Selection

Selection

Justification Activity
Ultimately, the main objective this week for my unit of instruction was to create a graphic that utilized the selection principle and the figure-ground concept in simple and effective way. Essentially, I wanted to construct a graphic that focused on the important information that was to be translated to the learners during this lesson. In other words, the graphic I produced this week was created in a simplistic way to easily explain a more complex topic in the easiest manner possible. In fact, I believe my graphic does a great job of explain the concept of rhythm in design. Furthermore, I also believe that it uses the selection principle, the figure-ground concept, and contrast to effectively explain the difference between regular rhythm and progressive rhythm.
 
Users

During this unit of instruction, the intended audience of learners of this specific graphic on selection will be beginner art and design students at the high-school level. In short, it is expected that the learners will be able to read at a high school level and possess intense focus, motivation, and adaptable social skills. Additionally, each individual learner is assumed to have deducting reasoning skills, special-visualization skills, and an eye for detail. 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 short, I believe my graphic on regular rhythm versus progressive rhythm works because it utilizes the selection principle to add detail and further explain rhythm in design in a more visual manner. More specifically, the selection principle helps to highlight the most important information about the concept of rhythm (Lohr, 2008, p. 100). Additionally, the rhythm graphic provides the learners with an easy reference when using this concept in their compositions (Lohr, 2008, p. 100). Furthermore, this particular rhythm graphic also uses the figure-ground concept as well as contrast to ensure that the different information within the graphic does not compete with one another (Lohr, 2008, p. 102). In other words, I believe it does a great job of providing focus and highlighting specific information for the learners. In fact, it translates the critical information for each student about the concept of rhythm in design.

User-test

For this specific graphic on rhythm, I used my co-worker’s high school son, who is also an art student, to test my visual on rhythm. In short, I asked him to explain to me his interpretations of my graphic. Although he took longer to provide me with feedback than he has in the past, he did understand both the definition of regular rhythm and progressive rhythm. In other words, he described them to me in his own words. Additionally, he also seemed to understand the difference between the two types of rhythm, and stated that he thought the visuals helped a lot in understanding this particular concept. Lastly, he told me that he thought that by keeping the graphic black and white it told the student that this was important information. Thus, I believe my graphic was effective and ultimately conveyed the meaning of rhythm in design.

Changes I will make

After reviewing the results of my user-test, I do not believe I will make any changes on this visual. Although, the concept might be more difficult for some students to grasp, I still think it is one of the easiest and best ways to explain the concept and differences of rhythm in design. Furthermore, I believe the selection principle, the figure-ground concept and the contrast within the graphic help translate the meaning and the importance of this particular topic. In fact, although I was worried about the simplistic nature of this graphic while I was creating it; I am glad I kept it simple and stayed true to the selection principle and the figure-ground concept. In the end, I believe these two principles or concepts assisted in explaining one of the more difficult, foundational concepts of art for high school beginners.

 

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