Visual Diagnostic Strategy: Design Learning Strategy

Visual Diagnostic Strategy: Design Learning Strategy

Jose Miguel Silva (Escola Superior de Artes Aplicadas, Polytechnic Institute of Castelo Branco, Portugal), João Matos Neves (Polytechnic Institute of Castelo Branco, Portugal) and Daniel Raposo Martins (Polytechnic Institute of Castelo Branco, Portugal)
DOI: 10.4018/978-1-7998-3628-5.ch019
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The following article focuses on the development of a visual exploratory study in the form of a diagnostic, tested in a learning experience to support the development of the final project. A project developed in the field of visual communication design, degree of Visual Communication Design and Audiovisual Production of the School of Applied Arts, Castelo Branco Polytechnic Institute, Portugal. The visual diagnostic exploratory study, involving several phases of information gathering, was conducted by the students within the scope of the Curricular Unit of Research Design, of the curricular year of 2018/19. The introduction of the visual diagnostic exploratory study provided new solutions to the visual communication level of a product or service in the final degree project. From its application, it resulted in a greater solidity in the arguments of the solutions proposed by the students; however, there were observed gaps in the understanding of the perspective of the consumer in the phase of mapping the archetypes and creation of narratives in the customer journey.
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“To expand our ability to see to understand a visual message and, even more crucial, to make a visual message.” (Dondis, 1973). We live in an era where there is a large amount of visual information, mixed in a fog of noise that makes it difficult to focus on the image's communication qualities. Accordingly, with Watzman (1999) the problem is that no one has given us a more exceptional ability to use and understand all this new information. In our rush to use enticing new tools, we have forgotten our goal: that this is all about quality communication. We need to step back and evaluate this visual chaos; learn to see, not just look; learn and understand what the basic principles are to create quality communication as well as the implications of our choices. Our education has made us verbally literate; we must now become visually literate.

Visual rhetoric is a type of non-discursive rhetoric that focuses on the ability of a visual image to communicate a compelling message. A visual image that communicates a message is a document that results from a Design process. A document is rhetorical, according to Sharf (1979), Bridgeford (2018) defines designers to label anyone who is making an attempt to use a structure and adapt it to serve a purpose.

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