Final Creative Project

Partners: Ryan Tuschar, Diandra Gordon

We’ve designed a creative project in order to present what Visual Communication has taught us this semester, which is graphical excellence. Graphical excellence gives the viewer the greatest number of ideas in the shortest time with the least ink in the smallest places. The basis of our project is the state of Rhode Island. We outlined the state on a big white foam board. We utilized fundamental models that we have learned and have been practicing throughout the semester to fill in the state. Six devices were used, each to describe a city/town in Rhode Island. We used collages, a concept map, pie graph, mind map, location map, and a bar graph.

Samantha was in charge of the towns Bristol and Narragansett, RI. Bristol was represented as a collage that incorporated all the special elements of the town. The collage is very linear which makes it clear and easy to see all the pieces. Although collages can be somewhat overwhelming with ideas, this one has low level of cognitive load since it is organized very neatly. Bigger words/images stand out in the collage, similarly to a TweetCloud. Attention first goes to the words ‘Bristol Pheonix,’ ‘Hawks,’ ‘1776 Liquors’, etc.  The origional collage made was 8.5” by 11”, however did not fit inside the area of the state on the poster board.  We had to cut the collage up in order to arrange it in the physical shape necessary. 

Samantha represented Narragansett as a concept map. This was very effective in showing the main aspect of the town (beaches) as well as all the associations one can make, for example, the beer, Narragansett. The concept map is simple in that it doesn’t include images or color (other than the title Narragansett). The concept map is a diagram showing the relationships among concepts. This graphical tool organizes and represents the knowledge of Narragansett clearly and effectively.

Diandra was responsible for the towns of Newport and Warwick. Newport was presented as a bar graph showing some brief history for five local mansions in the town. Along with creating a bar graph, using excel, a chart was also necessary to explain the information given. The data provided the names of each mansion along with the year each was built in, the architecture style/and or architect and
lastly the overall price for constructing the mansions during that time period.

Diandra created a mind map for the representation of Warwick. The mind map was revolved around the main airport in Rhode Island, T.F. Green. Although T.F. Green is normally referred to be located in Providence, it is actually located in Warwick, R.I. The mind map was constructed with the center as an airplane and showed all the necessary steps one needs to do in order to fly. The theme of the mind map was the process of booking a flight following the instructions of check in and locating the proper flight.

Ryan designed a Pie Graph for his first visual that depicted the percentage of the Race variety from Woonsocket, Rhode Island. Using five different colors, one color for each race, it is easily visible that Woonsocket is made up of mostly Caucasians, with a small mix of Black, Asian and Hispanic/Latinos that reside all over the city.

The second visual that Ryan designed consisted of mapping out the hot spots of Providence, Rhode Island. Researching mainly around the city, the map uses color coded symbols to display where things are such as restaurants, shopping areas and hotels for when you have to spend a night. The map is split by the canal which runs all the way through Providence, acting as a divider between some of the shopping areas and colleges of Providence.

After the six towns were placed in the correct locations inside the state of Rhode Island, we created a holistic collage to identify more specific areas and characteristics of the state of RI. 

**My personal experience of working on this creative project was great.  I was in responsible for creating the collage for Bristol and the concept map for Narragansett.  I had no trouble with either, however when we were assembling the locations on the poster board, the Bristol collage did not fit.  Although it was hard to cut up the 8.5" by 11" collage that I worked on, in order to make it fit, I had to cut it up and re-create it to fit the location. Besides that slight problem, I am very satisfied and proud of the way it came out.  

Multivariate Display

This is a multivariate display of RWU statistics such as % of students degrees, % of students gender and % of students race.  This is a stacked bar graph that illustrates all three sets of quantitative data about a single subject, RWU students.  These variables tells a story about the student body and is visually effective.  I think that the stacked bar graph does the best job of representing the data, compared to a line graph or another kind, because it shows the relationships between each set of data. 

Storyboard 2 - Using 2 images

The transition are all scene to scene because it transports us across significant distances of time and space.

Storyboard 1 - Using 1 image

All the transitions are subject to subject because it takes the audience to different subjects while staying within one scene. 

RWU Statistic Chart/Graphs

I worked with the qualitative data of Roger Williams University 1st year student's ethnicity.  The information was interesting on its own, however I used three methods of visual communication to represent the data.  I first used a chart with two columns and seven rows.  The ethnicity on the left side and the percentages on the right side.  This was easy for me to make on excel by just plugging in the data in the appropriate sections.  I think this chart makes sense because in our culture, we read from top to bottom, left to right; therefore you would first look for the ethnicity and move your eyes right to find the percentage.  I converted this data into a pie and bar graph.  I think that the bar graph is more effective than the pie graph in representing the actual percentage numbers.  The pie graph is more visually appealing, however I think it is harder to interpret the numbers.  I had a fairly easy time working with excel, as I am familiar with the program and have used it a lot in the past. 

Flow Charts (2)

The first flow chart is a diagram that shows the process of buying a book off of Amazon.com step by step.  Each step is a shape depending on whether it is a question, process, document, manual action, etc.  The beginning and end are both represented in ovals and the color blue.  There is more than one outcome depending on how you answer the questions, which are represented in diamonds and answers as directional lines.  I had a hard time fitting all the steps onto one page and found it very messy when I drew it freehand.  I decided to use PowerPoint in order to give the chart a cleaner look.  I had to re-position a lot of the steps as I got down to the bottom of the process/page in order to fit everything.  

This flow chart outlines the steps you would go through in order to research "cognitive load" on Google Scholar.  After practicing many times to make the Amazon flow chart, this one seemed to come easier.  I had a hard time figuring out what kind of "questions" to use in the process.  I had a little bit more fun with this diagram in the outcomes, like "Go buy one! That's Crazy!" after asking "Do you have a computer?" After making both flow charts, I realized that I didn't use any other symbols other than squares (process), diamonds (questions), ovals (start & end points), and directional lines.  I think that the other symbols would come into play more, depending on the process being described.  

Explanation Graphic - 2 iterations & Final

I created an explanation graphic on how to download pictures from a camera to a computer, specifically a PC.  I included two drafts along with the final to show how I improved each time.  The main difference between the first and second draft was the organization method used.  I first just used numbers to go through the steps, however I think that the table is a more clear way to separate each step and is more visually clean.  I kept the words to a minimum to decrease the cognitive load and tried to put more focus on the images to compliment the words.  I decided to use digital images instead of drawings for my final draft because since the "parts" of the camera/computer are complex and I'm not an artist, it would be better understood with real images.  I kept the organizational method of the table as well as adding the use of color.  I used red to emphasize where something is as well as arrows to point certain things out. 

How to Make a Spaghetti Dinner Sketch

There are thirteen steps that I outlined in order to make a spaghetti dinner.  Without using words, I visually represented the process of making spaghetti and used arrows to symbolize moving on to the next step.  It was easy for me to convey certain things by using certain colors.  I used the color red a lot to show that something was "hot" or "boiling."  I had a hard time trying to represent waiting for the spaghetti to actually cook, but I realized that a timer would be a perfect way to explain approximately how long it would take to cook.  The final step has lines around it to symbolize "excitement" for the finished product.  I think that I was successful in sketching this process, considering my audience doesn't understand English.  I was able to do this by using universally understood symbols. 

Fertilizer Sketch

 

This sketch is a visual representation of fertilizer instructions.  Without using words, I created instructions using symbols.  The most important symbols for this sketch were the arrows and equal sign to guide the viewer along the proper path for their situation.  I worked on about four drafts before it was finalized.  My biggest "aa-ha" moment was when I realized that it needed to be linear in order to not lose the reader.  I think that the color coding of the yellow boxes make it clear where the ending points are.  I utilized circles to embody elements like dryness, wetness, insects, etc.  The circles represent a close up view of the element.  The arrows suggest "above" and "below" as well as the color red as a symbol for hot and blue as a symbol for cool.  

Collage

This was a rapid exercise in order to see what kind of images grab my attention and how I would organize them.  We had 10 minutes to rip images out of magazines and 10 minutes to arrange them on the poster.  From my collage, I can see a pattern of warm colors in the images (yellow, red, orange).  I also see a linear pattern in the organization of the images.  There are three main lines that are visible as you look at the collage.  The left line is diagonal as the middle and right lines are more vertical.  I think that the collage ended up being well balanced for such a rapid project.  There is an equal amount of images on the right side, left side, top and bottom.  As I dig deeper into the meaning of the collage, I see that it is somewhat of a mind map.  The central image being the person's face with the sunglasses, that says "NEVER HIDE" and all the surrounding images are things that can describe the persons character.  

A major similarity between my interpretation of the collage and those of my classmates, is the linear organization.  A difference is the representation being seen as a mind map with a central image. 

Concept Map - Sketch #2 (College)

I created a concept map with a central idea of "college."  I was trying to accomplish a detailed map that showed me the most important things I am going to gain from having a college degree.  It wasn't as easy as I had thought, and at times I felt frustrated while I tried to connect certain things together.  The two things I branched off of 'college' was 'education' and 'experience.'  After arrowing off from these ideas, I found myself creating a big mess.

 I had to complete a couple rough drafts before I finalized the map, which I used to figure out a way of organization using the arrows, double sided arrows, and the small words connecting the arrows.  I had a breakthrough moment of simplicity when I realized that I can connect each idea on the map to any other idea using arrows and connecting words ... not necessarily a linear map.

This concept map of "college" allowed me to organize the ways in which 'education' gets me to a diploma, knowledge, job, money, quality of life, a good world view, and personal growth.  "College" takes me in a different direction as I organized my ideas of independence, friendship, maturity, personal growth, internships, networking, jobs, and relationships.  In the end, I see that each element of college, both education and experience, leads me to a job and personal growth.

Mind Map - Sketch #1 (Travel/Money)

Background:The central focus image in the center of my page was the problem of travel.  I used the globe as my representation of travel and I decided to do this because I haven't had the opportunity to study abroad or travel outside of the country. It is something that I've always wanted to do and something that I often think about, however it seems unrealistic for me at this point in my life. 

Map 1:The first map, focusing on travel, came very natural for me.  I branched off first with the problem of money.  I attached things like, "need, save, spend, job, work study, etc."  I used a lot of dollar signs to represent this.  I also branched off with "destination."  I connected with things like "passport, where?, travel buddy, Brazil, Europe," etc.  I drew a sun, Eiffel Tower, compass and passport.  "School tuition" was something I branched off from Travel and wrote "expensive, debt, RWU" as well as drawing a money bag and the RWU symbol.  I linked "language" from Travel and wrote "communication, practice, Spanish."  I drew two hands shaking to represent meeting new people.  I associated "World" from Travel and linked "see, experience, new ideas, broaden horizons."  I drew things like a globe inside a hand, an eye, heart, light bulb, etc.   Other factors of Travel were hotel, plane ticket, etc. 

Map 2:After reviewing the first mind map, I realized that the biggest factor prohibiting me from traveling, is money.  I decided to make money the central idea of my second mind map.  I used a big dollar symbol to represent money and branched off with things like, "need, want, job, currency, constant, school, greed, etc."  The most interesting thing that I came across was the difference between the "needs" and "wants."  I noticed that my associated links for "wants" was far longer than than the links I had for "need."  This tells me that I am spending too much money on unnecessary things that make me happy in the moment, but not for the future.  I can cut out a lot of the things that I associated with "wants" like movies, clothes, shoes, going out to eat, day trips, etc.  If I subtracted some of these things and saved, I would eventually have the money that I need to finally see the world. 

Conclusion:
I can conclude that a solution to my problem of not having money and not being able to travel is that I spend too much on day to day "wants" that in the end, don't mean that much to me.  From these mind maps, the solution I have come up with is to evaluate my spending and think about what is more important to me...the new pair of shoes I will be excited about for a few days or a life changing trip.