information displayed. It could be improved by
reducing the number of items.

Nonexample 2

KISS nonexample
5/35

Content:
- K.I.S.S.
- Nonexample 2

This bulletin board is also cluttered. There’s too much
information displayed. Again, a possible solution is
reduce the items.

6/35 This instruction deals with four areas of
the Legibility principle.
Content:
- Four areas
1.Typography (use of fonts, styles)
2. Flow (how it moves)
3. Proximity (the location of items)
4. Obvious Main Idea

1. Typography
7/35
Typography is the style, arrangement, or appearance
Area 1 of typeset matter. Font size is the size of the lettering
Typography
or type. The higher the font size, the larger the lettering.
Content:
- Definition
- Correct font size
- Guidelines When choosing your font size, make sure that it is
easy to read. Depending on the visual, the font size
will vary. If the lettering is to be viewed at a distance
of 30 or 40’ or more which is the case for bulletin
boards or posters, then the size should be 1 ½” tall
For a projected visual, the minimum font size should
be 18 - 24 points.
With a handout, the recommended lettering size is
12 points, and no smaller than 10.

Example

Correct usage of font size.
8/35

Area 1
Typography
Content:
- Correct font size
- Example

The holiday names are actually 2” tall. Therefore, the text could be
viewed at 30’ or more. The recommended minimum size is 1½” tall.

Nonexample

Incorrect use of font size.
9/35

Area 1
Typography
Content:
- Correct font size
- Nonexample

The title size is okay, but the names of the holidays are not.
They are too small and wouldn’t be able to be read from
across the room.

Distinguishing headings from text
10/35
Placement refers to the location of items on a page.
Area 1
Typography - contrast
Content: When you position the primary elements within a display
- Placement so that they have a clear visual relationship to each other,
- Heads vs. Body copy
viewers expend little effort making sense out of what they
are seeing. They are free to concentrate on understanding the
message being conveyed.

When reading a visual, the heading should look different
from the body copy, or it should have contrast of some
sort. This can be accomplished by using a different
color, a larger font size, or even a different font.

Example
Typography - Can you tell the headings
from the text?
11/35 Central Elementary Roster

Area 1 FIRST GRADE
Typography - contrast Roger Kerr, Robin Kimball, Randy
Knight, John Launer, Pam
Content: Limkemann, Donna McDonald, Deanna
- Heads vs. Body copy McMillen, John Myers, Paul Myers
- Example
SECOND GRADE
Becky Hamilton, Donna Willard, Tim Van
Broker, Deb Hester, Roger Smith, Yvonne
Whewell, Ron Myers, Susie Myers,
Paul Neil

THIRD GRADE
Margaret Nelson, Kyle Nichols, Eldon
Pullins, Mike Roberts, Mike
Schoenherr, Rebecca Schutte, Debbie
Tanner, Leah Ann Taylor

It is easy to tell the headings from the text. The
headings use a different font, different weight, and
are in caps.

Nonexample
Typography - Can you tell the headings
from the text?
12/35 Central Elementary Roster

Area 1 First Grade
Typography - contrast Roger Kerr, Robin Kimball, Randy Knight,
John Launer, Pam Limkemann, Donna
Content: McDonald, Deanna McMillen, John Myers,
- Heads vs. Body copy Paul Myers
- Nonexample
Second Grade
Becky Hamilton, Donna Willard, Tim Van
Broker, Deb Hester, Roger Smith, Yvonne
Whewell, Ron Myers, Susie Myers,
Paul Neil

Third Grade
Margaret Nelson, Kyle Nichols, Eldon
Pullins, Mike Roberts, Mike Schoenherr,
Rebecca Schutte, Debbie Tanner, Leah Ann
Taylor

This example does not show contrast between the
headings and the text. The headings are in the
same font as the text, use the same weight and are
in mixed upper and lower case like the text.

2. Flow
13/35
In this area of Legibility, we will look at two
Area 2 different components.
Flow
Content:  The visual should be easy to follow.
- Easy to follow
- Logical order
 The visual information should be
presented logically.

Flow - easy to follow
14/35 Well designed visuals are easy to follow. We refer to
Area 2 this as the flow.
Flow
Content: Most commonly, we follow text from left to right.
- Easy to follow
-layouts Other ways are from top to bottom, and in different
letter shapes such as Z, L, T, and U. Sometimes the
layout for the flow may be in the shape of a circle,
triangle, or rectangle.

Example

Flow – easy to follow
15/35

Area 2
Flow
Content:
- Easy to follow
-layouts
left to right example

The visual flows left to right.

Example

16/35
Area 2
Flow
Content:
- Easy to follow
-layouts
top to bottom example

The visual
flows top to
bottom.

Example 1

17/35 Arrangement in the shape of the letter Z leads the
viewer’s eye from the upper left to the lower right.
Area 2
Flow
Other letter shapes used are L, T, and U.
Content:
- Easy to follow
-layouts
Z example

Z flow

Example 2

18/35 This bulletin board uses a circle to present their
material. The triangle and rectangle shape can also
Area 2 be used.
Flow
Content:
- Easy to follow
-layouts
circle example

Circle flow

Flow – presented logically
19/35
Logical - Does the material make sense?
Area 2
Flow
Content: Carefully consider how the material is
- Present Logically
-introduction presented to ensure that it is done in a logical
sequence and order. In other words, does it make sense?

It’s probably easier to explain ways of how NOT to
present material logically. Let’s looks at some examples.

Example 1

20/35

Area 2
Flow
E – elephant Lets Learn our
Content:
- Present Logically D – dog A,B,C’s!
-example 1
C – cat A – apple
B – boy B – boy
A – apple C – cat
Lets Learn our D – dog
A,B,C’s! E – elephant

This is NOT a logical way This is clear and easy
of presenting the alphabet. to understand.

Example 2

21/35

Area 2
Flow
Content:
- Present Logically
-example 2

3. Proximity
22/35
Proximity – placing related elements close together.
Area 3
Proximity
Content:
- Introduction Viewers assume that elements close to each
other are related and those that are far apart are
unrelated. You can use this principle of proximity
by putting related elements close together and
moving unrelated elements apart. If this rule is
broken, then confusion occurs.

Example 1

Proximity example
23/35

Area 3
Proximity
Content:
- Example 1

See
Taste

Smell
Hear
Touch

It’s easy to understand what word is associated
with what graphic, since they are close together.

Nonexample 1

Proximity nonexample
24/35

Area 3
Proximity
Content:
- Nonexample 1

Taste See

Touch Hear

Smell

It is more difficult to understand which word
is associated with which graphic, because they
are not close together.

Example 2

Proximity example
25/35

Area 3
Proximity Red
Content:
- Example 2

Violet Orange

Blue Yellow

Green
The words are located close to the corresponding
graphic, using effective proximity.

Nonexample 2
Proximity nonexample

26/35

Area 3
Proximity Red Orange
Content:
- Nonexample 2
Violet
Yellow
Green

Blue
The words are not located close to the corresponding
graphic, making it unclear which name goes to which color.




YU

CYU11. After looking at the following visuals,

YU
choose the one that is most effective. Choose
27/35 your answer by clicking on the picture.
a. b.
Area 3
Proximity
Content:
-  Your Understanding

4. Obvious Main Idea
28/35 The visual should be organized with all parts
Area 4 working together. We refer to this as having unity.
Obvious Main Idea
Content: The last legibility area to be discussed is the need
- Introduction
- Unity to have the main idea of the visual very clear.
- Main idea techniques
- Isolation There are several ways of making the main idea
obvious and one way is using a difference in size.
Another way is using a contrast in color. That
gives attention where you need it.
The last way to make the main idea stand
out is by isolation. Isolation is when there is
lots of white space around it.

Area 4 – Obvious Main Idea Example 1

Guayan
Monkeys Beetles

29/35 Tigers Mosquitoes

Area 4 Endangered
Species Insects
Obvious Main Idea
Content:
- Example 1
Poisonous Parakeets
Frogs

Amphibians Birds Toucans
Tree
Frogs
Macaws

Reptiles Mammals

Monkeys
Anteaters
Snakes
Jaguars Tapirs
Sloths

Nonexample
Area 4 – Nonobvious Main Idea

Area 4
30/35
9 4 30 12
Obvious Main Idea 22 7 26
Content:
- Nonexample

16 20
14 24
2 10 8
6 1
3 18 28 Let’s count.

Do you understand the main idea, the purpose? It says “lets
count,” but how? Do we count by 2’s or by odd numbers?
Are we to count in ascending or descending order? And
why the “Wow! You did it!”? What purpose does it serve?


YU


YU CYU12. Study the two concept maps on the following
31/35
pages. There is a checklist on your answer sheet with
All Areas columns titled “Yes”, “No”, and “Not Available”.
Content:
-  Your Understanding Place a  in the appropriate columns on your answer
directions
sheet. Components addressed are point
size, flow, proximity, and main idea.

Once completed check your answers by clicking on
the Answer key linking button .


YU


YU Concept Map 1
32/35
Pentagon

Isosceles

Hexagon Right Equilateral

TRIANGLES

Octagon

Scalene Obtuse
Acute

QUADRILATERALS

Rectangles Parallelograms
Trapezoid Square

Write your answers on the answer sheet. Then
click on the to check your answers.


YU
nswer Key
33/35

Checklist 
All Areas
Content:
Concept Map #1 - Polygons
-  Your Understanding Item Yes No Don’t
- Concept Map #1 Know
a. Point Size Correct
The lettering is way too small &
Explanation: 
hard to read. The title, however, is an
appropriate size.

b. Flow of Text is Good
Explanation: It’s easy to understand the

circle layout.

c. Good Proximity
Explanation: Appropriate location of text 
with graphics.

d. Main idea is clear
Explanation:“Polygon” is a larger point 
size, is positioned in the center and is bold
making it easy to tell the main idea.


YU Concept Map 2
34/35 walking
Freezing rain running
Elements
jogging
sleet blowing
foggy
west south
Snow
Raining
Thunderstorms
east
Tornad
north Partly
o
Cloudy

Overcast
Hazy
sun

Write your answers on the answer sheet. Then
click on the to check your answers.


YU nswer Key
35/35

All Areas Checklist 
Content: Concept Map #2 – Weather Elements
-  Your Understanding Item Yes No Don’t
- Concept Map #2
Know
a. Point Size Correct
Explanation: The lettering is easy to read. 
b. Flow of Text is Good
Explanation: There is no flow to the text. It’s

very confusing.

c. Good Proximity
Explanation: The words are not close enough to 
the graphics.

d. Main idea is clear
Explanation: Is the main idea different weather 
types or the weather elements? And what
does running, jogging, and walking have to
do with the theme?
Was that your
last Principle?
Click here.

Consistency is defined as the agreement or
1/34 harmony of parts or features to one another or
a whole.
Content:
- Definition There are three main areas in Consistency:
- Three areas
1. Typography
• limited fonts
• consistent size
• consistent placement
• compliments the visual’s theme/mood
2. Visuals
• limit graphic style
• consistent directionals
3. Color
• visual colors consistent
• text colors consistent
• background colors consistent

1. Typography - limited fonts
2/34

Area 1 A font or typeface is a complete set of characters which
Typography –
limited fonts
has its own design. Each design has its own name,
such as Times, or Arial. For example the text you are now
Content:
- Font/typeface reading is typed in one style, Georgia. The heading on the
- Guidelines top of this page is in Arial.
- Combinations

A general guideline for visuals is to use no more than 2
different fonts or typefaces. Those fonts should harmonize
with each other.

Two combinations that do not work well together are
Old English Text with Palace Script
MT.
The two fonts used together are too busy.

Example 1

Typography - limited fonts
3/34

Area 1 JOPLIN ELEMENTARY ROSTER
Typography –
limited fonts First Grade
Roger Kerr, Robin Kimball, Randy Knight,
Content: John Launer, Pam Limkemann, Donna McDonald,
- Example 1 Deanna McMillen, John Myers, Paul Myers

Second Grade
Becky Hamilton, Donna Willard, Tim Trone,
Deb Hester, Roger Smith, Yvonne Whewell,
Ron Myers, Susie Myers, Paul Neil

Third Grade
Margaret Nelson, Kyle Nichols, Eldon Pullins,
Mike Roberts, Mike Schoenherr, Rebecca Schutte,
Debbie Tanner, Leah Ann Taylor

This example uses 2 different fonts – Arial and
Times New Roman. It adheres to the guideline of
the recommended 2 fonts per visual.

Example 2
Typography - limited fonts

JOPLIN ELEMENTARY ROSTER
4/34
First Grade
Area 1 Roger Kerr, Robin Kimball, Randy Knight,
Typography – John Launer, Pam Limkemann, Donna McDonald,
limited fonts Deanna McMillen, John Myers, Paul Myers
Content: Second Grade
- Example 2

Third Grade

This example uses 5 different fonts. One font for the title, a 2nd for the heading “First
Grade”, a 3rd for the heading “Second Grade”, a 4th for the heading “Third Grade”, and a
5th for the class names. It does not adhere to the guideline of the recommended 2 fonts
per visual.





YU


CYU13. Look at the following list. How many
YU typestyle (s) are used? Click on the number below
5/34
for your answer.
Area 1
Typography – INSTRUMENT FAMILIES
limited fonts
Brass
Content:
Trumpet, Horn, Trombone, Euphonium, Tuba,
- Concept Map #2 French Horn

Woodwinds
Piccolo, Flute, Clarinet, Oboe, Saxophone,
Bassoon

Strings
Violin, Viola, Cello, Bass

Percussion
Snare Drum, Timpani, Bass Drum,
Xylophone, Cymbals

1 2 3 4 5 6 7 8 9 10

There were 5 different fonts used
in this visual.

1st
INSTRUMENT FAMILIES font style
Goudy Handtooled
Brass
Trumpet, Horn, Trombone, Euphonium, Tuba,
4th font French Horn
style
3rd
Broadway Woodwinds 2nd
font style Piccolo, Flute, Clarinet, Oboe, Saxophone, font style
*Note the headings Californian
Bassoon
are just bold, not a
different font.
Arial Strings
Violin, Viola, Cello, Bass
5th font
style
Percussion Bauhaus
Snare Drum, Timpani, Bass Drum,
Xylophone, Cymbals
You may return to the previous page to continue the lesson
or click the next page button.

Typography - consistent text size
6/34

Area 1
Typography –
consistent size
Content:
Once you choose a text size for a visual, use it consistently
- Introduction throughout the visual. For instance, if you choose 18 point
size for the first heading, then all the headings should be in
18 point. And if 14 point size is used in the first paragraph,
then all the paragraphs should be typed in 14 point.

Example

7/34

Area 1
Typography –
consistent size Instrument Families
Content:
- Example Brass Woodwinds
Trumpet, Horn, Trombone, Piccolo, Flute, Clarinet,
Euphonium, Tuba, French Horn Oboe, Saxophone, Bassoon

Percussion Strings
Snare Drum, Timpani, Violin, Viola, Cello, Bass
Bass Drum, Xylophone, Cymbals

This examples shows consistent use of size. The headings
use one size which is larger than the text. All the text is
typed in the same font size.

Nonexample

8/34

Area 1
Typography – Instrument Families
consistent size
Brass
Content: Woodwinds
- Nonexample

Percussion Strings
Bass Drum, Xylophone,
Cymbals

This example does not show consistent use of size. The
headings use three different sizes. The text is typed in
three different font sizes.

Typography - consistent placement
9/34
In visuals, the placement of the type, both
Area 1
Typography – headings and text should be consistently placed.
consistent placement The margins should be consistent in addition to
Content: horizontal alignment. The dotted line shows the
- Nonexample placement or the alignment.

Brass Woodwinds

Percussion Strings

Example

Typography - consistent placement
10/34
Mrs. Cranes Classroom Rules
The 3 R’s
Area 1
Typography –
consistent placement
Content:
- Example
READY
Be in your seats when the bell rings.

RESPECT
For your classmates, your teacher, and your school.

RESPONSBILE
Bring to class all your needed materials,
including a pencil and pen.

Note the headings are all consistently aligned
vertically, as well as the text.

Nonexample

Typography - inconsistent placement
11/34

Area 1
Typography –  Love
consistent placement The special feeling that makes you feel all
warm & wonderful.
Content:
- Nonexample
Respect
Treating others as well as you would like to be
treated.
Appreciation
To be grateful for all the good things that life
has to offer.
Happiness
The full enjoyment of each moment. A smiling face!
Forgiveness
The ability to let things be without anger.
Sharing
The joy of giving without the thought of receiving.

Note the inconsistent left margin of the black text.

Typography - compliments theme
12/34
Most visuals have a theme or a mood. For instance, if
Area 1
Typography – the visual was talking about the circus, the font should
consistent w/ theme reflect that same theme.
Content:
- Explanation Clowningway is a typeface that supports the
- Examples
theme. It looks like:

Circus
If your theme was theater, then a good font to
use would be Broadway. It looks like:

Theater

Example

Typography - consistent with theme
13/34

Area 1
Typography –
consistent w/ theme
Content:
- Example

The font used looks old and a typical style for
that time. It supports the theme nicely.

Nonexample

Typography - consistent with theme
14/34

Area 1
Typography –
Mr. and Mrs. Thomas
consistent w/ theme
Content:
Request your presence
- Nonexample
To witness the uniting
Of their daughter,
Elizabeth Marie
to
Michael Todd Welker
This font does not have a formal appearance and is
inconsistent with the formal theme of a wedding.

2. Graphics
15/34

Area 2
Graphics
In the graphic section, we will be introducing different
graphic styles and directionals.
Content:
- Visual purposes

What purpose do visuals serve? They
•Decorate
•Represent
•Interpret abstract information
•Aid in understanding.

Graphics - Limited style
16/34

Area 2 A graphic is a visual symbol used in a visual.
Graphics –
limited styles
Content:
- Definition This instruction breaks graphics into 2 areas:
- Styles
- Explanation 1. Photos
2. Clip art
a. line drawing
b. realistic
c. stylized

A visual should use only 1 type or style of graphics.
Mixing the styles creates an inconsistent feel to
the visual.

Example 1

Graphics - limited style
17/34

Area 2 A photo example:
Graphics –
limited styles
Content:
- Example 1
A line drawing clip art example.

A realistic clip art example:

A stylized clip art example.

Example 2

Graphics - limited style
18/34
A photo example:
Area 2
Graphics –
limited styles
Content:
- Example 2
A line drawing clip art example:

A realistic clip art example:

Two stylized clip art examples:


YU

 CYU14. Look at the following visual. Is the graphic
YU
19/34 style(s) appropriately used?
Click on your answer below.
Area 2
Graphics –
limited styles
Content:

Yes or No

2. Graphics - Consistent directionals
20/34
A directional is an element used to help viewers to
Area 2 “read” the display in a particular sequence or focus on
Graphics –
directionals
some particular element. They direct attention.
Content:
- Definition Two directionals are:
- Explanation
•Arrows
•Bullets
Whatever style is chosen, it needs to be kept throughout
the entire visual.

For example, if you chose an arrow like ,
then you need to use that same style of arrow in
the whole visual. Do not mix it with
another style of arrow like .

Example
Graphics - consistent directionals
21/34 The style and color of directionals need to be consistent
in the visual as this one demonstrates.
Area 2
Graphics –
directionals
Content:
- Example

Primary
Colors

Yellow

Nonexample
Graphics - consistent directionals
22/34 As you can see, the arrow styles and colors vary.
This does not use the directionals consistently.
Area 2
Graphics –
directionals
Content:
- Nonexample

Primary
Colors

Yellow


YU


YU
23/34
CYU15.
Area 2 A “directional” is a visual device (such as an arrow),
Graphics –
directionals used to direct viewers’ attention in a given direction or
Content: to a specific location.
-  Your Understanding Click on your chosen answer.

T F

3. Color
24/34

Area 3
Color This is the last area of the Visual Design Principle,
Content: Consistency.
- Introduction
The three components of Color are:
a. Consistent use of visual colors
b. Consistent use of text color
c. Consistent use of background color

The reason for consistent color use in visuals,
text, and background is to create a feeling of
unity or harmony.

Example 1

Color - Graphic colors consistent
25/34

Area 3
Color –
Instrument Families
graphics
Content:
Brass Woodwinds
- Example

Percussion Strings

The colors used in the graphics have the same color
theme. Therefore, the use of colors is consistent.

Nonexample

Color - Graphic colors inconsistent
26/34

Area 3 Instrument Families
Color –
graphics
Brass Woodwinds
Content: Trumpet, Horn, Trombone, Piccolo, Flute, Clarinet,
- Nonexample

Percussion Strings

The colors used in the graphics have different color themes.
Therefore, the use of colors is not consistent. As you see,
the visual now lacks of feeling of cohesiveness, unity,
and harmony.

Color - Text colors consistent
27/34

Area 3
Color – The reasons for color consistency are the same for
text text as they were for graphics.
Content:
- Explanation Let’s view some examples.

Example

Color - Text colors consistent
28/34

Color –
text First Grade
Content:
John Launer, Pam Limkemann, Donna McDonald,
- Example
Deanna McMillen, John Myers, Paul Myers

Second Grade

Third Grade

Note the heading are in black, and the body
copy is in blue.

Nonexample

Color - Text colors inconsistent
29/34

Color –
text First Grade
Content:
John Launer, Pam Limkemann, Donna McDonald,
- Nonexample
Deanna McMillen, John Myers, Paul Myers

Second Grade

Third Grade

Note each heading is in a different color as
well as the body copy.


YU


YU CYU16. Look at the two visuals below. Which visual
30/34 uses the font color consistently? Click on the visual
Area 3 you think is the correct answer.
Color –
text
Content: Catch a Colorful Tropical Fish

Catch a Colorful Tropical Fish
Angel Fish Tetra

Acura
Goldfish
Angel Fish Tetra

Acura
Goldfish

Look again at the font colors. There are too many
colors used, making it less effective than the other
example.

try again.

Only 2 font colors were used – black and white. It
creates a feeling of harmony or unity.

Please return to the previous page
to continue the lesson.

Color - Background colors consistent
31/34

Area 3
Color – Once you have chosen a background that does not
background
interfere with your content, use it throughout your entire
Content:
- Explanation visual. For instance, if you are creating a PowerPoint
presentation, use the same background for the
whole presentation.

If the background is very textured or has lots of pattern, it
will tend to distract from the figure material, so a subtler
background or solid usually looks better.

Example

Color - Background colors consistent
32/34

Area 3
Color –
background
Content:
- Example Line Space

Shape Texture

Color

Nonexample

Color - Background colors inconsistent
33/34

Area 3
Color –
background
Content:
- Nonexample Line Space

Shape Texture

Color


YU

 CYU17. Are the backgrounds consistent in this 2 page
YU
34/34
brochure? Click on your answer below.
Experience some of
Area 3 natures’ most
Color – wondrous sites.
background Yes No
Content: Come see Alaska’s Wildlife:

Arctic Polar Bear
Experience some of
natures’ most
wondrous sites.
Penguins
p.1

Come see Alaska’s Scenery:

Mountainous
Glaciers

Beautiful
Landscapes
p.2

Was that your
last Principle?
Click here.

Look again at the background. Notice how the
colors are placed in each page of the brochure.

try again.

Let’s recap the main points in the
Visual Literacy - Design Principles
1/7
The goal of this instruction was to provide you with the tools and
information to 1) evaluate visuals and 2) incorporate these concepts in
Content: creating effective, efficient and appealing visuals.
- Goals
- Summary This way, you’ll be fulfilling an important educator responsibility in
providing your students with the best possible visuals that will facilitate
and enhance your students’ learning.

This instruction :
• Introduced and explained “Visual Literacy”.
• Introduced the 4 main Visual Design Principles.
• Provided the importance of critical viewing.
• Developed awareness and skills in viewing critically.
• Provided examples and nonexamples.

Visual Design Principles
2/7
Visual Literacy is defined as the learned ability
to interpret visual messages accurately and to create
Content:
- Visual Literacy such messages.
- Design Principles
- Critical Viewing The 4 main principles covered were
•Color
•Balance
•Legibility
•Consistency

Critical Viewing is defined as the ability to
comprehend and evaluate information presented by
visual media.

Here’s a summary of the key points in outline form.

3/7
I. Color - is defined as the aspect of objects and
Design Principles light sources that may be described in terms of
Content: hue, lightness, and saturation for objects.
- Color
effectiveness
appeal
a. Color Scheme Effectiveness
consistency • Strong figure-ground contrast
• Avoid complementary sets for large
areas of text
b. Color Appeal
• Emotional response (passive, active)
• Know target audience (child, adult)
c. Color Consistency
• Support the theme/mood
• In headings, text, and background

4/7
II. Balance - the psychological sense of equilibrium.
It is achieved when the “weight” of the elements is
Design Principles
equally distributed on each side of an axis.
Content:
- Balance
types a. Balance Type
appeal
• Formal – same on both sides
• Informal – different on each side
b. Balance Appeal
• White space - needed
• Informal preferred – more interesting

5/7
III. Legibility - capable of being read or deciphered;
plainly understood.
Design Principles
Content: - KISS theory
- Legibility a. Typography
typography
flow
• Correct font size for visual type
proximity • Headings are discernable from text
clear main idea
b. Flow
• Easy to follow
• Presented logically
c. Proximity
• Text located close to graphic
d. Clear main Idea (get attention by:)
• Size difference
• Different color
• Isolation

Visual Literacy - Design Principles

Visual Literacy - Design Principles

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