CARP Project

CARP Project

Justification Activity
The main goal of the graphic I constructed this week was meant to focus on providing a visual element to explain the principle of proportion. In short, proportion is the comparison of dimensions or distribution of forms. It is the relationship in scale between one element and another, or between a whole object and one of its parts. Essentially, differing proportions within a composition can relate to different kinds of balance or symmetry, and can help establish visual weight and depth. Ultimately, I believe my illustration uses strongly contrasted, repetive, and aligned hot air balloons to effectively model the different kinds of dimensions that can exist within a composition.


Throughout this entire unit of instruction, the intended audience of these specific graphics will be beginner art and design students in grades 9-12. Essentially, it is expected that the learners will be able to read at a high school reading level and possess intense focus, motivation, and adaptable social skills. Additionally, 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. Finally, each learner must have the ability to listen to and follow directions.

Why I Think My Solution Works

In essence, I believe my graphic explaining the fundamental principle of proportion is a great instructional tool. Essentially, by using left alignment and repetition, with the smaller hot air balloons, I let the learners know that the objects were related (Lohr, 2008, p. 201). In other words, I not only left aligned the repeated, smaller hot air balloons to the edge of the page, but I also aligned the balloons with each other in a vertical and horizontal fashion. In short, this was done to create a grid like structure as well as to translate proportion. In essence, it would take many, smaller hot air balloons to equal the same size as a single, big hot air balloon. Additionally, by using a simple black background with white elements, I ensured that the students focused on the concept of proportion and not just the graphics used in the illustration (Lohr, 2008, p. 199).


Again, I tested my CARP 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 proportion means. In under a minute, he told me that proportion seemed to mean the size of objects and their relationship to the objects that surround them. Furthermore, he explained that he thought it was very easy to understanding and self-explanatory. In fact, he said he thinks that he will always refer to that image in his mind when he thinks about proportion in his future art projects. Therefore, I believe my graphic was a great success and I intend on doing more graphics like this in the future.

Changes I will make

After a successful user test, I will not make any changes to this particular graphic. In short, I believe the graphic effectively demonstrates the concept of proportion. In fact, I believe it is also very simple and easy to understand. Therefore, I think it is perfect for my beginner design class.


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