Quarter 4 VISUAL INFORMATION AND MEDIA

LESSON 5
GENERAL INSTRUCTIONS: Read the specific directions carefully before answering the exercises and
activities. Accomplish this module on or before THE SCHEDULED DATE SET BY THE TEACHER ON
SCHOOLOGY. For online consultations, please refer to the given schedule.

ESSENTIAL LEARNING PURPOSES: At the end of these lessons, I am expected to:

1.

1. (A) Identify the design principles and elements in creating a visual

information and media and describe the purpose of visual information and
media;
What do I
need to 2. (M) Analyze and evaluate visual information and media by using the
know? selection criteria for visual information and media, and visual design
elements and principles;
3. (T) Create a visual media material through design principles and elements.

Before going further, let us see if you can answer this exercise. I know you can do
it! This will help you to determine your prior knowledge about this topic. Good luck!

Please provide at least 3 sentences explanation below.

What I know?
REVIEW

HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY | SENIOR HIGH SCHOOL PROGRAM 1
MODULE IN MEDIA AND INFORMATION LITERACY | STEM, HUMMS, ABM, TVL
VISUAL INFORMATION AND MEDIA
What do you feel whenever you look at your throwback photos? Do you
feel nostalgic? Can you reimagine the scene from which the picture has been
taken? Do you find yourself suddenly overwhelmed with different emotions upon
seeing pictures from the past?

Indeed, a picture speaks a thousand words – this is the power of visual

information.

You are already knowledgeable in evaluating and producing text

information and media. But how about visual information and media? How will
you be able to distinguish the reliable and accurate visual information from the
bogus ones?

With the rapid development of technology, people nowadays have

gained wider access to visual information and media. Millions of visual information
now flood every available medium, and it is only upon the receiver to decode
which of these information is factual, reliable, and accurate. This is why visual
literacy is significant in contemporary societies.

In order to be visually literate, one has to understand visual information and

media first, know how these can be evaluated, and learn how to create your own
factual, reliable, and accurate visual information.

Visual Information and Media – materials, programs, applications and the

like that teachers and students use to formulate new information to aid learning
through the use, analysis, evaluation and production of visual images.

Symbols, pictures, icons, signs, and others that communicate with one’s
sense of sight are called visual media. It can be any of the following:
1. Ideogram
These are graphical symbols that represent ideas. Examples of such are
signs, logos, and symbols.
2. Statistical Visualization
This refers to the study and creation of data using visual representation.
Examples of such are charts and graphs.
3. Picture
Photography, painting, drawing, and the like all fall under pictures. It is
used widely by people to express their ideas, opinions, and sentiments.
4. Graphic Design
This refers to the art of combining text and pictures to communicate
information. Infographics, posters, and graphic advertisements are
considered as graphic design.
5. Video
If graphic design is combination of text and pictures, video is the
combination of motion and picture; or of motion, picture, and audio.
6. 3-D Image
A three-dimensional visual medium can be a sculpture, an architecture, a

HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY | SENIOR HIGH SCHOOL PROGRAM 2
MODULE IN MEDIA AND INFORMATION LITERACY | STEM, HUMMS, ABM, TVL
 real-life object, or a person. Information conveyed through a sign
language is considered a visual information.

The information that a person gets from these visual media is called visual
information. The process of giving and receiving visual information through media
is called visual communication. Since then, visual communication has played a
huge impact on how people think, learn, and act.

Some types of visual media are photography, video, screenshots,

infographics, data visualization, comic strips, memes, etc. Visual media produced
by formal organizations are considered as formal while other visual media are
considered as informal. The primary purpose of visual information is to gain
attention, create meaning, and facilitate retention.

THE POWER OF VISUAL INFORMATION AND MEDIA

According to Petterson (2015), visual communication is a powerful form of
communication for visual messages stimulate both intellectual and emotional responses.

How greatly does visual information affect people? Find out using the infographic
below.

Approximately 65% of the human population are visual learners; 30% are auditory learners; and
about 5% are experiential learners (Bradford, 2011).

This great power of visual information is the reason why people usually ground their beleifs and
ideologies upon the visual information they get, hence the saying, “To see is to Believe”. Most
people believe that picture always tell the truth (Lefferts, 1962).

The Power to Persuade

One manifestation of this power is when a person votes for a politician whose picture
while helping a typhoon victim went viral. Another example is a student who had an
assignment about photosynthesis, used the internet for visual reference. After being
“impressed” by the graphic interpretation of the second graph that he/she had seen, this
student automatically chose to adapt the said graph for his/her assignment.

HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY | SENIOR HIGH SCHOOL PROGRAM 3
MODULE IN MEDIA AND INFORMATION LITERACY | STEM, HUMMS, ABM, TVL
The Power to Affect

Look at the symbol, what comes to your mind when you see the symbol?

This symbol was designed in 1958 by Gerald Hostom for the British nuclear disarmament
movement and was later internationally recognized as a sign of peace. Due to popular
culture, the peace sign has been downgraded to a mere design for shirts, bracelets,
and necklaces.

VISUAL LITERACY
Scholars Robert Heinich, Michael Molenda, and James Rusell (1982) defined visual
literacy as the “ability to interpret visual images accurately and to create such messages”.

Evaluating information, regardless of its type, requires the following points, majority of
which have been discussed in the previous lessons.

1. What/Who is the source of information?

2. What is the medium used?
3. What is the reason behind showing this information to the public?
4. How is the visual information made?

The selection criteria for visual information and media:

Similar to the selection criteria for text information, one must keep in mind the relevance,
triangulation, point of view, medium used, and audience before using a visual information and
media. Adding to these criteria is the visual quality or the design of the information.

Producing a Visual Information

Like in the production of any information, the first thing that one should remember is
triangulation. Is the information (and original information source) that you will be depicting in
your visual message valid, reliable, and accurate? Even if it is, your viewers must always be
given a chance to fact-check the information. Therefore, if you have obtained your
information from other sources, make sure to provide these sources in your visual message.

It is also important to provide clarity, simplicity, and emphasis in producing your visual
information.

VISUAL DESIGN ELEMENTS AND PRINCIPLES

Visual design elements are the building blocks or basic units in the construction of a
visual image. Visual design principles are also known as composition. The right combination of
design elements used according to design principles can effectively communicate your visual
instructional message. Learning about design elements and principles will help you create and
evaluate visual images for instruction.

HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY | SENIOR HIGH SCHOOL PROGRAM 4
MODULE IN MEDIA AND INFORMATION LITERACY | STEM, HUMMS, ABM, TVL
Visual Design Elements

Line
describes a shape or outline. It can create texture and can be thick or thin. Lines may
be actual, implied, vertical, horizontal, diagonal, or contour lines.

Shape
usually a geometric area that stands out from the space next to or around it, or because
of differences in value, color, or texture. Shape may also be organic.

Value
the degree of light and dark in a design. It is the contrast between black and white and
all the tones in between. Value can be used with color as well as black and white. Contrast is
the extreme changes between values.

Texture
the way a surface feels or is perceived to feel. Texture can be added to attract or repel
interest to a visual element. Visual texture is the illusion of the surfaces peaks and valleys,
resulting in a feeling of smoothness or roughness in objects.

Color
determined by its hue (name of color), intensity (purity of the hue), and value (lightness
or darkness of hue). Color and color combination can play a large role in the design. Color
may be used for emphasis, or may elicit emotions from viewers. Color maybe warm, cool, or
neutral. It plays a major role in our visual perception, as it influences our reactions about the
world around us. It is therefore important to create color palettes that evoke the appropriate
audience reactions.

Form
a figure having volume and thickness. An illusion of a 3-dimensional object can be
implied with the use of light and shading. Form can be viewed from many angles.

Visual Design Principles

Consistency
Consistency of margins, typeface, typestyle, and colors is necessary, especially in slide
presentations or documents that are more than one page.

Center of Interest
an area that first attracts attention in a composition. This area is more important when
compared to the other objects or elements in a composition. This can be by contrast of values,
more colors, and placement in the format.

Balance
a feeling of visual equality in shape, form, value, color, etc. Balance can be symmetrical
and evenly balanced, or asymmetrical and unevenly balanced. Objects, values, colors,
textures, shapes, forms, etc. can be used in creating balance in a composition.

Contrast
offers some change in value creating a visual discord in a composition. Contrast shows
the difference between shapes and can be used as a background to bring objects out and
forward in a design. It can also be used to create an area of emphasis.

HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY | SENIOR HIGH SCHOOL PROGRAM 5
MODULE IN MEDIA AND INFORMATION LITERACY | STEM, HUMMS, ABM, TVL
Directional Movement
a visual flow through the composition. It can be the suggestion of motion in a design as
you move from object to object by way of placement and position. Directional movement can
be created with a value pattern. It is with the placement of dark and light areas that you can
move your attention through the format.

Rhythm
a movement in which some elements recur regularly. Like a dance, it will have a flow of
objects that will seem to be like the beat of music.

Harmony
brings together a composition with similar units. If for example your composition was
using wavy lines and organic shapes, you would stay with those types of lines and not put in just
one geometric shape.

Perspective
created through the arrangement of objects in two-dimensional space to look like they
appear in real life. Perspective is a learned meaning of the relationship between different
objects seen in space.

Self-Check
Instruction: Look for a visual media online. Analyze and evaluate the visual media material by
using the selection criteria for visual information and media, and visual design elements and
principles. Identify and describe at least 3 visual design elements and 3 visual design principles
employed.

Before going further, let us see if you can answer this exercise. I know you can do
it! This will help you to determine your prior knowledge about this topic. Good
Short Quiz luck!
WHAT’S MORE?
For Pure Online: Online quiz to be administered using the Schoology Learning
Management System.

For Printed Modular: Answer the quiz material attached to this module.

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MODULE IN MEDIA AND INFORMATION LITERACY | STEM, HUMMS, ABM, TVL
 Explorer! Let us now test what you have learned in our adventure! I know you
can answer these questions! Good luck!

PERFORMANCE TASK | RESEARCH BROCHURE

ASSESSMENT
Instruction: Based on what you have learned from this module, you will now
become a producer of visual information and media. Follow the guidelines
below in accomplishing this task.

Guidelines:
1. In your research group, assign a member that will make an e-brochure of
your research paper.
2. The e-Brochure content must be in Infographic format.
3. The e-Brochure size is 8.5” x 13” or long bond paper and must be divided
into 4 columns (1st column is intended for the research title with graphics
related to the title and the rest columns is for the research content).
4. Do it Digitally by using any applications (Piktochart.com, Canva.com,
Photoshop, etc.).
5. This will serve as your performance task.
6. Submit your output to the email provided by your teacher.

Rubric:
25 20 15 10
Content
Presentation of Information
Creativity
Use of visual design
elements and principles
Total Points: 100 Points

Explorer! Please take time to watch the following videos attached in this section
before you proceed to the next lesson. For now, you may take your break.
ENRICHMENT

Video Links:
1. https://www.youtube.com/watch?v=tD63b6Z-Tr0&t=89s

CHED (2016). MIL TG Guide.

Ping, Arniel V. (2017). Text Information and Media (Part 1).

REFERENCES

HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY | SENIOR HIGH SCHOOL PROGRAM 7
MODULE IN MEDIA AND INFORMATION LITERACY | STEM, HUMMS, ABM, TVL