INTRODUCTION
Audio-visual aids are the "materials or tools, which facilitate communication. Different types of audio-visual
aids are available, and you have to select approp,riately accordingi to need and target group by keeping
following points in mind: Represent a true picture of the topic so that people can correlate.
Appropriate to the situation and intelligence of audience or relevant to the ~situation.
Should be in good working condition.
Simple to operate (the size of the aid should be according to the number of audience).
Self-explanatory, helps for better understanding.
Information in the aid should be technically correct and based on facts.
USES OF AUDIO-VISUAL AIDS
Different uses of audio-visual aids are given below:
Makes communication learning more effective.
Makes learning faster, easier to remember and more permanent.
Arranged visuals (picture, models or drawings of a particular situation) can help to make inferences out
of these visuals. Helps to focus the attention of the audience. Visuals make the subject interesting and
develop continuity of thoughts i.e. television, film etc.
It gives opportunity to see things, which we do not see, ordinarily e.g. structure of reproductive organs.
Helps to simplify complex 'processes step by step.
CLASSIFICATION OF AUDIO-VISUAL AIDS
Broadly we can classify audio-visual aids into 3 categories:
Audio are hearing aids, which we can hear.
Visual are the aids, which we can see.
Combined are the aids, which can be seen and heard
GRAPHIC AIDS
Graphic aids are charts, diagrams, graphs, maps, flashcards, posters, pictures, photographs, leaflets, folders,
pamphlets, cartoons and comics. They are two-dimensional materials having no depth which communicate
facts, ideas and relationships clearly through words, lines, drawings, symbols and pictures. Graphic aids can
serve many educational objectives for group teaching of 20 to 30 students. They help to:
1. Visualise abstract concepts which are difficult to understand - concepts of size, rate of growth, inner
structure of an object or machine etc.
2. Reduce the amount of verbal talking and help in giving clear explanations; visuals in charts, graphs,
diagrams and posters, cut down words.
3. Present the information in a specific and systematic manner. Since majority of them are formal aids, they
have to be very systematic and organised.
They are also popular because they are
1. Comparatively less expensive.
2. Easy to make as no technical skills are required. Regular teachers, with some knowledge of drawing and
who desire to be creative can prepare them.
3. Easy to use. Very special arrangements and machines are not required.
4. Easily usable and reusable as they are flat, two-dimensional materials.
Graphic Aids - I
This section includes those graphic aids which have similar principles of preparation, presentation and
storage, and can be employed to do serious classroom teaching in home science.
CHARTS
A chart is a visual aid which helps in explaining the subject matter through such processes as summary, contrast
and comparison. It may be all writing or some writing and pictures. There are many types of charts.
Any information to be plotted with time is presented in columnar form. Columns can be added or reduced
depending upon the information to be presented.
Growth and development can be shown. It starts with a single source/stem and then spreads out into
branches.
Functional relationship within an organisation or an institution can be shown by lines or arrows; examples:
Administrative structure of
1. Residential University
2. All India Home Science Association
3. Integrated Child Development Scheme, etc.
Similarities and contrasts between two or more things such as methods, institutions, products, persons,
theories, architecture, schemes, etc. can be shown.
Effective charts tend to be composed of a mixture of several different type of graphics:
Pictures
Drawings
Cartoons
Graphs
Diagrams
Written material
There are four different types of charts. Most popular ones are as follows:
Time Chart:
Information is presented through columns. Number of columns can be added according to the requirement of
the material presented. It can be used to present relative information with reference to time.
Time charts provides chronological framework within which events and developments may be recorded. They
develop a time sense among pupil, helping them to comprehend and visualise the pageant time and its
relationships.
Tree Chart:
Growth and Development can be shown through a tree chart. It starts with a simple source or material, then
spreads into branches
Flow or Organisational Chart:
This cart can show functional relationship in an organisation like, business, college, university, judicial and
legislative departments, how the government gets and spread money etc. It shows organisational pattern and the
interrelationship of two or more units which is shown by lines and arrows. It shows each division and its
breakdown into individual department.
While designing a flow chart, care should be taken to preserve a sense of order and sequence
Comparison and Contrast Chart:
Comparison and contrast between two and more things can be shown through this type of chart
Readymade charts are available for use in teaching in almost all areas in all subjects. But it is not difficult for
anyone to prepare a chart.
Simple charts with a neat professional appearance can be made in minutes with coloured paper, charting tapes
and adhesive letters.
Charts should be large enough for details to be perceived by all the pupils in the class
Suitability of using charts:
With small group (30-40)
Teaching in classroom
For repeated explanation
For encouraging learning amongst students
Graphic aids – GRAPH
A graph is a diagramatic representation of numerical or quantitiative data. Graphs can be in many forms.
In an area graph, the simple kinds of comparisons for approximate and not exact differences in size can be
made. Two-dimensional, geometrical shapes such as squares, circles, rectangles are used to compare two or
three items.
In a solid graph, three-dimensional, geometrical or pictorial symbols of any other shape are used for
comparison. It is more difficult than the area graph as the comparison is to be made in terms of volume instead
of area.
A line graph, also known as a 'curve' graph, is the most appropriate type to represent two related data in
an exact and complete manner. It is mostly used to combine quantity with time to show progress, change
and development of more than one data.
A bar graph is simple and easy to construct and is used to make comparisons of two or more data. It has
a zero base and the data is plotted with the help of horizontal or vertical bars. The length of the bar
represents the amount in terms of percentages, calories, grams, mean, etc.
A pie graph is also known as 'Circle graph' or 'Sector graph'. Pie is the circle representing the total
numerical amount and each slice is a specific percentage. It is ideal for showing fractional relations.
However, it is difficult to prepare and to understand if the segments or percentages are too small, too many or
too similar.
The students learn better if actual percentages are included on the slices instead of letting them judge by the size
of the slices.
In a pictorial graph, conventional self explanatory symbols are used instead of erecting bars. It is mostly
used when the purpose is to advertise, publicise, or motivate people for some action or product. The simple
pictorial symbols suggest rather than represent. A pictorial graph:
1. Shows number rather than size for indicating quantities.
2. Compares rather than shows isolated elements.
3. Shows approximate quantities and not exact amounts. So, though it provides realism, it cannot:
4. Be read quickly.
5. Provide precise information.
6. Show fractional percentages.
MAPS
Webster (1967) defines a map as a 'representation of the surface of the earth or some part of it, showing the
relative size and position according to a scale or projection or position represented'. Even when, study of
Home Science may not be able to involve use of maps as extensively as geography, a student must know the
various physical facts about the earth, as well as it's social problems, situations and events.
These can be understood best, if seen in their natural environmental setting. From this point of view, physical
maps assume importance for students of home science also.
A physical map may be of simple geographical outlines of land and water surfaces or may contain various
details such as altitudes, temperatures, vegetation and soil. Maps can be industrial (when related to economy) or
political also.
Use maps to -
1. stimulate students to learn
2. furnish means for self expression, projects for groups of students; example: projects of preparing maps on -
boundaries of India, Home Science Colleges in India, Home Science Schools in Gujarat, Women's
Organizations in Baroda and Adult Education centers in a district.
3. Provide visual basis for comparison and contrast; example: milk dairies in the state or a district. 1RDP
(Integrated Rural Development Project) - projects in villages of a district.
4. Serve as a method of study; example - drawing a map of any community that has to be studied by the
students themselves. Maps can be presented in different forms.
The globe is approximately the shape of the earth. The extremes represent the poles. It can be rotated along its
vertical planes. It helps us to sec the various parts of the earth in relation to each other.
This is a flat two-dimensional map, making use of pictures, photographs, dots, triangles or any other realistic
symbols to develop strong associations between regions and relevant information. A key is a must and the
symbols must be very clear.
The outline map may be printed permanently on board or the outline can be traced with the help of a cardboard
or wooden stencil. Copies of small size maps can be reproduced on a duplicating machine for individual
student's use.
PICTURES AND PHOTOGRAPHS
Pictures and photographs are visual materials, used to stimulate a learner's interest. Properly selected and
adapted they can help readers to understand and remember the content of accompanying verbal materials. They
aid in teaching and learning as they:
1. Provide exact visual records of objects and persons; the photographs have greater exactness than the
pictures as the artists's ability and bias are not reflected in these; example - a photograph of woman is an
exact likeness of her, but a portrait may show her more young and beautiful than she is.
2. Recapitulate both inanimate and animate objects.
3. Can be used for individual study by students which is particularly useful for the slow learners.
4. Cover a variety of subjects; it is possible to take a photograph or draw a picture of almost anything; a
teacher must build up her own picture/photograph file by collecting these whenever she can for ready use,
rather than waste time by hunting for a specific picture only when she needs; examples - photographs of
traditional wedding costumes of the different religions or states; home decorations in various communities,
etc.
5. Are compact and can be preserved for many years with special care and lamination treatment; this helps in
conducting historical surveys of the past; examples-costumes, architecture, way of living, vehicles etc.
However, pictures and photographs have some limitations also. They may develop misconceptions of time,
size and colour among the students:
Time - Photographs of child development-The actual development may have taken 12 years and the students
may think it was faster than that.
Size - Picture of an elephant - a child who has never seen an elephant may think that it is as big as it is in
the picture; or an enlarged photograph of a mosquito may convey the idea that it is actually of that large size;
including other objects in the picture with which the students are familiar will help them to judge the size of the
new objects.
Colour - If the pictures of flowers have colours, different than the real flowers, the students may develop
misconceptions regarding colours of the flowers.
1. The photographs can prove to be expensive because of rising cost of cameras, developing and printing.
Check whether the cost of camera, film and processing are within your budget. Cameras range in
complexities from those that are fully automatic to simple aim and shoot models; a camera which is easy
and convenient to use is preferable.
2. Pictures, if drawn rather than collected from printed sources, require artistic ability.
3. These aids cannot depict ideas mainly dependent on motion; example - working of a sewing machine.
4. Both pictures and photographs, if not properly stored, can fade and tear.
5. To minimize this damage –
Put them in envelopes to avoid folding.
Label them in albums.
Mount them by wet method that is, by glue or fevicol, or by dry method which includes the use of butter
paper and a hot iron.
BIBLIOGRAPHY
1. Pilkington, T. L. "Audio-Visual Aids to Teaching." Bulletin of the Royal College of Psychiatrists 9, no. 4
(April 1985): 86. http://dx.doi.org/10.1192/s0140078900001851.
2. Pilkington, T. L. "Audio-Visual Aids to Teaching." Psychiatric Bulletin 9, no. 4 (April 1, 1985): 86–87.
http://dx.doi.org/10.1192/pb.9.4.86.
3. Fauziah, Firda, Etika Rachmawati, and Misbahudin Misbahudin. "MALE-FEMALE EFL STUDENTS’
PERCEPTION ON THE USE OF AUDIO VISUAL AIDS TO IMPROVE THEIR VOCABULARY
MASTERY." JALL (Journal of Applied Linguistics and Literacy) 2, no. 1 (February 26, 2018):
25.http://dx.doi.org/10.25157/jall.v2i1.2188.
4. Lawson, Ursula. "Audio-Visual Aids in Third Year German." IALLT Journal of Language Learning
Technologies 8, no. 1 (January 18, 2019): 13–21. http://dx.doi.org/10.17161/iallt.v8i1.8883.
ASSIGNMENT ON
GRAPHIC AIDS: PICTURES, CHARTS, MAPS, GRAPHICS
SUBMITTED TO SUBMITTED BY
JAYA GANDHI
M.Sc (N) 1ST YEAR
