Copyrights 2007, M.J. Zar zycka, The Importance of Teaching Visual Literacy to Non-Designers The Importance of Teaching Visual Literacy to Non-Designers Monika Zarzycka 2007 IGAEA Conference
Mar 30, 2015
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
The Importance of Teaching Visual Literacy to Non-Designers
The Importance of Teaching Visual Literacy to Non-Designers
Monika Zarzycka2007 IGAEA Conference
Monika Zarzycka2007 IGAEA Conference
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
IntroductionIntroduction
Importance of Visual Literacy Required for business-oriented
professionals Presentations, corporate communications,
newsletters, business cards, websites Visual presentation of data: charts, graphs,
symbols
Importance of Visual Literacy Required for business-oriented
professionals Presentations, corporate communications,
newsletters, business cards, websites Visual presentation of data: charts, graphs,
symbols
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
IntroductionIntroduction
Problem Many people are visually illiterate Not enough education/training in visual
design Solution
Offer courses in visual communications The Information and Logistics Technology (ILT)
Department at the University of Houston (UH) offers a visual literacy course
GRTC 3353 - Visual Communications Systems
Problem Many people are visually illiterate Not enough education/training in visual
design Solution
Offer courses in visual communications The Information and Logistics Technology (ILT)
Department at the University of Houston (UH) offers a visual literacy course
GRTC 3353 - Visual Communications Systems
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
GRTC 3353GRTC 3353
GRTC 3353 is an introductory course that is required of all students in the UH ILT department
Students are introduced to: principles of graphic design typography and how to work with type scanning and digital photography color theory and use newsletter and newspaper design identity and advertising design
GRTC 3353 is an introductory course that is required of all students in the UH ILT department
Students are introduced to: principles of graphic design typography and how to work with type scanning and digital photography color theory and use newsletter and newspaper design identity and advertising design
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
GRTC 3353GRTC 3353
Students are also taught basic design concepts using Microsoft Word or Microsoft PowerPoint Not recommended as professional graphic design
applications but acceptable as in-office applications Why Microsoft Word?
Students learn design concepts without spending excessive class time learning new software programs that many of them would never use after the course
Students are also taught basic design concepts using Microsoft Word or Microsoft PowerPoint Not recommended as professional graphic design
applications but acceptable as in-office applications Why Microsoft Word?
Students learn design concepts without spending excessive class time learning new software programs that many of them would never use after the course
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
GRTC 3353GRTC 3353
The course is divided into weekly 2-hour lectures and 3-hour lab sessions
Lecture: weekly quizzes, homework Lab: Hands-on practice Assignments are designed to familiarize
students with design concepts introduced during lecture and to evaluate their ability to apply design concepts to their own work Simple invitations, letterhead, business card
The course is divided into weekly 2-hour lectures and 3-hour lab sessions
Lecture: weekly quizzes, homework Lab: Hands-on practice Assignments are designed to familiarize
students with design concepts introduced during lecture and to evaluate their ability to apply design concepts to their own work Simple invitations, letterhead, business card
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
The StudyThe Study
A study to assess the effectiveness of the GRTC 3353 course
Student projects were evaluated Projects designed at the beginning of the
semester (pre-course) Similar projects completed at the end of
the semester (post-course)
A study to assess the effectiveness of the GRTC 3353 course
Student projects were evaluated Projects designed at the beginning of the
semester (pre-course) Similar projects completed at the end of
the semester (post-course)
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
Research QuestionsResearch
Questions Major Research Questions
Did the GRTC 3353 course: make any impact on student’s use of
typography? make any impact on student’s adherence to
design principles? make any impact on student’s use of color? prepare students to create more effective visual
work at the end of the semester as compared to their skill-level at the beginning of the course?
Major Research Questions Did the GRTC 3353 course:
make any impact on student’s use of typography?
make any impact on student’s adherence to design principles?
make any impact on student’s use of color? prepare students to create more effective visual
work at the end of the semester as compared to their skill-level at the beginning of the course?
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
Assumptions & Limitations
Assumptions & Limitations
Assumptions The students had no previous experience in
graphic design The students put an equal amount of effort into
both projects that were evaluated Limitations
The number of students enrolled in the course No control group
Assumptions The students had no previous experience in
graphic design The students put an equal amount of effort into
both projects that were evaluated Limitations
The number of students enrolled in the course No control group
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
ParticipantsParticipants
Participants were 23 students: 1 student: graphic design or a related area,
but had no previous experience in design 16 students (70%): Technology Leadership
and Supervision 4 students (17%): Logistics Technology 2 students (8%): other fields unrelated to
graphic design
Participants were 23 students: 1 student: graphic design or a related area,
but had no previous experience in design 16 students (70%): Technology Leadership
and Supervision 4 students (17%): Logistics Technology 2 students (8%): other fields unrelated to
graphic design
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
Pre-course ProjectPre-course Project
A wedding invitation It was given at the beginning of Fall 2006 Students received the text for the invitation Students were asked to format the text and
turn it into an invitation No additional instructions were given
A wedding invitation It was given at the beginning of Fall 2006 Students received the text for the invitation Students were asked to format the text and
turn it into an invitation No additional instructions were given
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
Post-course Project
Post-course Project
Students from the pre-course were given the same file to create the wedding invitation in the end of the semester
They received exactly the same text and instructions
Students from the pre-course were given the same file to create the wedding invitation in the end of the semester
They received exactly the same text and instructions
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
JudgesJudges
Two art directors A print products manager A graphic designer All were chosen by the Fogarty Klein
Monroe (FKM) Agency, the largest advertising firm in Houston
Two art directors A print products manager A graphic designer All were chosen by the Fogarty Klein
Monroe (FKM) Agency, the largest advertising firm in Houston
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
The Judging Process
The Judging Process
A week before judging: The researcher took note of which project
belonged to which student The judges were not given that
information The researcher collected all pre-course
and post-course projects, shuffled them, and numbered them randomly
A week before judging: The researcher took note of which project
belonged to which student The judges were not given that
information The researcher collected all pre-course
and post-course projects, shuffled them, and numbered them randomly
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
The Evaluative Instrument
The Evaluative Instrument
The evaluation sheet: four qualitative items for each project A five-point Likert Scale to judge three
questions related to participant’s: 1. use of typography2. adherence to design principles3. use of color
1. The fourth item asked judges to mark either “Yes” or “No” if they considered the work to be an effective piece of visual communication
The evaluation sheet: four qualitative items for each project A five-point Likert Scale to judge three
questions related to participant’s: 1. use of typography2. adherence to design principles3. use of color
1. The fourth item asked judges to mark either “Yes” or “No” if they considered the work to be an effective piece of visual communication
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
Data AnalysisData Analysis
A comparison between responses (46) was conducted by examining individual answers, and
by placing each answer in either the “pre-course” or “post-course” cluster
Both the “pre-course” and “post-course” projects were gathered into two groups and analyzed
Each of the judge’s responses was separated by question and placed in either the “pre-course” or “post-course” cluster
A comparison between responses (46) was conducted by examining individual answers, and
by placing each answer in either the “pre-course” or “post-course” cluster
Both the “pre-course” and “post-course” projects were gathered into two groups and analyzed
Each of the judge’s responses was separated by question and placed in either the “pre-course” or “post-course” cluster
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
ResultsResults
Survey Questio
n
Pre-Course Scores
Post-Course Scores
1 2.36 3.14
2 2.09 3.08
3 2.21 2.92
4 34.78% 80.43%
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
ResultsResults
Q1: Did the GRTC 3353 make any impact on student’s use of typography?
Yes Pre-course: 2.36 Post-course entries: 3.14
Q1: Did the GRTC 3353 make any impact on student’s use of typography?
Yes Pre-course: 2.36 Post-course entries: 3.14
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
ResultsResults
Q2: Did the GRTC 3353 make any impact on student’s adherence to design principles?
Yes Pre-course: 2.09 Post-course entries: 3.08
Q2: Did the GRTC 3353 make any impact on student’s adherence to design principles?
Yes Pre-course: 2.09 Post-course entries: 3.08
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
ResultsResults Q3: Did the GRTC 3353 make any impact
on student’s use of color? Yes
Pre-course: 2.21 Post-course entries: 2.92
Q3: Did the GRTC 3353 make any impact on student’s use of color?
Yes Pre-course: 2.21 Post-course entries: 2.92
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
ResultsResults Q4: Did the GRTC 3353 make any impact
on the effectiveness of students’ work at the end of the semester as compared to similar project completed before taking the course?
Yes Pre-course: 34.78% Post-course entries: 80.43%
Q4: Did the GRTC 3353 make any impact on the effectiveness of students’ work at the end of the semester as compared to similar project completed before taking the course?
Yes Pre-course: 34.78% Post-course entries: 80.43%
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
ConclusionConclusion
GRTC 3353 had an impact on students’ ability to produce more effective work
Over 80% post-course projects were judged effective
Only 35% pre-course projects were judged effective
GRTC 3353 had an impact on students’ ability to produce more effective work
Over 80% post-course projects were judged effective
Only 35% pre-course projects were judged effective
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
Recommendations
Recommendations
A larger sample The participants could be compared to a control
group of individuals who have not taken a visual communication course at all
Administer a similar study to both online and face-to-face sections of the same course and compare the results
Administer a similar study to students who are enrolled in the same course but have different lab instructors
A larger sample The participants could be compared to a control
group of individuals who have not taken a visual communication course at all
Administer a similar study to both online and face-to-face sections of the same course and compare the results
Administer a similar study to students who are enrolled in the same course but have different lab instructors
Copyrights 2007, M.J. Zarzycka, The Importance of Teaching Visual Literacy to Non-Designers
The EndThe End
GRTC website:
www.graphics.tech.uh.edu Q & A
GRTC website:
www.graphics.tech.uh.edu Q & A