Design Process Model

Design Process Model

Justification Activity
Essentially, the main goal of the graphic I produced this week for my final unit of instruction was meant to provide learners with an overview of the three lessons on principles of design covered during this unit of instruction. In short, three lessons are balance and rhythm, proportion and dominance, and unity. Ultimately, I believe my design process model effectively explained thee relevance and importance of the three lessons. Specifically, I used a venn diagram to explain the importance and the overlap these three separate lessons have on the overall concept of principles of design. In the end, I believe it is a very effective way to show the importance of each lesson and relaying to the intended audience that all three lessons are of equal importance to this overall unit of instruction.

Throughout this unit of instruction, the intended users or viewers of this specific graphic will be beginner art and design students in grades 9-12. In short, it is expected that the learners will be able to read at a 9th grade reading level and possess intense focus, motivation, and adaptable social skills. Furthermore, each individual learner is assumed to have the ability to comprehend simple charts, diagrams, and instructional visuals as well as the concepts behind their use. Lastly, each learner must have the ability to listen to and follow directions on concrete and abstract subjects.

Why I Think My Solution Works

In essence, I believe my specific graphic does a great job of providing learners with a visual that explains the specific lessons or information covered in my particular unit of instruction. In other words, I believe it does a great job of organizing and elaborating on specific information for the learners. In fact, I believe it does a great job of communicating elements essential to the larger instructional design project (Lohr, 2008, p. 94). Essentially, by using three, equal circles; I stressed the importance of each lesson to the overall instruction. Additionally, I translated and represented ideas essential to forming the standard, functions and principles of design (Lohr, 2008, p. 94).


As with other graphics in this unit of instruction, I tested my instructional visual on one of my co-worker’s high school sons, who happens to be an art student. Essentially, I asked him to explain to me what he thought was meant by my graphic. Without hesitation, he told me that balance and rhythm, proportion and dominance, and unity were three lessons that would be covered in a section or unit of instruction. He also stated that according to the diagram they make up the principles of design. In fact, he thought the graphic was easy to read and understand, and “would be a great way to start off this section of my teaching.” Thus, I believe my graphic was effective and ultimately conveyed the meaning I intended to get across.

Changes I will make

After reflecting on my user test, I do not believe any changes are needed on my instructional visual. In short, I believe the venn diagram effectively shows the three, equally important lessons contained in this particular unit of instruction. In fact, I believe that paint a great picture of the foundation of the principles of design. Therefore, as I mentioned earlier, I will not make any changes to this overview graphic of my unit of instruction.


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