Cover Image
close this book Tools for teaching - A visual aids workshop, and instruction manual for health educators
close this folder Session 1. Introduction to the visual aids workshop
View the document Illustration 1.1.1 - Learning chart (Supplementary learning materials)
View the document Story 1.1.2 - The blind men & the elephant (Supplementary learning materials)
View the document Illustration 1.1.3 - The blind men & the elephant (Supplementary learning materials)
View the document Illustration 1.1.4 - Double arrows (Supplementary learning materials)
View the document Illustration 1.1.5 - Faces/vase ambiguity (Supplementary learning materials)
Open this folder and view contents Handout 1.4.1 - Principles of communication design (Supplementary learning materials)
Open this folder and view contents Handout 1.8.1 Making & using visual aids (Supplementary learning materials)
View the document 1.1 Orientation to class structure & methods
View the document 1.2 Types of visual aids: A survey
View the document 1.3 Media & techniques: An overview
View the document 1.4 Design considerations
View the document 1.5 The design process
View the document 1.6 Project assignments
View the document 1.7 Master plan
View the document 1.8 Homework assignment: Idea generation

1.3 Media & techniques: An overview

15 Minutes

PROCEDURE

1) Set up a display of workshop supplies so that participants can see the materials and tools they will be working with. Explain that, with only a few exceptions, most of the materials they will be using are inexpensive and readily available.

• Tools such as T-squares, triangles, exacto knives, scissors, etc., are one-time-only purchases. If they are properly taken care of, they will last for years. There should be a complete set of supplies for each team.

• Felt pens, ink, poster paints, and paper supplies will have to be replaced periodically. These are relatively inexpensive items.

• Any expendable supplies such as paper, poster board, tape, etc. remaining after the workshop is completed can be divided equally amongst participating teams if you so desire.

• We will also use "found objects", e.g. fabric scraps, buttons, stones, string, etc. These will be gathered according to need.

 

2) Teams will pool their resources and talents to create their visual aids.

• Some people are primarily conceptual, i.e. they have an abundance of "great ideas". Others have highly developed mechanical skills.

• Some people are visually oriented, while others are more verbal.

• In this workshop we need everybody's skills - conceptual, mechanical, visual, and verbal.

 

3) Tell participants not to worry if they don't know how to draw. It isn't necessary.

• Once we know what we want, we can always copy or trace an image from another source.

• Simple designs and drawings are generally the most effective.

• There may be instances when we will ask our barangay audiences to make their own drawings.

• If we really get desperate, there is usually someone around who does know how to draw to do it for us.

 

4) Remind participants that we are not in competition with one another. Our work is not destined for a museum or an art gallery. "Good" visual aids are those that are effective in getting a message across to a specific audience.

5) We will test the effectiveness of the visual aids which we create by critiquing them in the classroom and pretesting them in the community with a sample audience.

* * * * * TEN MINUTE MERIENDA * * * * *