Typographical Conveyance

For this assignment, we had to use text to convey an object/theme. I chose to do this by both filling text with an image and also by shaping typography to an image.

For "brick" I used a thick, bold, and condensed font and filled it with the image of a brick in PowerPoint. I also used all caps so that the the typography fits into/fills a rectangle to give the illusion that the text actually makes up a brick. For "atom", I shaped text using PowerPoint. The actual word is in the center and is larger and in a different color than the rest of the font. Words of particles that are found in an atom are surrounding the center to form the outer ovals.

Clarity: In both images the style and theme work towards the overall message of the word trying to be conveyed. The font of each image was chosen to correspond with the theme. The font for the "atom" graphic is very plain/typewriter font which makes it look scientific. The "brick" font is large and bold so it looks like a brick. Neither graphic has more than one message fighting for attention.

Audience: The "brick" graphic was not designed with an audience in mind, but it could be used as an advertisement for a more contemporary audience because the layout and textures used are more modern. The concept is simple and can the style can be used on other text in the advertisement to make it more cohesive. The language should be simple and the font should have strong legibility. If this piece were a person they would behave boldly and in a straightforward manner. For the "atom" graphic, the audience in mind was an late-elementary science class. This type of graphic could be used to introduce the parts of an atom and how they are typically depicted in images. The audience would respond to lingo that is simple yet relevant and necessary to know when studying atoms. By looking at the image on multiple copies of handouts, notes, etc. students can begin memorizing/connecting the terms "protons, neutrons, and electrons" to the concept of an atom.

Purpose: The "brick" graphic can be used to advertise for a company that makes/sells/or installs bricks. It is meant to inform others that this is something that their business entails. The simplicity of the image provides a focused presentation. The "atom" graphic is also used to inform. The repetition in the words can help students form connections between vocabulary words. The few words chose and their shape all enhance this purpose.

HARTS visuals

Coffeemaker Instructions

Dishwasher Instructions

Emergency Contact Poster

Kitchen Map

HARTS Floor Plan

HARTS Entrance

Trash Photograph

Our seven graphics for this assignment used visuals to convey meaning through symbols and color (like in the keys for both floor plans), color contrast (in the photographs of the trash and main entrance locations), icons (like the phone in the emergency contact sign), and visuals of individual steps (in the dishwasher and coffeemaker instructions). Because of the desire of our client to have mainly text on the instructional posters (we did condense the text by about 2/3 on each poster from their current instructional posters on-site), we kept text but used color and photographs to show the steps as well. The floor plans are likely to support learning because they clearly show locations in the kitchen and site overall which are necessary for volunteers to know. The color contrast through saturation that the two photographs have, show the exact locations of where to enter the church and where trash needs to be taken out. By looking at these photographs, the viewers eyes are drawn toward the color portions, which include the vital information.

In terms of PARC (proximity, alignment, repetition, and contrast), we tried to create repetition with colors throughout all seven graphics to convey that the images belong together. Because the color portions of the two photographs focus on red and green, we decided to incorporate these two colors into our visuals. We also used consistent body text font throughout and kept the colors of font and backgrounds mainly black and white, per the clients request. The graphics on both instructional poster had the cutout effect applied in Photoshop so they were more visually appealing and consistent. Both photographs utilize the same effects. Both maps, although the have 2 separate functions (emergency/convenience) so they look different, they both use the same font, color echo, and black rectangles to show locations. The three posters also have repetition so they fit together. The appliance instructions are for general use in the church so they are slightly different than the emergency poster which is used only for HARTS (it has the logo and a different heading). We did repeat the font and font colors for the body text and added borders around each sign. For proximity, for each graphic, we attempted to group like pictures and text together through alignment and the bolding of text. We did keep alignment in mind most of the text was left aligned, except in the emergency contact poster, which is right aligned. The two photograph visuals use contrast between the colored portion and the grey-scale portions to show importance, while most other contrast are between the white background and black/colored fonts. Although contrast is not particularly vivid, it is distinguishable enough to easily read font and view pictures.

Through what our client described as their main needs (finding locations and having instructional posters) these graphics do meet their needs. After showing the posters to our client last Thursday, they were very pleased. Our client wanted very simple graphics that would approved for use in the church, for this reason we did not add too many effects or colors. The visuals are clear and color-coded, so volunteers should be able to use them easily and efficiently. The graphics contained in each visual have a purpose and, therefore, are not distracting but helpful to the learners. 

Clarity: Our overall message is to provide information about our site, although each visual serves a different purpose, they all fall under this message. They are meant to provide simple instruction about the site. Because the visuals were kept simple per the client's request, there are not elements that are fighting for attention, but instead they are supporting each other, like the text and color-coded graphics on the instructional posters.
Audience:  The target viewer are the HARTS volunteers, although the audience is also the church Parish, since the designs must be approved by them before being hung in the church. Our client described the older population of volunteers as being comfortable with the worded instructions that are hung above the appliances now, for this reason we simplified them significantly and added graphics to support the instruction, but we did keep words. Because it is mostly an older, more traditional demographic we relied heavily on the primary colors. If these graphics were people, they would act knowledgeable but simple.
Purpose: These pieces are meant to inform the target audience of church locations and appliance instructions. Our client does know the purpose of our visuals.

These visuals were created by April, Charity, and Katie

Color-HARTS Poster

RYB Color Scheme vs. OGV Color Scheme

For this assignment, we were expected to apply what we learned about color through class and reading Krauss to a visual for our HARTS site. Because our site is fairly strict with not having many visuals on the walls, we aimed only to have necessary visuals hung up. These include instructions for the dishwasher and coffeemaker and an emergency contact sheet. My assignment was to create a poster with instructions for the dishwasher. My main aim was to make the colors in the text and images mirror each other, so I have not yet focused on making the format of the text/font type more visually appealing. For the actual poster, we would use much less color so that it would be actually used at our site. For the first variation, I made the poster and graphics mostly the primary colors (red, yellow, and blue). While the second uses the secondary colors orange, green, and violet. The primary color image does seem to convey the appearance of simplicity, in comparison to the second color image that seems more modern and "exciting". For this reason, I feel the simplicity of the RYB color scheme would be best for this project. It should be simplified further by having a white background and having all images be the same color.

In my opinion in terms of connotation, the added/altered colors take away from the goal of the image because they just seem unnecessary. This poster is supposed to hang above the dishwasher and be helpful when trying to run it. In the actual copy, I plan make the font that corresponds to each graphic echo the color of the circle that highlights the necessary area on that graphic.

In terms of attributes, the some of the text does not line up completely with other parts of the text. The numbers are far left-justified, while the text is meant to be left justified but indented twice. Some seems a little off. Having each element fit the overall color scheme and having the pictures and text be the darker colors in the scheme allows each element to stand out. The text is 18-24 pt. font. Since readers will be using the poster while standing directly in front of it, I think this is large enough to read. Since color has been considered, I feel it is time to begin looking at new fonts.

In terms of placement, the images need to have a starring role but also correlate to the text. The size and placement of the images give them this importance. All the graphics are right justified. They could, however, be made to be the same size so there is one straight line made by the pictures on the right side of the page. By having the image the same color as the typography that it correlates to, the association between the two elements becomes clear. When a lot of the background color is taken away, and the circled part of each graphic is made the same color as the text instead of the graphic as a whole, I believe this will be even clearer.

COE Professional Framework Competencies: Icons and Infographics

For this assignment, in pairs we had had to create icons for the 11 competencies that JMU COE students need to be aware of and memorize. We then had to create an infographic poster in order to connect all the competencies. We used Photoshop for the entire project. In terms of connotation, every icon in and of itself was designed to tie to the theme of the individual competency. For example, a graphic of a file folder was used to represent the competency involving planning. The individual icons, their descriptions, and the graphic of the stick figure teacher work together to create the theme of instruction and teaching. The puzzle background is used to show that each individual piece ties together to make a complete, competent teacher. Each icon and phrase are kept a consistent size to reflect the message that each competency is equally important and they work together with each other. Our icons were shown to others and were able to be paired with their specific competencies.

In terms of the attributes of our graphic, we strayed away from using lines in our piece. We tried to incorporate them to group items together, but the result was not aesthetically pleasing. When just using lines around each icon and phrase instead of the opaque box we ended up using, the text was difficult to read and the images did not stand out as much. Each graphic is related to the backdrop because each "piece"/competency fits together with the others like with a puzzle. Although the puzzle background stands out, since the icons and text are on white, opaque backgrounds, they stand out also. Each item shares the "COE" blue that the logo has in order to unify each graphic. We used sans serif fonts since the poster will be printed and there will be little typography on the poster. We used consistent font throughout.

In terms of placement, we attempted to group competencies with similar themes together. Communicate, collaborate, and motivate are all ways that effective teachers must relate to others. Teaching content, reflecting, and assessing are all aspects of actually preparing and teaching lessons. The way instructors teach is influenced by how they value diversity, their views on effective pedagogy, and how they carry themselves. While both planning and technology should be involved in instruction. Even if the elements don't relate perfectly to one another, their separate groupings allow the information to be broken up in a way that it can be more easily memorized, preventing information overload. We also tried to align each graphic in rows and columns to form a border around the central image. By doing this, we hoped to give equal weight to each individual graphic.

Shapes: Style, Texture, Color, and Picture Fill

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For the "Color" image, I altered the colors of a thumbtack to a light green and orange. My goal was to make a thumbtack look more fun/appealing using colors. I chose to lighter tones to make it less threatening and stiff. Since the background is white the color attributes of the image still stand out, although they have a softer color contrast than the original black and white image.

For the "Styles" graphic, I selected the puzzle style from Photoshop. I used this style because it was one of the only choices that allowed the lines of the envelope to still remain visible. Choosing this style allowed the image of an envelope to remain identifiable and central to the image.

For the "Fills/Textures" graphic, I applied the Photoshop "Stained Glass" texture.  Lines were determined unnecessary because of the contrast that already exists between the purple check mark and the white background, allowing the shape to be the central focus of the graphic. Using a color scheme within the check could have created a aesthetically pleasing visual once the "Stained Glass" texture was added. Next time when using that effect, I would like to try using various colors in an image and see how it looks.

For the picture fill, I wanted to use a shape and photograph to create a image that resembled summer. The citrus fruit paired with the the outline of a flower work together to reflect this theme. In terms of attributes, the lack of a line around the shape allows it to be completely defined by the images of fruit and not by a set line. This definition by the photograph helps reinforce continuity between the design components. The citrus colors work together to complement one another and enhance the theme as well. When observing the picture and shape overlay in Photoshop, the only placement of fruit I really thought would help convey the message was to have a full fruit slice circle in the middle. I chose to use the kiwi because it was the only image of a kiwi in the photograph, so it would stand out as a unique part of the design, thus allowing it to be the center of the flower.

Gestalt - Shapes

For this assignment, I grouped and placed shapes based on a given prompt. For the closure image, I used four triangles and four squares to enclose a centered white square, although it can also be seen as a white square placed on top of an octagon. The white central square was never actually drawn, but through the placement of the black shapes, the mind can have hold the perception that the white square is really drawn. This image does convey that the white square is inclosed by the other black shapes. The sharp contrast in color between the black and white and the identical color of all the drawn shapes helps to reflect this message. In terms of the graphics attributes, lines were deleted so that all the outside shapes ran together to form one coherent image. This allows the central square to fully stand out. All of the drawn components were placed in an attempt to make them all the "supporting roles" in the image by making them without lines and placed in such close proximity to one another. This placement allows for the central white square to be the main focus of the image. Each square was rotated and moved together so they would form an octagon shape.

The same black square was used throughout this design, but the proximity of each square allows two separate groups to emerge. The four squares placed in extremely close proximity to one another clearly form one group, while the other four squares form another group. Every component in the graphic works together to show that, although each component is identical, the proximity and placement of each still causes mental grouping of the elements to occur. The identical color of each square also reinforces this goal. In terms of component attributes, lines and effects were not necessary in making each square stand out from the background because of the sharp contrast between black and white. The placement of the objects is important to the message. The four squares on the right were placed far from each other to create added contrast between the two groups. All of the squares were rotated and sized in the same exact way to reinforce the message.

The effects similarity of components has on perception is also an aspect of the Gestalt Theory. In this image color, size, and shape are all utilized to reflect the message that similar objects are visually grouped together mentally. The lines of the pentagons are thin so that they still appear less dominating than the large, black trapezoids. the contrasting shape colors of black and white were chosen to create greater similarity between the identical objects and greater contrast between the different shapes. Although two pentagons stacked on each other form a line with two trapezoids side by side, the placement of identical objects in vertical columns allows the identical objects to be the first detected grouping.

For continuity, although two separate heart shapes were used, the graphic appears to be one continuous line because the tips are touching at exactly one point. The placement of these objects are the cause of this continuity. The elements were rotated in a way so that one point was touching and that allows them to appear to be a set of wings. The lines of each component were made fairly thick so that the shapes would stand out from the background. They lines of each were also made identical to one another so they reinforce the message of continuity.

Special Topics Presentation: Elementary Education

The relation of each graphic to our topic is explained in the caption accompanying each image. Each graphic was created/compiled using Photoshop and PowerPoint by my group member April and myself. In terms of connotation, our graphics convey how just graphics can be used to show meaning without text. The only text is from our powerpoint presentation to our class members and is not part of the graphics themselves. For this purpose, the components of our graphics tie into this theme that visuals can be used to help students learn content and gain understanding. Color echo is used to to show meaning as well between our brief text and graphics. In terms of attributes, line work has different definition in various visuals. For example, in the scientist graphic, the lines are blurred because the perceptions children have of them are blurred. The visual of the word "create" has sharp lines so the word can be easily distinguished. Color schemes within our elements also fit together, but it may have been nice to have some common color elements between all 10 of our graphics. In terms of placement, alignment principles were followed (not including the brief descriptions on our powerpoint presentation and not part of our actual graphics.