Communications Toolkit - Visual Communication And Graphic .

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ContentsWhat Leaders Need To KnowIntroduction . 55The Goal of Visual Communication Design . 55Kids & the Creative Process . 55How to Use the Materials . 56Life Skills . 56Self-Assessment & Evaluation . 56Beyond the Toolkit: More Ideas & Resources . 57Skill SheetsThe Creative Process . 59Design Building Blocks – The Elements & Principles . 60Type Terms & Tips . 62Color Terms & Tips . 64Designing Symbols & Logos That Work . 66Designing Presentation Graphics That Work . 67Designing Layouts That Work . 68Designing Exhibits That Work . 70How Did I Do? A Self-Check for Evaluating Your Design Project . 72Design Warm-Up ActivitiesDesign Elements: Line . 73 Shape . 74 Texture . 77 Space & Size . 78 Color . 80Design Principles: Balance . 84 Rhythm . 87 Emphasis . 88 Unity . 90You’re My Type . 91Scanning the Visual Environment . 93Design a Logo . 94Design a Poster or Flier . 96Design Presentation Graphics . 101

What LeadersNeed to KnowIntroductionWhether you take a drive down awell-travelled highway, strollthrough a local shopping mall orsurf the Internet, you see and interpret many visual messages everyday. These messages may be informs such as logos, signs and posters, or television, computer andmagazine graphics.You and your group may need todesign some visual messages of yourown. You might need a poster toadvertise a meeting, a brochure ornewsletter for your organization, ora logo for a club business. Computertechnology now gives more peopleaccess to many of the same or similardesign tools as those used by mediaprofessionals. To use these tools toeffectively communicate a message,however, requires more than justknowledge of the computer software.It requires an understanding of howto structure visual information usingthe elements and principles ofdesign. The area of design that dealswith structuring visual informationfor communicating messages is calledgraphic design.Information is becoming more visual in nature. (Consider CD-ROMmultimedia encyclopedias andgames, or the images availableacross the Internet – the electronic“information superhighway.”) As weexchange more information withpeople whose language and culturediffer from ours, visual communication through well-designed symbols and images may help make ourmessages easier to understand.Today’s young people will face manysituations in the future – both onand off their jobs – in which theywill need to understand and usegood visual communication designskills to ensure that their messagesare seen and understood.You can use the activities and information in this section to help theyoung people you work with: Think about how and why visualmessages in our environment arecreated. Become familiar with the language of visual communications. Become comfortable with the creative process as it applies to visualcommunication. Learn to use the basic elementsand principles of visual communication design. Learn to evaluate visual communication. Find additional visual communication resources.The Goal of VisualCommunicationDesignOne way to state the goal of thevisual communication designer is:To create visual formats for messages, taking into consideration theintended audience by using mutually understandable alphabets, symbols, colors, images and selectingappropriate media so the messagescan be received, understood and responded to.As you begin working with yourgroup on visual communication activities, ask the participants tothink about this. Have them putinto their own words what theythink the goal of a visual communication designer might be.Kids & theCreative ProcessCreative problem-solving and creative presentation of visual information are essential elements of thedesign process. You can help stimulate creative thinking by providingkids with: Opportunities, time and materials to explore. Encouragement to express theirown ideas.Visual communication is a specialblend of art and language used todeliver information to a particulargroup of people. If the informationis presented in a way that attractsthe intended audience and persuades them to take action (suchas to come to a car wash or to recycle their trash), the designer hasdone his or her job well. Acceptance and respect for theircreations.Often it is difficult for kids (andadults!) to talk about their creativework in front of others for fear theywill be criticized. It’s helpful to askkids to talk about the process theywent through to create their work.Ask your group to identify and talkabout aspects of each others’ workCOMMUNICATIONS TOOLKIT Visual Communication & Graphic Design – 55 2000 Michigan State University Board of Trustees.

they like. This gives kids a chanceto use their new design vocabularyto describe what they see.Only when kids are comfortablewith this positive presentation andfeedback process should you beginto add questions like, “How couldone part of this project be improved,and why?” or “If you could do thisagain, what might you do differently?” Allow one group member topresent a suggestion to the designer, then give the designer achance to agree or disagree with theobservation. The “How Did I Do? ASelf-Check for Evaluating Your Design Project” skill sheet found onpage 72 also can provide a way forindividuals to privately evaluatetheir own work.How to Use theMaterialsIn addition to “What Leaders Needto Know,” the visual communicationsection includes: Skill Sheets – Single conceptsheets that provide basic information and tips. Specific sheets arereferred to in many of the activities and may be copied and reviewedby leaders and members before beginning an activity. These sheetsalso can be used independent of theactivities for quick reference. Design Warm-Up Activities –Short activities that introduce specific visual communication concepts.These can be used as warm-ups forprojects. Projects – Longer activities designed to take a group through thedesign process using a format suchas a poster or logo. Depending onthe needs of the group, each ofthese activities can be completedin a single meeting or expanded intomultiple meetings or workshops.Before using the activities, thinkabout the suggested procedures andmaterials. Then adapt them to fitthe needs and resources of yourgroup.The activities are designed so thatthey can be carried out with theleast amount of specialized tools,technical training on those tools,materials and room setup. If yourgroup has access to and familiaritywith computer page layout anddrawing software or other communication technology, you can adaptthe activities to take advantage ofyour available resources.The activities provide “generic”situations for participants to applytheir design skills to. However, youcan substitute a real situation suchas designing posters for an upcoming event. If your group is interested in making communicationstheir project, you can use the activities as a jumping-off point forexploring the area of visual communication design.Life SkillsUsing the visual communicationand graphic design activities in thissection can provide young peoplewith practice in valuable life skillssuch as: Planning and researching aproject, and then organizing theinformation. Making decisions and solvingproblems creatively. Using resources wisely. Working as a team member. Learning useful and marketabletechnical skills (the elements andprinciples of design, for example)and applying these skills to aproject. Developing record-keeping skills(for example, creating a graphicsportfolio). Communicating a concept or message to others through visualmeans. Strengthening self-esteem byunderstanding one’s abilities andhaving an opportunity to experiencesuccess. Evaluating a project and settinggoals for improvement.Self-Assessment& EvaluationAfter each activity or project youlead with young people, please helpthem think about what theylearned. Make copies of the “WhatI Learned” self-evaluation form onpage 8 and distribute them to yourgroup. Ask them to think quietlyabout the questions and make notesabout what they learned, how theyfeel about their skills in that areaand what they’d like to learn moreabout. Then lead a discussion withthe whole group and ask if anyonewants to share what they came upwith. Young people may want tokeep their “What I Learned” selfevaluation forms to refer to laterand as a way to document theirlearning process.56 – COMMUNICATIONS TOOLKIT Visual Communication & Graphic Design 2000 Michigan State University Board of Trustees.

Sign painting and outdoor advertising companies designing signs,billboards and banners. Exhibit and display companiesdesigning exhibits and displays. In-house art departments for businesses and government agenciesdesigning newsletters, reports, catalogs, presentations and forms. Printing companies designing materials to be offset or screen printed.Beyond theToolkit:More Ideas &Resources Software companies designinggraphics for business, education orentertainment software. At home, “freelancing” illustration, design, cartooning and morefor any of the groups mentionedabove.Community as aResourceThere are probably individualsworking in the area of visual communication design in your community or neighboring areas. Their jobtitles are often “graphic designer”or “graphic artist.” Keep in mindthat the area of visual design isconstantly changing and so are thejob titles of designers! You may hearabout people who are working asmultimedia designers or desktoppublishers, or who have other titles.The designer’s job title often reflectsthe technology he or she is using.You may find people with visualcommunication design skills working in: Video or television studios designing word, symbol and data graphics, and studio sets. Advertising companies designingadvertisements for newspapers,magazines, billboards, catalogs andthe Internet. Book publishing art departmentsdesigning books, book catalogs andbook sales brochures. Internet service provider businesses designing World Wide Webpages.Your group may wish to invite localdesigners to talk about their workat one of your meetings or arrangeto visit a designer at his or herworkplace.Additional ResourcesThe following materials will be useful for adults and older teens whowould like to learn more about visual communications.The World Wide Web is a growingsource of information on visualcommunication. Use the generalcategories listed here as searchterms with any of the Internetsearch engines (see pg. 134 for information on Internet safety).Business Practices & CopyrightInformation for GraphicDesigners Graphic Artists Guild Handbook ofPricing and Ethical Guidelines (9thEdition), edited by Rachel Burd.New York, New York: Graphic Artists Guild, 1997. This frequentlyupdated reference book provides information for designers on pricinga variety of design work, writingcontracts and current copyrightlaws. World Wide Web address:(http://www.gag. org/)Color Principles of Color Design, byWucius Wong. New York, New York:John Wiley & Sons, Inc., 1997. Thisbook provides an introduction to colorfor graphic designers and artists. Understanding Color: An Introduction for Designers, by LindaHoltzschue. New York, New York:John Wiley & Sons, Inc., 1997. Thisbook provides basic color theoryinformation and exercises for artists and designers.Creative Problem-Solving Design Yourself! by Kurt Hanks,Larry Belliston and Dave Edwards.Los Altos, California: Crisp Publications, 1990. This book provides design exercises, thought-provokingquotes and illustrations that willstimulate the creative planning andproblem-solving process.Graphic Design & Layout The New Graphic Design School, byAlan Swann. New York, New York:John Wiley & Sons, Inc., 1997. Thisbook provides classroom or selfstudy exercises and projects in different areas of graphic design. Itincludes exercises in using the elements and principles of design aswell as the techniques necessary toput good design into practice. Making a Good Layout, by LoriSiebert and Lisa Ballard. Cincinnati,Ohio: North Light Books, 1992. Thisbook is an easy to use, step-by-stepguide to understanding the elementsand principles of layout design. Itprovides many design exercises andillustrations.COMMUNICATIONS TOOLKIT Visual Communication & Graphic Design – 57 2000 Michigan State University Board of Trustees.

SchoolArts Magazine. Worcester,Massachusetts: Davis PublicationsInc. This magazine is written by andfor art teachers. The articles explainclassroom art activities that teachers have used successfully and often focus on understanding designelements and principles. This magazine is also a good source for finding suppliers of art materials. Dynamic Graphics Magazine. Peoria, Illinois: Dynamic Graphics, Inc.This magazine shows the productionof graphic design projects witheasy-to-follow instructions.Presentation Graphics Designer’s Guide to Creating Chartsand Diagrams, by Nigel Holmes. NewYork, New York: Watson-Guptill Publications, 1991. This book providesexamples and exercises in how tomake data look visually exciting. The Presentation Design Book: Tips,Techniques & Advice for CreatingEffective, Attractive Slides, Overheads,Multimedia Presentations, ScreenShows, edited by Margaret Y. Rabb.Chapel Hill, North Carolina: VentanaPress, 1990. This book provides tipsand techniques for designing effective presentation graphics.Print Design and Production Pocket Pal: A Graphic Arts Production Handbook, by InternationalPaper Company. New York, NewYork: International Paper Company.This frequently updated referencebook has been providing basic information on offset printing technology and practices since 1934. How a Book Is Made, by AlikiBrandenberg. New York, New York:Harper Trophy, 1988. This children’sbook explains in easy-to-understandlanguage and illustrations the processof writing, editing, producing,printing and marketing a book.publication is targeted for graphicdesign students, teachers and professionals. The articles showcasehistorical and current typefaces andtype designers. Additional articlesare available on the World Wide Webat (http://www.uandlc. com).Exhibit Ideas See the “Designing Exhibits ThatWork” skill sheet on page 70, whichis adapted from CommunicationsMade Easy: A 4-H Guide to Presenting Information, published byMichigan 4-H Youth Programs, 1978(out of print).Type Designing With Type: A BasicCourse in Typography, by JamesCraig. New York, New York: WatsonGuptill Publications, 1992. Thisbook provides basic information onunderstanding and using type. Upper & Lower Case (U&lc) magazine. New York, New York: International Typeface Corporation. This58 – COMMUNICATIONS TOOLKIT Visual Communication & Graphic Design 2000 Michigan State University Board of Trustees.

SKILL SHEET:The Creative ProcessThe creative process is similar for allareas of communications — it usually involves gathering information,brainstorming, planning, gettingfeedback, production and evaluation.Here are some things to consider ateach stage of your graphic designproject.STAGE 1:Gathering InformationBefore you start developing yourdesign, you’ll need to find out: Who is the audience and whatdo you want them to do? What is the message? What formats (such as advertisements, fliers, brochures andpresentation graphics) areavailable and which format willbest suit your purpose? What setting will your designpiece be seen in? What will becompeting with it for attention? What production or reproduction processes are available toyou and which one will bestsuit your purpose? What is the life span of yourdesign piece? Will it be readonce and recycled, or savedand used by more than oneperson? Serve as a “road map” forproducing your final artwork. Get cost and time estimates foroffset printing or other methods of reproduction. What is your timeline andbudget?STAGE 2:Brainstorming IdeasYour brain can work on a creativeproblem even when you’re not concentrating on it! Be prepared –great creative insights can occur attimes when you’re doing somethingtotally unrelated to your project.Brainstorming is a technique forgenerating lots of ideas in a shorttime (see “Brainstorming” on pg.5). Remember that all ideas aregood ideas at this stage! Look in magazines, books orother sources to see how otherssolved similar problems. Make lots of small, quick“thumbnail sketches” to tryout many visual ideas. Write lots of short, actionoriented headlines or slogans. Look for images (photographs,clip-art) that might go withyour message. Think about the feeling ormood you wish to convey, thenlook for type styles and colorsthat could help express it.STAGE 3:Fine-Tuning Ideas,Getting Feedback &Planning ProductionSTAGE 4:Producing theFinal PieceOnce your design is approved andyou’ve checked to make sure it willbe able to be produced within yourbudget, you can move on to production. Production methods will bedifferent depending on whetheryour final design will be: Handmade. Printed by a photocopier, offsetprinting press or silkscreenprinter. Viewed on a television, videoor computer screen. Painted on a wall, signboard,vehicle or other object. Produced as a display orexhibit.If your final product is going to behandled by others (such as aprinter) talk with the people whowill be working with your artwork.Be sure you know how they wouldlike it to be prepared. Include clear,written instructions and always givethem a phone number where theycan reach you with questions!STAGE 5:Make a more complete version ofyour best idea or ideas. This couldbe an actual size or scale model ofa drawing that looks as much aspossible like the final piece. You canuse it to: Present to others for feedback.Evaluating ResultsDid your intended audience get yourmessage and respond the way youhoped they would? (See the “HowDid I Do?” skill sheet on pg. 72 forhelp in evaluating your work.)COMMUNICATIONS TOOLKIT Visual Communication & Graphic Design – 59 2000 Michigan State University Board of Trustees.

SKILL SHEET: Design Building Blocks –The Elements & PrinciplesThe elements of visual design (line,shape, texture, space, size, valueand color) are like the wood, nailsand concrete used to construct ahouse. An expert builder is very familiar with the materials of thetrade. Good designers also need tobecome familiar with the elementsof design – how to create them

magazine graphics. You and your group may need to design some visual messages of your own. You might need a poster to advertise a meeting, a brochure or newsletter for your organization, or a logo for a club business. Computer technology now gives more people access to many of the same or similar design tools as those used by media professionals.

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