Types of Media: Visual Media

Educational research has shown that learners learn better from the words and pictures than
from words alone (Mayer, 2001, as cited in Clark & Lyons, 2004).

Visuals are anything like pictures that is used to make something more appealing or easier to
understand, visual media refers to images, pictures, and graphic organizers that are being used
in the classroom.

Visual Literacy

Printed materials like textbooks, magazines, and newspapers often are filled with images or
pictures. In order for the students to learn these visual images, they need visual literacy skills.
Visual literacy is the ability to interpret images. Students today need to be equipped to create,
interpret, and interrogate images. Robyler and Bennett (2001), insist that it is essential that
visual literacy skills be added to a growing list of new capabilities.

Christopherson (1997) proposes that a visually literate student would have the following:

● Interpreting skills understanding and appreciating the meaning of visual messages

● Communicating more effectively through applying the basic principles and concepts of
visual design
● Producing visual messages using the computer and other technology
● Using visual thinking to conceptualize solutions to problems.

Purposes of Visuals

Smaldino (2012) enumerated seven purposes why we use visuals in the classrooms.

1. Provide a concrete referent for ideas

Ideas can be remembered or easily identified with the use of visuals. For example, the teacher
uses visuals in order for the students to remember the content being taught.

2. Make abstract ideas concrete

It is easier to illustrate abstract ideas of the students see something concrete. For example,
using a series of Styrofoam balls to introduce the Solar System.

3. Motivate learners

Visuals motivate students to be engaged in the lesson.

4. Direct attention to important points

A visual pointer draws the learner’s attention to what is being shown in the visual. Visual
pointers may be color, arrows, icons, shading or animation.

5. Repeat information

If visuals are presented to the students together with spoken words, the information presented
can be easily understood.

6. Recall prior learning

Visuals can be used to remember previous learning. This will serve as a stepping-stone for new
lessons.

7. Reduce learning effort

Visuals can simplify complex information.

Categories of Visuals

The following are the categories of visuals based on function (Clark, 2004). Usually, the visuals
to be used for a specific media are determined based on their appearance like the colors and
shapes, however it is more important to choose a visual that can clearly communicate
messages rather than merely its visual properties.

1. Realistic visuals are visuals that show the actual object or subject under study. These
visuals are used to represent the actual appearance of an object. Representational graphics
include things like screenshot of software application screens, equipment, and others.
2. Mnemonic Visuals

These are patterns of letters, ideas, or associations that help you remember something. It aids
in memory.

3. Analogical Visuals

These visuals convey a concept or topic by showing something else and implying a similarity.

4. Organization Visuals
These visuals show qualitative relationships among the main points or concepts in textual
material. This type of visual helps communicates the organization of the content. Organizational
visuals include flowcharts, graphs, maps, schematics and classification charts.

5. Relational Visuals

These visuals communicate quantitative relationship. Examples of these are charts and graphs.

6. Transformational Visuals

These visuals illustrate movement or change over time. Examples of these are those that show
a process or a step or procedure like the water cycle.

7. Interpreting Visuals

These visuals illustrate theoretical or abstract relationships. Examples are illustrating a theory,
principle or cause and effect relationship.
8. Decorative Visuals

These visuals are things added to spice up the message but serve no useful instructional
purposes. However, teachers need to be careful in adding elements not part of the intended
message because it may interfere or distract attention of the learners.

Basic Elements in Designing Visuals

The elements of design are the building blocks used to create a visual. These elements are:

1. Lines

Lines connect two points and can be used to help define shapes, make divisions and create
textures. All lines, if they are straight, have a length, width, and direction (Wilson, 2014).

It is one-dimensional structural device that attracts attention by moving the eye around or to a
specific area. Line suggests action, direction, and movement.

Different types of lines can mean something (Hatcher, 1985).

a. Straight lines convey a message of stiffness and rigidity.

b. Horizontal lines, especially when low in the frame, remind viewers of a horizon with
plenty of room to grow. If the horizontal line in the frame, the viewer feels confined as the
layout seems heavy. Horizontal lines may also give a feeling of stability and rest.
c. Vertical lines imply strength; they draw the eye upward. In a layout vertical lines bring the
eye of the viewer to a halt. The eye attempts to travel around the space created by the
line.
d. Diagonal lines have a strong, stimulating effect in the field of view. The most restful
diagonal line is one that extends from the top right to the lower left corner of the frame.
Diagonal lines also strongly imply movement, action, and dynamism.
e. Curved lines give a feeling of motion. It conveys a mood of playfulness, suppleness, and
movement.

2. Shapes

Shapes are self-contained areas. The use of lines, differences in value, color, and/or texture
defines an area.

Shapes are two-dimensional and can from the outline of objects. Shapes can work together to
create a meaningful whole. Some shapes communicate from the silhouette without any internal
detail. Other shapes can be classified as geometry or amorphous.

Different shapes have different meanings (Illian, Best practices in Instructional Graphic Design).
 a. Square, with its formally balanced, symmetrical orientation, is considered sturdy and
straightforward.
b. Rectangle is the favored shape of the frame for mediated images. In a rectangular
frame, the chief object of focus does not have to be in the center for the piece to appear
balanced.
c. Circle has always been associated with the endless rhythmic patterns of time,
symbolizing eternity without clear beginnings or endings. A graphic designer must use
circles carefully. They immediately, draw the viewer’s eye in their direction and thus can
overpower an image’s main message.
d. Triangles are the most dynamic and active of shapes. As energetic objects, they convey
direction.

3. Color

Choices and combinations of colors are used to create emphasis on important details, differentiate
items from rest, create depth, and help organize information.

Appropriate color choices can not only enhance and enrich your visual designs but also suggest moods
and indicate movement. Color commands attention and adds visual impact.
Artists perceived blue, green and violet as “cool colors” and red and orange as “warm colors”. Thus,
warmer colors appear to approach the viewer while cooler colors seem to recede.

Bergeron (1990) found out that:

● Learners recall longer what they see in red.
● Blue elements receive less of the learner’s attention.
● Use yellow highlight important parts or key words in a visual. People tend to look at
yellow objects first.

Below is a table of effective combinations of colors for backgrounds and images for displays and
computer screens (Loosmore, 2007).

Background Foreground Images and Text Highlights

White Dark Blue Red, Orange
Light Gray Blue, Green, Black Red
Blue Light Yellow, White Yellow, Red
Light Blue Dark Blue, Dark Green Red-orange
Light Yellow Violet, Brown Red

4. Texture

Refers to how a surface feels or is perceived to feel, by repeating an element, a texture will be created
and a pattern formed. Depending on how a texture is applied, it may be used strategically to
attract or deter attention. Texture can be used to give emphasis, provide separation or enhance
unity. For example, cotton can be sued to represent clouds.
5. Typography

Typography refers to which fonts are chosen, the size to be used, alignment of elements, color,
and spacing.

6. Form

This mainly applies to all objects in three dimensions. It also describes their masss and volume.
To create a form, simply combine two or more shapes. It can be enhanced by different textures,
colors, and tones (Wilson, 2014).

Principles for Creating a Visual Design

● Unity
● Gestalt
● Space
● Hierarchy
● Balance
● Contrast
● Scale
● Dominance
● Similarity
● Arrangement

Guidelines in Designing Visuals

1. Information/Instructional Purposes
● Use visuals whenever possible to illustrate ideas
● Present a single concept in each visual
● Break down complex visuals into simpler ones or build them up step-by-step
● Minimize text on each visual; maximum of six words per line and six line per visual.

2. Graphic/Picture Elements
● Use visuals that are not too abstract or too realistic
● Use scale or common object to indicate size of unfamiliar objects
● Eliminate distracting backgrounds
● If feeling of depth is important, use another object to create the foreground
● Use the “rule of thirds”
● Avoid splitting visual exactly in half with a horizontal line
● Use graphs to present data
● Use bold (thick), plain typefaces
3. Text/Lettering Elements
● Avoid using many different typefaces on the same visual
● Use italics, boldface, underlining or color for emphasis
● Use lowercase lettering, adding capitals only when normally required
● Center title at top of visual
● Use short, concise, meaningful, descriptive titles that contain key words
● Spacing between lines should be 1 ½ times word height

4. Color

● Use of brightest and lightest color to focus attention on important elements

● Use lettering and visuals that contrast with background color
● Use consistent background colors in a series of visuals
● Limit the number of colors on a visual

5. Layout
● Make visuals as simple as possible, avoid excessive detail
● Make sure your visual appears balanced
● Use of a horizontal format for overhead transparencies and slides
● Make visual legible
● Use pleasing layout

Non-Projected Visuals

Good teaching sometimes fails due to visuals that are not suitable for the topic being discussed.

Non-projected visuals are visuals that do not require the use of equipment for projection. These
are the most widely used media in many isolated and rural areas around the word (Heinich,
1993). They allow instruction to move from abstract ideas to concrete experiences.
Non-projected visuals are realia or real objects, model, still pictures, field trip, and display
material.

Advantages of Non-Projected Visuals

● Can be easily acquired or obtained

● Can be used without electricity
● Appropriate for those with low budget
● Can be used without much artistic ability
● Can be used in different levels of instruction and discipline
● Can be used to stimulate creative expression such as telling stories

Disadvantages of Non-Projected Visuals

● Can be damaged easily with regular use

 ● Hard to store
● May be too small for group viewing

1. Real Objects or Realia

Real objects such as coins, plants, and animals are some of the most accessible materials for
educational use. These concrete objects are instructional aids most closely associated with the
experiences at the Dale’s Cone of Experience, Direct Purposeful Experience (Heinich, 1993).
Real objects are ideal media for introducing leaners to a new subject. Since these are real,
students can touch them, smell, hear, view, open, disassemble, and reassemble them using any
or all the senses of their bodies.

2. Model

It is a three-dimensional representation of person or thing. A model may be larger, smaller or the

same size as the object it represents. It may be completed with detail or simplified instructional
purposes. Models can be commercially bought or can be teacher-made. A model is used to
demonstrate something, explain a process or make topic interesting.

Examples: A Model of the Parts of the Cell, A 3D Model of the Human Brain

Techniques for using real objects and model

● Familiarize yourself with the object or model before using it in the classroom
● Practice how to use the object. If the object or model is a working one, know how it
works and what might go wrong
● Real objects must be large enough to be seen by the class but not too big or heavy as to
be distracting
● Show or demonstrate an object by revealing it only when needed and covering it or
putting it out of sight when it is no longer in use.
● Use a size indicator, a color slide, or a visual to show size and color of the object the
model represents. Be sure your students don’t get the wrong impression of the size,
shape, or color of the real object if the model differs from it in these respects
● Walk around the classroom and briefly show the object to everyone so as not to distract
the students. Passing of an object around a classroom of students is not a good
practice.

Mock ups

A mock up is a scale model of a structure or device, usually used for teaching, demonstration,
testing a design.

Example: An artificial kidney to demonstrate dialysis

3. Mobile
 A mobile is a three0dimensional materials that are hung independently from the roof using fine
threads.

4. Still Pictures and Graphics

These are photographic or photograph-like representations of people, places and things.

Advantages

● It can translate abstract ideas into a more realistic format

● It is readily available in books, magazines, newspapers, catalogs, etc.
● It is easy to use because it does not require any equipment

Limitations

● Some photographs are simply too small for use before a group
● Still pictures are two-dimensional

Types of Still Graphs

Graphics are non-photographic, two-dimensional materials designed specifically to

communicate a message to the viewer. They often include verbal as well as symbolic visual
cues. There are five types of graphics to Heinich (1993).

a. Drawings including Sketches and Diagrams

Drawings, sketches, and diagrams are graphic arrangement of lines that represent persons, places,
things, and concepts

● Drawings are more complete and realistic. Drawings are readily found in textbooks and
other classroom materials.
 ● Sketches usually involves pencil to create figures or pictures. Stick figure compositions
are sketches. Sketches are typically as a preliminary to a drawing.
● Diagrams are usually intended to show parts of an object, help explain processes or how
something works or how it is constructed

b. Charts

Charts are “a visual symbol summarizing, comparing or contrasting or performing other helpful
services in explaining subject0matter (Dale, 1969). Charts are graphic representations of
abstract relationships such as chronologies, quantities, and hierarchies. A chart should have a
clear, well-defined instructional purpose. In general, it should express only one major concept or
configuration of concepts. Charts are designed to be shown to a class or group in the course of
lesson.

Charts can be used in many ways (Valstar, 2012).

● It helps motivate the students

● It shows continuity in the process
● It shows relationships by means of facts, figures, and statistics
● It presents matter symbolically
● It presents abstract ideas in visual form
● It shows the development of structures
● It summarizes information
● It creates problems and stimulates thinking

b.1 Types of Charts

1. Organizational Charts

These show the structure or chain of command in an organization such as school, company,
corporation, civic group, or government department. Usually they deal with the
interrelationship of personnel or departments.
 2. Classification Charts

These are similar to organizational charts but are used chiefly to classify or categorize
objects, events or species. A common type of classification chart is one showing
taxonomy of animals and plants according to natural characteristics.

3. Time Lines

These illustrate chronological relationships between events. They are most often used to
show historical events in sequence or the relationship of famous people and these
events. Time lines are very helpful for summarizing a series of events.
 4. Flowcharts

These are also called process charts, which show a sequence, a procedure, or a flow of a
process. Flowcharts show procedures or activities that are usually drawn
horizontally.

5. Tabular Charts

These are considered as tables that contain numerical information or data. The data are
presented in columns.

Program 1st year 2nd year 3rd year 4th year

ychology 120 145 20 22

c. Graphs
Graphs are visual representation of numerical data. They also illustrate relationships among
units of the data and trend in the data. Graphs are more visually interesting and data can be
interpreted more quickly than in tabular form.

Some of the uses of graphs are

● Graphs are used to present statistical results

● Graphs can give a bird’s eye view of the complete information
● Graphs are an effective tool to compare and contrast complicated facts

c.1 Types of Graphs

The following are types of graphs that can be used to present different information (Heinich,
1993).

1. Bar graphs

These are used for comparing similar items in different categories or groups. Bar graphs are
easy to read and can be used with elementary age students.

2. Pictorial graphs

These are represented by a drawing instead of using numerical data.

 3. Pie graphs

These are graphs represent a whole where each part represents a percentage of the whole.
Pie graphs help you see clearly the [percentage value each part of a whole.

4. Line graphs

These graphs are used in plotting trends that show increase or decrease in data over time.

d. Posters

Posters are visual combinations of mages, lines, color and words, they are intended to catch the
attention of the viewers to communicate brief message. Posters can be used to stimulate
interest to an event or a new topic and can also be used to motivate students on some new
topics. Posters convey specific message, teach a particular lesson, or give a general idea.

Characteristics of Posters
● Words are minimal. Usually 4 or 5 only
 ● Layout of the elemnts are simple and arranged well
● Color and texts are efficient. Illustrations are bold and lettering styles are simple
● Posters are attractive

e. Cartoons

It is the most common and popular visual to learners. These are rough caricatures of real people,
animals and events. Cartoons appeal very well to learners of all ages.

f. Maps

It is an accurate representation of plane surface in the form of a diagram drawn to scale. The details
of boundaries of whole or earth’s surface, continents, countries, etc. some maps may
include geographical details such as the location of the mountains, rivers, altitude of the
place and important locations. Maps depict the climatic conditions, natural conditions,
locations of certain countries and continents.

Uses of Maps

● To show the geographical features of the earth’s surface

● To show relationships between places

Types of Maps

● Road map. This is the most commonly used map that is used for navigation.
● Physical map. It shows the landscapes and features of a particular area such as
lakes, rivers and the seas.
● Topographic map. This is almost the same as physical map. However, it uses line to
show changes in elevation.
● Political map. This shows the names and locations of important cities. There are no
landscape features that are shown in this type of map. This is a kind of map usually
used by students for reference.
 ● Climate map. This type of map shows information such as average number of cloudy
days, temperature ranges, and average rain or snowfall. This is the type of map used
for weather reports.
● Resource map. This type of map shows economic activities or resources that can be
found in the particular area.
● Thematic map. This type of map shows a theme or topic in a particular area. It
usually shows the average number of cloudy days, temperature ranges, and average
rain or snowfall.

g. Filmstrips

Film strips are sequence of transparent still pictures with individual frame on 35mm film. A tap
recorded narration can be synchronizing with film strip. Each strip contains from 12 to 18
pictures. It is a fixed sequence of related still on a roll of 35mm film or 8mm film.

h. Flash Cards

Flash cards are a s et of pictured cards of varying sizes that are flashed one by one in a logical
sequence. Flash cards can be self-made or commercially prepared and are made up of chart or
drawing paper, plain paper using colors or ink on them for drawings.

Principles

● The messages can be brief, simple line drawing or photographs, cartoons and the
content will be written in few lines at the back of each card.
● 10” x 12” or 22” x 28” is commonly used in size
● 10-12 cards for one talk can be used. It should not be less than 3 and more than 20
● Prepare a picture for each idea which will give visual impact to the idea
● The height of writing on the flash card is to be approximately 5cm for better visualization.

Photography

Photography is an art than a science. Teaching with photographs is important to give a different
experience for both the teachers and the students. Teachers need to know the basic of
photography for their own use in the classroom like documenting a class project, field trip, or a
special event or simply for incorporating in the lesson.

Selecting a Camera

● Cellphones and Smartphones

● Point and shoot
● Electronic Viewfinder with Interchangeable lenses (Mirrorless camera)
● Digital Single Lens Reflex (DSLR)
 Basic Camera Parts

● Lens
● Viewfinder
● Body
● Shutter Release
● Aperture
● Image sensor
● Memory card
● LCD Screen
● Flash
● User Controls

Technical Terms used in Photography

● Pixels
● Megapixels
● Zoom
● White balance

Field Trip

A field trip is an excursion outside the classroom. Usually a field trip is to go out of the
classroom or go out to another building or place to study how things are made or processed, to
see well-known people or to see real objects. The objectives of a field trip are for students to
have a first-hand experience and to encounter phenomena that cannot be brought into the
classroom for observation and study. Field trip may include:

● A trip of a few minutes into the school field/garden

● Going to the other building within the school
● A visit to different offices/departments within the campus
● A day trip or longer trip to historical places, zoos, museums, parks

Non-Projected Display Materials

Non-projected visuals also have display materials that are other seen in the classrooms which
can be used for a wide range of teaching and learning.

1. Blackboard

Blackboard is the most common display surface in the classroom. It can be used as a surface to
draw visuals to support verbal communication.

2. Multipurpose Boards
 It is a board that is used for several purposes such as for announcements of special events or
occasions, reminders, things to do. It is also called panel boards.

3. Bulletin Boards

It is a surface used for decorative, motivational and instructional purposes. It can hold pins,
thumbtacks, and other sharp fasteners without damage to the board.

4. Feltboards

These are sheets of felt (or boards covered with felt) on which moveable displays can be produced
by sticking shapes cut out of or backed with felt onto them.

5. Magenticboards

These are ferromagnetic display boards on which moveable displays can be produced using
materials that are made of (or backed with) magnetic materials, or are fitted with small
magnets. They can be used in much the same way as feltboards and hook-and-loop boards.

6. Flipcharts

A flip chart refers to large sheets of paper fastened together at the top and mounted to an easel.
The sheets of paper can also be fixed to a support bar, or a display board by pinning them
along their top edges so that they can be flipped backwards or forwards as required in order
to reveal the information on a particular sheet, or to produce a fresh blank sheet on which
impromptu information can be written or drawn.

7. Exhibits
Exhibits are displays of various objects and visuals designed to form an integrated whole for
instructional purposes. It can be set up on a table of shelf.

8. Dioramas

Dioramas are static displays consisting of a three0dimesnional foreground and a flat background to
create a realistic scene.

Projected Visuals

Projected visuals are pictures shown on screen using projected devices such as overhead projector,
slide projector, opaque projector, LCD projector, plasma projector, document camera and LED
TV.
Projected devices are the most common sight that you can find in the classrooms. These devices
benefit the teachers and the students most so that lectures will be easier.

1. Overhead Projector

It is a projection device tools used to display images onto a screen or wall.

Types of Overhead Projector

a. Reflective Projector

In reflective projectors, the light source is located in the head of the projector. The light shines down
onto the reflective stage and then reflects back into the head of the projector and onto the
screen.

b. Transmissive Projector

Transmissive projectors are the most widely used projector that can be found in many schools. It is
the bulky, largest and heaviest type of projector.

In transmissive overhead projectors, a text passes through sequence of lenses and mirror that
came from the base of the machine which in turn displays the result on a screen or a wall.

2. Slide Projector

It is a projection device designed to be used with slides. Slides are small transparencies mounted in
sturdy frames which are ideally suited to magnification and projection. This device is slowly
becoming obsolete in most schools because of the presentation software that are more easy
to use and does not entail cost to prepare for slides.

3. Opaque Projector

It is the first projector used as a presentation device before the OHP. It is used to project
non-transparent materials or printed materials without having to convert them to another
medium. Only few schools are using this device because it is bulky and materials cannot be
projected as clearly as the new projection devices.

4. Liquid Crystal Display (LCD) Projector

It is the modern equivalent of a slide projector and OHP. It is a type of video projector for displaying
video, images or computer data on a screen or other flat surface. LCD projector is
considered transmissive projector because light passes through the LCD panels rather than
bouncing it away. When a projector uses mirror to direct the light in an image. Then it is a
reflective projector, and that is the technology behind a Digital Light Processing (DLP)
projector. The Light Emitting Diode (LED) projector is named for its light source.
 5. Document Cameras

These are projected device that can project that are readily available in the classroom. A real object
or realia can be easily projected to enlarge the visual so that everyone can see.