Final Project

For our final project in Visual Communication, we chose to represent our design on a cardboard box.  We knew from the beginning that we wanted to depict what we had learned on a 3-dimensional object, because we felt it would be the best way to show the various aspects of what we needed to include.  We also knew that the object needed to be large enough to accommodate all of the appropriate information.

We chose a medium-sized box because a) it is large enough to fit the needed visualizations and b) because it had the proper amount of sides (we had chosen to break up the course into four separate sections--maps, terms and definitions, key terms, and charts/graphs; thus, the box's 6 sides were more than enough for us to display our topics).  Though we knew we would later cover the box in various types of graphics, we realized that to leave the box in stock shape would not be very visually stimulating.  As such, we spray-painted it with a base coat of green, adding yellow, red, and blue accents.

We then split up the assignment into four parts, since there were four of us, and each took the topic with which we felt the most comfortable.  From here, it was easy to create visualizations using text and pictures, and organizing them into a visually appealing package.  Each side is also somewhat different, reflecting our own unique styles and providing some visual interest.  Though we initially began the project individually, we were able to successfully come together in the end and create a unified product.  Our "aha" moment probably occurred when we tried to lay out our respective visuals; some of them didn't fit, and we had to collaborate and re-print or re-draw some of the subjects for them to work together more cohesively.

For my individual section of the visual, I chose to work with the "bars and graphs" section of the course. I chose this for several reasons, but mainly because I found myself connecting with them.  I have always been comfortable with this particular display of information, mainly because it is a very effective way to represent trends and changes.  I drew my pictures by hand, because I am a very visual person and find that I am inclined to draw things as opposed to making computer mockups (it is easier for me to convey information this way; additionally, I find it easier and more appealing than most products that come from the computer).

Final Project

For our final project in Visual Communication, we chose to represent our design on a cardboard box.  We knew from the beginning that we wanted to depict what we had learned on a 3-dimensional object, because we felt it would be the best way to show the various aspects of what we needed to include.  We also knew that the object needed to be large enough to accommodate all of the appropriate information.

We chose a medium-sized box because a) it is large enough to fit the needed visualizations and b) because it had the proper amount of sides (we had chosen to break up the course into four separate sections--maps, terms and definitions, key terms, and charts/graphs; thus, the box's 6 sides were more than enough for us to display our topics).  Though we knew we would later cover the box in various types of graphics, we realized that to leave the box in stock shape would not be very visually stimulating.  As such, we spray-painted it with a base coat of green, adding yellow, red, and blue accents.

We then split up the assignment into four parts, since there were four of us, and each took the topic with which we felt the most comfortable.  From here, it was easy to create visualizations using text and pictures, and organizing them into a visually appealing package.  Each side is also somewhat different, reflecting our own unique styles and providing some visual interest.  Though we initially began the project individually, we were able to successfully come together in the end and create a unified product.  Our "aha" moment probably occurred when we tried to lay out our respective visuals; some of them didn't fit, and we had to collaborate and re-print or re-draw some of the subjects for them to work together more cohesively.

Multivariate Display: What Your Car Says About You

Having always had an interest in automobiles (particularly premium ones), I thought it might be a good idea to incorporate this interest into my multivariable display.  With the competition between brands at an all-time high and marketing at its most fierce, I decided to cut to the chase and research the types of people who are actually drawn to these very different premium/luxury car brands.

I began with an affinity map, because I felt it provided for the best layout and enough space for drawings; on the two axis, I placed average age and income.  I then drew each respective logo in the appropriate place with regard to these two variables.  Next, I used color to illustrate the percentage of males versus females who purchase the brands, male being shown in blue and female in pink.  Lastly, I wanted to include the prevalence of college education among these supposedly affluent sets (and if this has any correlation to the types of cars they buy).  To depict this, I outlined the accompanying text in one of three colors: red if 0-40% of buyers are college educated, orange if 40-70%, and green if 70-100% of buyers went to college.

The statistics certainly say something about who each brand appeals to.  On one end of the spectrum is Cadillac, the with the oldest average age (57), lowest average income, and least college education.  Conversely, Audi buyers are much younger (35 on average) and more affluent (with an average income of about $154k).  Mercedes-Benz and Porsche buyers are the wealthiest, bringing in $164k and $188k, respectively, with older average ages, and the majority having been college-educated.  Interestingly, because Saab is on the lower end of the luxury spectrum, buyers seem to be very well-educated, young, and affluent.

In the beginning, knew how many variables I wanted to include, but struggled with how to incorporate all of them into one graph.  Ultimately, color proved to be the greatest help in conveying the information.  While not 100% visually accurate (it is difficult to decipher exactly how many males vs. females, for instance), it provides a good background for those who care about car buyer demographics.  My "aha" moment occured when I finally formulated my plan, realizing I could grab the viewer's attention with detailed drawings and bright colors, but to have each element serve a purpose.

Simple Charts to Graphs, Design Rationale

Due to the size of the images of my chart and graph, I have posted each, as well as this design rationale, as separate posts.

My goal for the chart was to create an easy-to-read, well-spaced and visually simple table which would convey the information of students' ethnic demographics for 2010.  Do do this, I merged a series of cells and centered the text figures.  I filled the title box with light blue, so as to highlight the chart's purpose without being too polarizing.  In order to minimize black lines, I used them only where absolutely necessary, and alternated the horizontal cells between white and light yellow, so as to distinguish the different cells without appearing confusing.

I created the bar graph using a program online similar to Excel; it was a simple process that was totally effective other than the fact that I was not able to choose varying colors for the bars.  There are also too many black lines behind the bars, not complying with Occam's Razor or Tufte's rule.  If I did the graph over, I would be sure to fix these problems.
This project helped me to understand how information can be translated from completely simple, 2-dimensional form to 3-dimensional graphic form.  Oddly enough, though, I would have preferred to create these graphs using paper and ink.  I feel I have more of a connection with this medium, and would be able to create a more attractive visual with more variation.

Simple Tables to Graphs, Cont'd

Simple Tables to Graphs: RWU Student Demographics

Roger Williams University 2010 Student Demographics
Ethnicity	Number of Students
White (Non-Hispanic)	3,480
Unknown	789
Hispanic	93
Black (Non-Hispanic)	62
Asian or Pacific Islander	59
American Indian/Alaska Native	14

 

Flow Charts

  

The two flow charts were fairly easy to produce, mainly because the processes for 1) researching "cognitive load" using Google Scholar and 2) purchasing a book on Amazon.com are simple and straight forward.  Though for as easy as they may seem to a seasoned internet user, they might prove more difficult for someone who is new to computers; I tried to compensate for this as much as possible by making the charts very detailed.

With each flow chart, I began by instructing the user to log into a specific web address, i.e. scholar.google.com or amazon.com.  From there, I arranged the various options in standard flow chart order, being sure to utilize the proper shapes for beginning, ending, steps, and questions.

What I gained most from this exercise was exactly how to organize a flow chart.  Having spent as much time on them as I did, I feel I now have a grip on the concepts behind the process.  In the future, I'd like to try making flow charts that explain more complex ideas, with more variables and paths.  I'd also like to be able to use more shapes, as the processes for these charts were essentially limited to ovals, diamonds, and rectangles.