Lesson 4

Visual and Multimedia Communication

OVERVIEW KEY OUTCOMES
Nowadays communication and technology are At the end of this lesson, as a pre-service
inseparable. With our expansive exposure to mass media, teacher (PST), you must have…
we are visually oriented. It is a phenomenon that the 21"-
 evaluated multimodal texts critically
century learners are certainly visual. Because of this
to enhance receptive (listening,
influence, it may be considered that we need most of the reading, viewing) skills;
time technology tools (multimedia) in presentations. Our  differentiated visual literacy from
audience is likely to expect us to use presentational aids to multimodality;
provide a visual component to our speech. To Verderber,  elucidated some common
communication aids or presentation
Verderber and Sellnow (2010), presentational aids are any
media; and
visual, audio, audio-visual, or multimodal materials used in
 applied appropriate strategies for
a speech for the purpose of helping the audience effective communication in context.
understand some points of our speech. What do you think
are the benefits of using presentational aids? Let us try this
simple exercise.

STIMULATING ACTIVITY
Below is the picture from Nivea’s ad. Nivea's Re-Civilize Yourself shows a well-dressed and clean-shaven
African-American male throwing the head of a not-so clean-shaven and afro-donning male . Evaluate the
picture and briefly answer the questions that follow.

https://www.businessinsider.com/the-10-most-racist-ads-of-the-
modern-era-2012-6#nivea-tried-telling-blacks-to-re-civilize-themselves-9

1. What do you think is the purpose of the artist?

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2. How is the message by the text and/or images?

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 3. Who is the target audience of the message?
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4. Are there any other ways in presenting the message?

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Images and visual component in communication bring impact to its intended audience. The wise use
of multimedia communication proves this point as we use them effectively in getting across our message
to multicultural audience.

Annotate here…
ACTIVE READING
Read the paragraphs below to check or countercheck your answers in the
Stimulating Activity section.

Students to become critical readers and thinkers use careful judgment

about the positive and negative aspects of something (a piece) that is being
evaluated. This process entails them to get intellectually involved. Decisively,
student-critics express their approval or disapproval or judgments about
books they read, movies watched, art exhibits/posters viewed. They would
usually give meaning based on their different fields of experiences. Note that
meanings are not in words, but in people; and that the reading of messages
(from the visual images) is dictated by culture. Visual communication takes
many focus: gestures, facial expressions, objects, signs, and symbols. Visual
sign systems are everywhere - in art, photography, architecture, public
monuments, films, dance, exhibitions, fashion, hairstyle, interior design,
lighting, computer games, advertising,
logos, and the like (www.donhamerly.info/wp-content/uploads/2011/08/ vis-lit-8-11-
lecture.final.pptx).

Visual Literacy is the ability to read an image; to see, to understand,

and ultimately to think, create, and communicate visual information.

Today's generation millennials are basically visual and critical.

Because of their extensive exposures to computer technology; in most
cases some, if not all learners, oftentimes spend their free time at the
neighboring internet cafes doing their various rituals: computer gaming,
"facebooking," and a lot more social media ventures. Unknowingly, they
have this ability to interpret, recognize, create, or manipulate Images.

A visually literate individual has the ability to interpret, use,

appreciate, and create images and video using both conventional and
21"-century media in ways that advance critical thinking, decision-
making, communication, and learning.

The image in Stimulating Activity section has the text RE-CIVILIZE

YOURSELF and the prominent objects that can be seen in the image are the
Nivea products, and a wig. These objects are familiar to those who have or tried
using or applying products for personal collection and use but may not be too
relatable to those who have never tried using/collecting the same Thus, the text
and the image may have different meanings to different people.

Assessing or giving critical judgments about a certain piece of work, a

poster or an advertisement for example, requires the viewers/critics to look
into the visual component, as well as the text or message that can be culled/
gleaned from that piece of work.
1. Visual Component. Elements are the building blocks or basic units
in the construction of a visual image. These are: line, shape, form, Annotate here…
color, value, texture, and space. Line is the most basic element of
design. It is fundamental in the creation of an image. These can be
horizontal, vertical, diagonal, straight, curved, dotted, broken, thick,
and thin. Some are obvious lines and others are implied. Shapes can
be two-dimensional (or flat) enclosed areas that create an outline.
Examples are geometric circles, triangles, squares, and ovals, as well
as some organic or all other shapes. They can be found anywhere in
the world. Forms are three-dimensional. These are the geometric
cube, sphere, and cone. These also include organic forms, such as
people, animals, tables, and chairs. Color is described by three
characteristics: hue, value, and saturation. Hue refers to the
particular spectrum of light activated. Value is the tonal degree of
light and dark. Saturation refers to the levels of purity with the
spectrum of light activated. It shapes our perceptions, and shapes
our emotions. Texture refers to the surface quality, the way it feels
or the way it looks. This can be real or implied by different uses of
media. It is the degree of roughness or smoothness in objects.
Simply, this can be the feel, appearance, thickness, or stickiness of a
surface. Is it silky or furry or velvety? Space is either "positive" or
"negative" in an image. Positive space is the main subject in the
visual, and negative space is the rest of the space in the same visual.
Negative space is what is within, or h the positive space or main
subject. This simply means that area around, within, or between
images or parts of an image (relating to perspective).
2. Principles. Design principles are used to organize the basic
elements of texts into pleasing and interesting images.
3. Balance and Harmony. This refers to the sense of distribution of
perceived visual weights that offset one another. We feel more
comfortable - and, therefore, visually satisfied - when the parts of an
image seem to have balance or be in harmony with one other.
Imbalance gives a sense of disharmony, which is usually not the
intention of the creator. Balance and harmony can be achieved
through symmetry or asymmetry, or by combining similar related
elements, such as color and shape. Sometimes artists deliberately
disturb our sense of balance.
4. Pattern. It is a combination of elements or shapes repeated in a
predictable, recurring, and regular arrangement. It is used
symbolically to represent many things: people, beliefs, and the
specific meanings, and they are passed down from generation to
generation. The predictability of pattern is important establishing a
historical tradition and cultural practices.
5. Proportion. It refers to the size of objects in relation to the other
objects in the image. Proportion can be used to draw attention to
an object or be playful (make something look bigger or smaller than
it is) all to make a point or cause awareness. It creates unity when all
parts work together.
6. Emphasis. This draws attention to a focal point. This is done by
contrasting shapes or colors in the image to feature one aspect.
With emphasis on a certain part, you are able to highlight what is
most important in a photograph. Note that if everything is
emphasized nothing will stand out.
7. Contrast. It is a distinct difference between elements of a form or
composition, either visually or in subject matter. Visual contrast can
be achieved through the use of intense complementary colors.
 Images, such as night and day, create contrast in subject matter. When both types of
Annotate here… contrast are used in the same composition, they create the most contrast.

8. Movement. In visual images, movement comes from the kinds of

shapes, forms, lines, and curves that are used. Diagonal lines tend to
create the illusion of movement or motion. Changes in direction,
darkness or lightness, or connecting or overlapping shapes can imply
movement or restlessness. A series of images shown as individual frames
(like a comic strip) can provide a sense of movement through time.
9. Rhythm. This is created when an element is repeated over and over
again, like many lines, or shapes or colors. It could also be a specific
content, like many shoes, faces, or cars. It creates a feeling of organized
movement, and is like music in that it has "beat."
10. Unity. It refers to the relationship among the elements of an image that
helps them function together. It helps to organize an image and gives it
a sense of oneness. In other words, the words (texts) and images work
together to create meaning. Unity can be achieved through the use of
similar shapes and patterns, the use of space, or a common background.
11. Perspective. It is otherwise known as point of view. Depending on the
perspective, you may have a new and unique way of seeing a particular
sight. It's very interesting and refreshing to see an image from a
perspective that we do not encounter ourselves. We are so used to
seeing things from our own point of view that it stimulates our sense to
see something new (inspired from Reiner, 2015).
These technical qualities when in complementation would result in a
beautiful image/ visual display.

MULTIMODALITY

Every time we read a newspaper, watch television, play a video or

computer game, or even read a book, we deal with multimodal texts on a
daily basis. Visual literacy embraces multimodal media. To Bearne and
Wolstencroft (2007), multimodality involves the complex interweaving of
words, image, gesture, and movement, and sounds, including speech. These
can be combined in different ways and presented through a range of media.
Multimodality matters because the future of reading and writing is closely
interwoven with the future of digital technologies. We already know much
about multimodal texts from our experiences. It is then imperative for as to
build on those experiences and knowledge of multimodality. We need to
recognize the interlacing relationship between and among various modes:
text and image, sound and gesture, and a perfect combination of kinds for a
meaningful classroom experience.

Multimodality consists of mode and media. The former includes signs

(sound, graphical material, print), which the latter entails the manner of
dissemination. The modes of communication include writing or print,
including typographical elements of font size, types, and shape; images,
moving and still, diagrammatic or representational; sound, spoken words
and music; gesture and movement. The mediums of communication consist
of the computer (internet information and software presentation); paper-
based texts (picture books, magazines, novels, information books); sound
and visual media (radio, television, videos, CDs, and DVDs).

Adopting multimodality in the classroom excites all of us. We, therefore,

have to be updated in using webpages and weblogs, blogs, advertisements,
newspapers, magazines, comics, poetry, songs, paintings/ drawings, texting,
animated films, live acted films, computer games, and a lot more modalities
to make our classrooms dynamic and experiential.
 FOLLOW-UP TASK
Evaluating messages and images is the process of negotiation where speakers conclude about
what has been shown or presented. Guide questions in evaluating messages and images include, but not
limited to, the following:
 How is the message conveyed?  What values and points of view are
 What belief is used to support the message? represented in the message?
 In what way is the message best delivered?  What is your reaction to the message?
 To what extent is the impact of the  Why does the message make you feel
message felt? that way?
 Who is the addressee of the message?  Is your presentation reasonable and well-
 What ethos does the message support? informed

This time, it’s now your turn to evaluate and unlock messages from these following powerful images
to promote visual literary and communication. What you think are the messages conveyed by the image?
Write your answer in sentences on beside each image inside the box. (5 pts. per item = 50 pts.)

1.

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 EVALUATION
Answer comprehensively the questions that follow to evaluate your understanding of the lesson. (40 pts)

1. What is the relationship between the following concepts:

a. visual literacy and multimodality (5 pts)
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b. visual literacy and visual communication (5 pts)

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2. What is the difference between mode and media in terms of visual communication practices? (5 pts)
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3. How does adopting multimodality excite students in the classroom? (5 pts)

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4. Last August 9, Vincentiments’s video on online class went viral in Facebook. The video was
presupposed to be full of raging sentiments against online classes. With almost impeccable
cinematography and editing, the video caught the attention of the netizens, most especially the
educators. The educators claimed the video was too much and was harboring rebellious
tendencies and misplaced idealism by the youth. As a future educator, what is your stand on this?
What ethical principles of multimodality and visual literacy should the proprietors have
considered before airing that video? Why do you think so? (10 pts)
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5. Assess the following situation in light of the impact of visual communication. One of the
controversial ads in the Philippines was of Bench, Philippine Volcanoes Bench Body Billboards. The
ad wanted to showcase Bench Body underwear and encouraged people to "throw their support"
behind the country’s rugby team, the Philippine Volcanoes. For maximum exposure, the billboards
were set up along EDSA-Guadalupe. However, the ad proved to have had an opposite effect to
what it originally intended. The people definitely stared at the billboards, but it wasn’t clear if they
were focusing on the nifty Bench Body undies or the members of the rugby team who served as
the models for the undies. There were those who appreciated the eye candy. There were also
others like Mandaluyong City Mayor Benhur Abalos, who said the sight of the barely-dressed
Volcanoes players would disturb the children who saw them. However, Abalos didn’t really explain
how children reacted to the ads. The verdict was Bench was forced to have them taken down. Do
you think the decision of having them taken down was right in light of your understanding of
visual literacy and communication principles? Support your answer. (10 pts)
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 EXTRA GEARS
Read and watch the following articles and videos in the specified website.
See: https://minnesota.edu/?file_id=1775#:~:text=To%20begin%2C%20presentational%20aids
%20 are,Verderber%2 0%26%20Sellnow%2C%202008).
Using Presentational Aids
See:
https://lumen.instructure.com/courses/218897/pages/linkedtext5432
8 Choosing the Right Visual Aid
See: https://ecampusontario.pressbooks.pub/commbusprofcdn/chapter/methods-of-presentation
-delivery/
Methods of Presentation Delivery
See: https://saylordotorg.github.io/text_stand-up-speak-out-the-practice-and-ethics-of-public-sp
eaking/s18-02-types-of-presentation-aids.html
Types of Presentation Aids
See: https://www.presentwithease.com/blogs_files/category-computer-generated-
visuals.html Computer-generated Visuals
See: https://www.youtube.com/watch?v=PSt_op3fQck
Intercultural Communication Adventure with Little Pilot
See: https://www.youtube.com/watch?
v=i0sDfzvnkdk Welcome, Intercultural
Communication
See: https://www.youtube.com/watch?v=7kAOvTFA5rs
Kwentong Jollibee Valentine’s Series 2017: Vow
See: https://www.youtube.com/watch?v=NEK1wU089Os
24oras: Iba't ibang environmental at cause-oriented groups, naglinis sa Freedom island
See: https://www.youtube.com/watch?v=OnSAYoMoA_g
Best Social Advertising Campaigns - STOP & THINK

REFERENCES
st
 Magan, R., Nano, M.C., & Turano, C. (2018). Purposive Communication in the 21
___Century. Mindshapers Co., Inc.
 Pilapil, E., Pesirla, A., Licen, C. R., Cañezo, Jr., V., Graber, J., Lubrio, S. M., Tibus, E.,
___Paquibulan, P. N., & Picardal, R. (2018). Purposive Communication (pp. 2–15).
___Mutya Publishing House, Inc.
 SPOT.ph. (2012, June 27). 10 Ads That Created Controversy. https://www.spot.ph/new
___sfeatures/51324/10-ads-that-created-controversy
 Output Development
(First Quarter)
Do the following task in a group of five or six members as an application of what you have learned
throughout the quarter. The grouping will be coordinated with your course instructor via Facebook or
Messenger.
1. Conceptualize a cause-oriented or socio-civic oriented activity, like “Dance for Typhoon/Earthquake
Victims,” “Concert for Cancer Victims,” “Run for a Cause,” or “Riverside Clean-up Drivem” and so on.
2. Make or design invitations for people/audience to join this cause-oriented or socio-civic oriented
event.
3. Use at least three of the following modes for the invitations: e-mail, Facebook, Twitter, or any
other social media forms, print and/or electronic.
4. As stipulated in the Active Reading section, be sure to indicate all necessary details or information
your target audience needs to know.
5. Submit a printed copy of your invitations and a soft copy through email at the end of our first
quarter.
6. Refer to the rubric to evaluate your group output.

Criterion Set Rating Actual Rating

Text or message portrayed:
a. Content: Do(es) the text(s) convey the gist of the piece 10 points
clearly?
b. Context: Is the situation or condition established? Does it 10 points
have a background information as basis?
c. Writers and Purpose: Do the writers’ interests and 10 points
orientations complement their purpose/motivation?
d. Audience: Is the piece aptly produced for its right 10 points
audience?
Visual-Technical Aspects (lines, shapes and forms, color, 30 points
space, principles, balance and harmony, pattern, proportion,
emphasis, contrast, movement, rhythm, unity and perspective):
Are these aspects in complementation to create a
beautiful/intelligible visual display.
Multimodal Choice: Does the multimodal choice 30 points
justify/facilitate the sending and perceiving of the intended
message?
 CHAPTER REFLECTION

Answer the following questions here as your journal and share your answers within our Facebook
Messenger group chat as part of our monitoring.

1. How much did you know about the topics before we started? What have you learned after
this lesson?
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2. How can you apply what you have learned to your current life as a student and to your future
dream career?
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3. What other things related to the lesson might you want more help with? Why?
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