Organization Project

Organization Project

Justification Activity
The main objective for this week’s graphic for my unit of instruction was to use hierarchy and organization to accurately represent the reality and importance of the information being translated to the learners. In other words, I used vertical alignment to help explain the equal importance of both types of rhythm in design. Essentially, I believe my graphic shows that there are various types of rhythm that can be equally used to create effective and impactful designs in a composition. Thus, I believe this simple design effectively translates the options for rhythm through the use of organization and hierarchy.
 
Users

The intended users for this unit of instruction will be beginner art and design, high-school students. It is expected that these learners will be able to read and write at a high-school level and possess intense focus, motivation, and adaptable social skills. Additionally, each learner is assumed to have organizational, visual-spatial, and decision-making skills. Lastly, each learner must possess the ability to listen to and follow directions on art and design projects.

Why I Think My Solution Works

In short, I believe my design works well in translating the equal options of rhythm by using chunks of information. Essentially, chunks of information typically have some type of hierarchical status that helps the learner think about the information being presented in a meaningful or efficient way (Lohr, 2008, p. 125). Additionally, as I mentioned earlier, I believe the use of vertical alignment also assists the learner in understanding the hierarchy of the information. In other words, by placing the word ‘rhythm’ across the top of my graphic I let the learner know the power and position that word or object holds within the organizational hierarchy (Lohr, 2008, p. 128). Furthermore, I believe by using chunks of information and alignment my hierarchy of information within my graphic will be easier to interpret and understand for my learners. In essence, I believe I effectively communicated the options of rhythm in a composition.

User-test

For the user-test on the various types of rhythm in design, I talked to one of my co-worker’s high-school daughters, who is an art student. Essentially, I asked her to explain to me what information she though was being translated to the student in this particular graphic. After a few seconds, she told me that she assumed that there were two types of rhythm in design, and that the definitions of the two types were provided below the two options. In her mind, she thought it was fairly easy to understand, and did not believe she would have any trouble understanding its meaning if it were shown to her in a classroom setting. Therefore, although simple, I believe my graphic easily translated the options for rhythm.

Changes I will make

Reviewing the results of my user-test, I do not have any changes I want to make on this visual. In short, I believe this graphic is a simple and quick way to show the options or choices for rhythm in art. Furthermore, I think the use of hierarchy and organization provide a great way of explaining the nature of rhythm in design. Thus, I will not make any changes to the graphic, and I look forward to using it in the classroom.

 

Lohr, L. (2008). Creating graphics for learning and performance: Lessons in visual literacy. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall.