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

Before













After




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.

Alignment Poster

This poster was created using Microsoft Word. The assignment was to create a poster with similar alignment to that of the poster on p. 85 in our textbook. All components are relatively aligned to each other in the poster. For example, the two columns of text and the one orange column at the top are both left justified, while the main title and "TOOTH&PASTE" are justified left and right. All of the text falls between the same left and right margins despite the two varying justifications. For the images (top to bottom), the top of the cap of the first toothpaste bottle is aligned with the top of the orange text paragraph. The bottom of the 2nd tube is aligned with the bottom of the text title. For the third tube, the bottom of the cap is aligned with the bottom of the "S". The lowest corner of the last tube is aligned with the bottom margin of the text.

The graphics are connected to the legible typography on the page due to their similar content. All typography, with the exception of the large "S", are serif fonts to unify them, while the "S" is san serif font to separate it from the remaining text. The same bright colors were used throughout the poster to also show a connection between elements. The alignment of the text allows the viewers attention to be drawn from the top of the page down. It appears easy to follow the column format. Priority, however, is given to the title and "TOOTH&PASTE" because they are in all capital letters.

Emphasis Using Color

Before

After

In the first image, the emphasis is placed on the changing trees. The line in the road is not the focus because its color is repeated in some of the foliage. I desired to make the road, especially the middle line, the emphasis of the image through color and making it the one element in the photograph that is focused on above all else. To do this in Photoshop, I lowered the saturation and lightness of the trees/background an extreme amount to make the vibrant colors disappear.

I road was left a light color so that it was differentiated from the background and still connected/grouped with the yellow line, but because it is still on the grey-scale, the line still sticks out the most. In terms of alignment, the line is equal distance from both edges of the road and the curve of the line follows the curve of the road. The color of the central line gives it priority over the other subject matter in the image.

Harmony and Emphasis: Instructional Challenge

Our assignment this week was to create instruction for a simple concept by creating a graphic. We had to keep harmony and emphasis in mind.

I decided to teach contractions by using 2 equations, one of pictures and the other of words. Connections between the two were displayed through color and placement. Harmony was created by connecting the different parts of the two equations together, utilizing repetition and echo of colors. Echo of colors is seen with each part of the equation. The cupcake without icing and the first word in the contraction are identical. The icing and the second word in the contraction are identical in color. The full cupcake and the contraction have both colors represented to show two separate things join to make a new whole. The plus and equal signs are repeated to show consistency between the equations.

The typography included is centered under each related image. This alignment was used to show relation between the elements of each equation and to maintain equal distance between elements in each equation. Priority in the graphic is given to the visual equation. The visuals are emphasized more by being larger so the concept of making contractions can be more easily understood by young learners.

Grouping Challenge

Before critique

Final Product

For this project we picked one word that described an aspect of our personalities and had to depict that word without actually using it anywhere in the poster. Can you guess my word? April, a fellow class member, peer reviewed my design and was able to guess that my word was "organized". Her suggestion for improving the coherency of my design was to make the red color more consistent throughout to form connections between the images, especially in the puzzle and checklist graphic. To do this, I changed another puzzle piece to a red that was in the same color scheme, while changing the other two pieces to a gray color to reinforce the text and binder hole colors. The checklist was given a more prominent red glow and was given the "sepia" effect to match the duller color scheme of everything else.

This poster was made in PowerPoint, and the images were drawn or taken from ClipArt. I made the background of my image a calendar by using the chart tool, drawing a red box on top, adding the text, and making three circles to look like hole punches. To me, a calendar symbolizes organization, as do all of the boxes which are included. The clock and checklist are also symbols for organization. The puzzle is showing how I like everything to fit together. The bottom image was created using five triangles. The proportions are constrained between them, but each is smaller than the one it is inside of. The triangles are organized in descending order by their size, the only difference between them. Because of the dark colored red of one puzzle piece and the color of "Prioritize" being different from all other font, these are the two elements of the poster that are given higher priority. These are given more emphasis to create meaning. If differing tasks or elements are prioritized so they can fit together, organization can be achieved.

Both sets of type (the days of the week and text in the lower left corner) are organized in a line with equal spacing between each word. Each word is center aligned to their respective calendar square to show consistency in keeping with typical calendar format. The black/grey and red colors are used throughout. The font is kept consistent as well. The actual text are all words that involve organization. Overall, the coherency in colors, equal spacing,  and the boxed design all lead to the common theme of organization.

Grouping with Shapes

For this assignment, we were given seven different words which we had to represent by using 10 images of the same shape. The goal of the activity was to use grouping, color, and size to visually depict each abstract concept.

To display unity using simple shapes, I chose to use 10 ovals. The ovals all touch at least one other oval and were grouped together to form an image of a flower. Their similarity in color, close proximity to one another, and coherence together in producing the flower image allows these ten different shapes to be unified together.

To visually depict "celebration", I used trapezoids. The longer of the two parallel sides is faced upward so that the largest part of each shape is at the top of the graphic. This aspect of the image, along with the long reflection effect is to give the illusion that the trapezoids are jumping, a typical expression of celebration. The different height levels and tilted directions of the shapes allow them to appear as though they are jumping to various heights and angles. They are all grouped in one line because they are celebrating together. Yellow is used as the primary color in the image because it is typically associated with happiness, while the black lines are used to separate the shapes from the yellow glow effect which was utilized to symbolize happiness.

By using shapes to depict the word "isolation", I first grouped nine circles into the form of a square. The are aligned with each other on every side and are neutral in color so they do not stand out, but they do form a coherent mass. The one circle that is far removed from the nine others is the one being isolated. It is given priority by its darker color, also showing it is not like the others. I was also given a pink glow to symbolize some form of shame or embarrassment.

"Escape" was created through the use of 10 outlines of squares. The largest square is black and symbolizes an area of confinement, so its different color and size are used to prioritize it. The rest of the shapes are all smaller and a light red color to symbolize exhaustion through their escape attempts. All of the little square outlines have been rotated to face in a direction away from the area of confinement. They also have a noticeable shadow behind them to give the perception of motion. The four in the larger square outline are still in confinement but are trying to escape, while the other five are "on the run." The bottom of the black square is in alignment with the bottom corners of the lower two "escaping" squares to provide an edge to the graphic.

To display intimidation, I used triangles of different sizes. The first nine were grouped together and stacked to look tall and overwhelming. The last triangle is much smaller, especially when compared to the stack. It was placed in close proximity to the group of triangles to really show the dichotomy between them. The base of the bottom white triangle and the base of the black triangle are aligned so the viewer's eyes are given a clear boundary of where the page ends. I chose to use black and white to relate intimidation back to times of extreme prejudice in the United States against African Americans. This can also be related to how many immigrants from Mexico, South America, and the Middle East currently feel like they are treated when entering and living in the borders of the United States.

Anarchy is defined as the lack of organization, government, or control. For this reason,  I used ten arrows pointing in all different directions. They are not unified by one direction or color, nor can they be easily grouped together in any way. They are randomly placed and colored to show they are without order.

Logic involves deductive reasoning and rational thought. For this reason, to display the word, I made ten triangles into the form of a flow chart. The top four triangles are dark green and beveled to show that they are four distinct categories (these could be ideas or observations). Three slender, light green triangles are rotated downward to look like arrows. These "arrows" show a connection in relationship between the four triangles on top and the three triangles on the bottom. The three triangles on the bottom of the image depict the three solutions or ideas that come from the four distinct categories on top. They are also darker green and beveled to show that they are categories and do not symbolize connections. 

Composition: "About Me" Poster

For this assignment, we used Photoshop to create a poster representing us. We had to keep the basic guidelines of composition in mind while creating the end product.

"About Me"

The concept of this piece was simply to describe me. Each component included was selected because it is meant to create a more complete description. The main image, the sunset over the mountains, was picked because it displays my love for the outdoors and nature. The typography on this picture depicts the importance I place on my faith, while it's transparency allows the viewer to form a connection between the background image and the text. The pictures on the bottom of the image (from left to right) depict my love for music, my friends, kids/teaching, and my fiance.

The composition of this piece also describes my personality. I enjoy organization and am a planner at a heart. Since this is such a large part of who I am, I decided to use one primary image, while putting secondary images in boxes in a line at the bottom of the graphic. I also used an actual line to separate these smaller images from the large image at the top. This was done to guide viewers' attention from the top down, and then allow them to easily switch focus to go from left to right. The color of the line represents one of my favorite colors, although, looking back, I think it may have been better to take a blue-hue from the mountain picture could have been applied to the line in order to for a connection between the line and the photographs used. Having the typography on top is meant to show hierarchy-that my faith is the most important aspect of my life and everything else stems from that. This is why all of the smaller images are aligned together on the bottom of the page, giving a clear end to the image.

I also attempted to follow golden sections and not center focus. The text and sunset occur on the top third of the poster, while the smaller images are on a portion of the lower poster that is less than half of the poster as a whole. In short, I attempted to use unequal spacing and placement of lines to enhance the visual appeal of the poster.

After reading a section of the textbook on alignment, I would go back and change the typography so it is all left-aligned to provide more consistency. I was not aware that "stair-stepping" font is off-limits in the world of design.

Gardening Poster

Before

After

For this assignment, I began by grouping each chunk of related information in close proximity to each other. The title, date, and basic information are at the top. The picture and slogan are on the left, while the directions and contact info are on the right. Everything is left aligned, although some was aligned to the black line acting as a false edge. This was done to create a strong line and guide readers' attention. The information included to the right of the center line is placed there for viewers that would like further information and is identical font and size to connect it together.

The font was repeated throughout the entire poster, as was the black/white/gray-scale color scheme. To create contrast, some font was larger and other font was bolded. The bolded title and slogan along with the bottom line act as a frame for the poster directing viewers attention to the information on the page. The utilization of black and white provide contrast, and especially causes the title and subtitle to have priority in the poster.

The graphic of the watering can was changed to gray-scale and was given a back shadow to make it pop more from the page. Sticking with the gray-scale color scheme was meant form a connection between all the poster components. It was also moved to the left and tilted downward so it would be "watering" the slogan. The acronym PARC (proximity, alignment, repetition, and contrast) was utilized to make an unreadable and non-visually appealing poster into a poster that was easy to follow and eye-catching.

Shapes Activity

Original Image

Created Image

I targeted my created image towards children; therefore, I used vibrant colors to create an animal representation. The contrast in colors gain the interest of children and distinguish different parts of the face. The contrast in shapes can show children how various shapes can be grouped together to make a representative image.

I grouped the same colors together in close proximity to target the different areas of the face. Students can distinguish between left and right through the connections between what shapes are orange and which are green. Although the opposing colors does pull the viewers eye in opposing directions, that is the desired effect because the viewer (a child) is supposed to be able to see the face as a whole but also the opposing parts. The repetition of the purple rectangles and ovals on the mouth helps draw attention to it and differentiates it from the rest of the face. The arcs are all grouped together in close proximity to highlight the eyes and top of the head. The only shapes that are not paired in a repetitive manner are the rectangles inside of the ovals to make the ears. This allows them to be distinguished from the rest of the head. An attempt was made to align each component centrally to the component it was inside of. The entire image is aligned using symmetry.

Graphic of Research Proposal

(Click on Image to Enlarge)

For this assignment, I began by creating a time line that spanned from early May (when the research was to begin) to mid June (when the research was to end). I decided to use both squares and rectangles to depict items that were to occur during this time. The similarity of the shapes display continuity, but their differences represent the time frame of each task. The squares represent steps that will occur on specific days, while the rectangles represent steps that will occur over multiple days. Order is shown through the composition by having steps beginning first on the top of the graphic and steps beginning later at the bottom. Hierarchy is depicted by position and shows the order in which each task should be performed. The different vertical levels allow for tasks to overlap in order to show they occur simultaneously.

The labels on the far left describe each step and match the color of the corresponding square or rectangle.  Most of the steps are different colors in order to differentiate between them, but the components that are similar, like the two testing tasks and the two concluding steps, are the same colors to show connection between the steps.

The y-axis labels are aligned left, while the title is aligned to the center to match the alignment of the x-axis labels. If I created this graphic again, I would most likely align the title left so the viewers eye would be directed from the top, to the bottom, and then to the right.

My target audiences were the 2 teachers and the parents of the students. I feel it would be important to allow parents and teachers to see a simple graphic that displays the tasks of the research project and the amount of time it is estimated to take before they agree to be a part of it.