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.

Explanation Graphic-How an Engine Works

To accompany my visual essay, I chose to draw a graphic explaining how an internal combustion engine works.  I chose this idea because, for one, it is familiar to me; I have always been interested in cars.  Secondly, the process that motivates our vehicles is extremely complex and I wanted to showcase it in a more simple light.

Of course, there are many processes that occur within a gasoline engine which I have not shown, but the action that gets the car going is explained in detail.  I attempted to make the drawings as life-like as possible, and I achieved this by drawing two cutaway figures so that it appears the viewer is looking into the engine.  I tried to depict the various elements as realistically as possible, especially with regard to color (coolant is green, oil is golden, and the metal composites that engine blocks are made from are silvery-grey).  I also chose to represent intake (fresh) air as blue, while exhaust was brown to delineate the difference between the two, before and after the combustion.

Spaghetti Dinner Graphic

In order to convey the instructions of how to make a spaghetti dinner using visuals alone, my goal was to utilize simple and instantly recognizable images.  These images needed to be easily identifiable to the viewer, regardless of their native tongue, or if they were able to read at all.

As such, the steps I depicted were simple yet graphic.  I first drew an image of a pot of boiling water (which I clarified with small text saying "100 degrees C", to signify that the water must boil before adding the pasta.  I then showed the boiling water with pasta added, still stiff and not having been cooked.  I then used a clock with the space between 1 and 2 highlighted, to signify the amount of time (10 minutes) necessary for the noodles to fully cook through.  After this time, I depicted the noodles as having softened, at which point I drew them inside a strainer to signify that they must be emptied from the pot of water.  Then, the visual proceeds as you would when making a pasta dish, from heating up the marinara sauce (I assumed a ready-made sauce was to be utilized, for the sake of simplicity and ease of understanding) to serving the pasta with the sauce.

Overall, I learned how to show the simple process of preparing an elementary spaghetti dinner using only pictures.  At some points, I was challenged with how to condense the process and simplify it as much as possible, to avoid becoming cumbersome and complicating it.  I was also presented with the problem of how to organize and synchronize the images, as it is intended for audiences which may include those who read left to right as opposed to right to left.  To solve this, I used arrows that guide the eye from one step to the next, alternating in a zig-zag pattern in both directions.  I feel I did a good job of showing even the least experienced chef how to serve spaghetti; it is simple to "read" and understand, making quick work of interpreting the instructions.

Lawncare Decision Graphic

Our goal for the Lawncare Decision Graphic was to visually instruct a "lawncare professional" as to what fertilizer to use, based on the weather and soil conditions.  It was essential that the graphic could be understood by individuals who were not able to read English, or even by those who could not read at all.

The path I chose to take was to organize the different criteria on a horizontal axis, but to stack them one on top of another.  I think this provides for an easily understandable visual representation of the criteria.  For dry soil, I chose the sun icon; for wet soil, I chose clouds with rain; for pests, I drew a diagram of an insect; for temperature variable, I drew small thermometers.  Overall, I think it would be easy to decipher these representations for what they were intended to mean: the sun for dry soil, rain for moist soil, thermometer for temperature, and insect for pest infestation.  One problem, however, could be the mistaking of the sun and rain icons for weather conditions rather than soil consistency.  Overall I think my graph gets the point across, though.

I wanted the icons I utilized to appear as uniform as possible, so I sketched each sun one after another; I used the same technique with the insect, clouds, and thermometers.  This assignment helped me to think in purely visual ways to convey a message using pictures alone rather than words.  It made me focus on the pictorial sense of what needed to be conveyed, and I think what I was most able to take away from this drawing was communicating through symbols alone.

Collage

There were several similarities and differences between what I noticed about my collage versus what others noticed.  When we were instructed to choose as many pictures in ten minutes that stood out to us, I chose what I found to be most visually stimulating.  My choices would no doubt have been different had I brought my own magazines, and my limited choices definitely affected the final product (but not necessarily negatively).  

Others pointed out ideas such as my collage not necessarily being coherent with regard to subject matter. This is true; there is no common theme in the subjects of the pictures I chose.  This is essentially because I chose images whose colors appealed to me, rather than what was being depicted.  Another theme that came up was the fact that there are several abstract patterns rather concrete images; this goes with the fact  I chose images based on visual appeal rather than subject matter.

I also noticed that most of my images are large in size and spaced closely together, often overlapping.  This additionally was pointed out by viewers.  Generally, my own list coincided with things that others noticed, especially regarding the strong presence of abstracted patterns, colors, and shapes.

Geographical Map (Assignment #2)

For the second assignment, I chose to create a geographical map.  I am fascinated by cartography and have always enjoyed looking at old maps; as such, I tried to infuse mine with an old-world aesthetic.  Contributing to this are the texts I utilized for the neighboring states, as well as the classic compass rose, which is difficult to see here.  I chose New Jersey because it is my home state and I am very familiar with many parts of it; I also wanted to portray it in a more positive light that it usually is in the media.  Part of my goal was to show parts which are usually ignored in popular culture (for example, the pine barrens: the center of southern NJ is home to over 8 million acres of forest and plenty of wildlife.  Further, many of the northern/northwestern parts of the state are exceptionally scenic).

What I depicted on the map revolves mostly around those things with which I am most familiar.  I gave my hometown, Columbus, distinction with a representation of my house.  The capital city of Trenton, about 20 miles north of home, is set apart with a large star.  I also included the town where I spent much of my high school career with family and friends, Moorestown, and the place I first learned to sail, Riverton.  I spend a lot of time at the beach, and was sure to make mention of the two beaches I frequent: Cape May and Long Beach Island.  The yellow dotted line shows the path I took for most of this summer.  During the week, I interned at one of the northernmost points in the state, Montvale.  During my time here, most of the parties took place in nearby Hoboken, a town reminiscent of Brooklyn, located directly outside of New York City.  On the way home for the weekend, I would often stop in Princeton and hang out with a few friends who worked in the area.  Finally, after a visit to LBI, I would return home.

Regarding color, I wanted to draw the eye directly to the central state.  I accomplished this by leaving the central state white and coloring the surrounding ones in warm muted tones.  For the water, I drew a repeating wave pattern that serves to fill the empty space nicely.

mind map

With my mind maps, I focused on the problem of what might happen after my final year at Roger Williams.  I began by laying out all of the options I considered "viable", what I feel will be mostly likely to happen, and the things I hope will happen.  Chief among these things is the idea of traveling abroad; as such, nearly the entire right side of my mind map is devoted to this.  This might be facilitated in a number of ways; either through the Peace Corps, an internship that I hope to procure, or just travel itself.  The left side involves the more serious, business-minded aspects, taking gainful employment into consideration.  Past internships might lead to jobs after graduation; graduate studies would further broaden my horizon and open new doors for opportunity.  The initial layout was a good start for me, but ultimately did not succeed in realizing the possible interconnectivity of these things.

My second map took this variety of ideas and refined them, showing that these opportunities might not be mutually exclusive, but that one may lead to another and take me in an entirely different direction.  The "aha" moment came after I made this realization.  To visually portray this, I used a method which might not generally cross the minds of those creating a mind map: I drew lines that flowed from one opportunity to another.  I hoped to depict chronological order with these lines, but it requires close inspection to gather this.  Travel to Africa might be in the name of the Peace Corps; my involvement in the Peace Corps, however, is somewhat dependent on my acceptance to an internship program with the United Nations Environmental Programme in Nairobi Kenya.  Either way, though, I plan on going to Africa.  On business side, I am hopeful that my internship with Mercedes-Benz USA will yield a future job in marketing for that company.  This ties in with New York because MBUSA is located directly outside of the city.  Graduate school would take place after traveling, and probably after a few years of working.  My map shows the possibility of attending Pepperdine University's Graziado School of Business, which is located outside of Los Angeles.

Ultimately, I feel that my final map does an interesting job of depicting the problem I focused on, which is the organization of possibilities in my post-college life.