CHAPTER 9: Constructing and Using Visual Aids - PC\|MAC



CHAPTER 9

CONSTRUCTING AND USING VISUAL AIDS

Chapter Summary

This chapter describes the types of visual aids that speakers may use, the criteria for making choices about which and how many visual aids to use, ways of designing visual aids to best adapt to the audience’s needs, and guidelines for using them in speeches.

Transition from the 12th Edition

Chapter 9 in the 13th Edition includes updated information on computer mediated presentations in order to reflect how much easier it can be to develop creative visual aids with modern technology. This includes the ability to download the visual aids for a speech onto a CD-ROM to use almost anywhere. Information on traditional types of visual aids has been integrated with information on modern technology to provide students with ideas on the opportunities that exist for creating more professional and polished presentations.

Chapter Outline

Introduction (p. 155): Visual aid: a form of speech development that allows the audience to see as well as hear information. They help your audience to retain information because people learn more when ideas appeal to both eye and ear than when they appeal to the ear alone. This chapter describes the types of visual aids, the criteria for making them, and how to design and use visual aids in your speech.

I. Types of visual aids (p. 156-161).

A. Objects: Objects are three-dimensional representations of the idea that you are communicating.

1. Objects make good visual aids.

a. They must be large enough for all audience members to see.

b. The must be small enough to carry to the site of the speech

2. You can be your own visual aid in certain instances.

B. Models: When an object is too large to bring to the speech site and too small to be seen by the entire audience, a three-dimensional model is appropriate.

C. Photographs: In an exact reproduction of material is needed, enlarged still photographs are excellent visual aids.

D. Slides.

1. Like photographs, slides allow you to present an exact visual image to the audience.

2. One advantage is that slides allow the speaker to manipulate the size of the image so that it is easily seen by all audience members.

3. Slides also allow for more than one image to be shown.

4. One disadvantage is that slide often becoming the focal point of the speech, taking the focus off of the speaker.

E. Film and video clips.

1. You can use short clips from films and videos to demonstrate processes or to expose audiences to important people.

2. Because clips run from one to three minutes, they are often inappropriate for most classroom speeches because they dominant the speech taking the focus away from the speaker.

F. Simple drawings.

1. Prepare drawings that are easily seen by all audience members.

2. Drawings should be prepared on poster board so that they remain rigid and are easy to display.

G. Maps.

1. Simple maps allow the speaker to orient audiences to landmarks (mountains, rivers, and lakes), states, cities, land routes, weather systems, and so on.

2. Simple maps are relatively easy to prepare and can be customized so that audience members are not confused by visual information that is irrelevant to your purpose.

H. Charts.

1. Chart: graphic representations that distills a lot of information and presents it an audience in an easily interpreted visual format.

2. Word Chart: used to preview, review, or highlight important ideas covered in a speech.

3. Flowchart: a chart that uses symbols and connecting lines to diagram the progressions through a complicated process.

a. An organizational chart is a common type of flowchart that shows the flow of authority and chain of command in an organization.

I. Graphs.

1. Graph: a diagram that presents numerical comparisons.

2. Bar graph: a diagram that uses vertical or horizontal bars to show relationships between two or more variables at the same time or at various times on one or more dimensions.

3. Line graph: a diagram that indicates changes in one or more variables over time.

4. Pie graph: a diagram that shows the relationships among parts of a single unit.

5. Most spreadsheet computer programs allow you to prepare colorful graphs easily and to compare the data arrayed as a bar, line, or pie graph.

a. This allows you to choose which display you will be most effective for your presentation.

6. When choosing or preparing graphs, make sure that labels are large enough to be read easily by audience members.

II. Methods for displaying visual aids (p. 161-164).

A. Methods for displaying visual aids vary in the type of preparation they require.

1. The quality of your visual presentation will affect your perceived credibility.

2. Hand-prepared charts and graphs that are hastily or sloppily developed mark you as an amateur, whereas professional-looking visual aids enhance your creditability.

B. Computer-mediated presentations.

1. Visual aids developed with presentation software give a very polished look to your speech and allow you to develop complex multimedia presentations.

2. Smoothly delivering a computerized visual presentation takes practice.

3. Well-developed and well-presented computer-mediated visual aids greatly enhance audience perceptions of speaker credibility.

4. Many beginners overuse them and the speaker relies too much on the visuals.

C. Overhead transparencies.

1. An easy way to display drawings, charts, and graphs is to transfer them to an acetate film and project them onto a screen via an overhead projector.

2. Overheads are easy and inexpensive to make, and the equipment needed is easily worked and readily available.

3. The size of the projection can be adjusted so that members of an audience of any size will be able to easily see the image.

D. Flipcharts.

1. Flipchart: a large pad of paper mounted on an easel.

2. Flipcharts are prepared before the speech using colorful markers to record the information

3. Leave several pages between each visual on the pad.

4. You can flip to the empty page while you are talking about material not covered by the charts.

5. The information that is hand written or drawn must be neat and appropriately sized.

6. Flipcharts can be comfortably used with smaller audiences, but are not appropriate for large audiences.

7. It is important when creating flipcharts to make sure that the information is written large enough to be easily seen by all audience members.

E. Poster boards.

1. Poster boards can be placed on an easel or in a chalk tray when it is referred to during a speech.

2. They must be neat and appropriately sized.

3. They are also only effectively used with smaller audiences.

F. Chalkboard.

1. Chalkboards are not suitable for depicting complex material.

2. They are appropriate for short items of information.

3. Chalkboards should be written on prior to speaking or during a break in speaking.

4. If you need to write on the board while speaking, you should practice doing it.

5. Try to face at least part of the audience while you work.

G. Handouts.

1. In some instances, it may be useful for everyone in the audience to have their own copy of the visual aid.

2. They can be distracting.

3. You should carefully consider why a handout is superior to other methods.

III. Criteria for choosing visual aids (p. 164-165).

A. You have to decide what content needs to be depicted and the best way to do it.

B. Here is a list of key questions you need to answer to help you make visual aid choices.

1. What are the most important ideas the audience needs to understand and remember?

2. Are there ideas that are complex or difficult to explain verbally but would be easy for members to understand visually?

3. How many visual aids should I consider?

4. How large is the audience?

5. Is necessary equipment readily available?

6. Is the time involved in making or getting the visual aid and/or equipment cost effective?

IV. Principles for designing effective visual aids (p. 166-169).

A. Use a print or type size that can be seen easily by your entire audience.

B. Use a typeface that is easy to read and pleasing to the eye.

C. Use upper-and lowercase type.

D. Limit the lines of type to fewer than seven.

E. Include only items of information that you will emphasize in your speech.

F. Make sure information is laid out on the aid in a way that is aesthetically pleasing.

G. Add pictures or clip are where appropriate to add interest

H. Use color strategically.

V. Guidelines for presenting visual aids (p. 169-171).

A. Plan carefully when to use visual aids.

B. Show visual aids only when talking about them.

C. Talk about the visual aid while showing it.

D. Display visual aids so that everyone in the audience can see them.

E. Talk to your audience, not to the visual aid.

F. Avoid passing objects around the audience.

Lecture Ideas

1. As a homework assignment, have students search for the keyword “visual learner” using InfoTrac College Edition. You could have them search for the article “Different Strokes: Learning Styles in the Classroom” in Training, March 1995, or you could have them search for any article dealing with that subject. Use what your students learned to discuss the different ways that that people learn and how visual aids can be an effective tool in helping the audience learn and retain information.

2. It is a good idea to save some visual aids used by students in the preceding semesters. Be sure to hold on to some “good” and “bad” visual aids. Discuss the design, construction materials, and the presentation of these visual aids to give your current students a better idea of what works and what does not work as an effective visual aid.

3. The instructor, if able, might want to present the information in this chapter as a PowerPoint slide presentation, using the Multimedia Manager with Instructor Resources CD-ROM, accompanying the text. If you cannot, then you may want to ask someone from campus computer services to recommend a guest speaker for the presentation. Then have your students work on exercises 11.2 and 11.3 in the InfoTrac College Edition Student Activities Workbook for Public Speaking. Be sure to advise the students when a visual aid can be more distracting than helpful in a public speaking situation.

Discussion Questions

1. Initiate discussion about the various methods for displaying visual aids. Ask students if the chalkboard is an appropriate method to use when the equipment for a computer-based presentation (Power Point) is easily accessible. Ask students to identify scenarios in which the chalkboard or wipe board might be the best method of presentation. What about when brainstorming or demonstrating something? Which visual aid is appropriate then? Extend the discussion to compare and contrast methods for displaying visual aids as related to the information being conveyed to the audience.

2. This discussion taps into previous experiences students have had using visual aids. If any students have used visual aids in speeches in the class up to this point, then the class can use the following questions to evaluate the shared experience. Ask students to think back and recall what were the most effective and memorable illustrations students used. Then ask why those stand out. Was it something about the illustration itself or was it the way the student presented the aid? Also, ask how the students felt when presenting their visual aids. Some may remark that they were less apprehensive because the attention was on the visual aid, not on the speaker. Others may remark that they felt awkward and did not know how to manage the visual aid.

3. Review the following website: . This site offers an extensive description of how and when to use visual aids in a speech. Ask students if every speech should have visual aids. Why not? What about the occasion of the speech or the speaker? Do certain situations call for visual aids while others do not?

Class Activities

Activity #9.1: Using and Evaluating Visual Aids (Show and Tell)

Have students bring in an object that is important to them. (Bring in extra objects in case someone forgot their item.) One at a time, have students go to the front of the room and give an impromptu speech about their object. Remind them of the Guidelines for Presenting a Visual Aid (p. 169).

Another option is to bring in a bag of objects and have each student or student volunteer choose an item from the bag. Have each student give an impromptu speech about that item.

After the students present, have the students evaluate if the items were effective or ineffective visual aids. Discuss why or why not. Also, discuss with the class how effectively the items were used as visual aids. Discuss what was done well and why and what could be done more effectively. This activity gives students practice using visual aids in a speech.

Activity #9.2: Evaluating Visual Aids

Before or after discussing chapter 9, have students get in groups of three or four members. Have each group create a list of do’s and don’ts for using and making visual aids. As part of their list have each group brainstorm the five best visual aids they have seen in a speech as well as the five worst visual aids. After the groups share what their group brainstormed, discuss with the class why those deemed “bad” visual aids were not effective and why the visual aids deemed “good” were effective.

Activity #9.3: Evaluating Visual Aids

Collect visual aids from students who have used them in his or her speech. In the following term or terms show these visual aids to students and as a class discuss why or why not they were effective. Also, discuss how each visual aid could be used effectively.

Activity #9.4: Creating Visual Aids

Since making some visual aids can be expensive. Students need to know where and how they can create a less expensive visual aid. As a class or in groups of three or four, have students come up with resources, strategies, and ideas about how someone could make an inexpensive visual aid. Instruct students to list both on and off campus resources. You may also want them to list websites, computer labs, discounted copy centers and library services available to students.

Activity #9.5: Visual Aid Resources

As a homework assignment, have students search online for websites that help students create visual aids. Discuss the assignment in class, and write the best websites and resources on the board.

Activity #9.6: Developing Visual Aids Using Speech Builder Express

For homework, direct students to the Speech Builder Express website and have them complete Step 9, “Visual Aids.” Have the students turn in a brief paragraph, describing what type of visual aids and method(s) of display they have chosen and the justifications for their choices.

Activity #9.7: Visual Aid Checklist

Distribute the following worksheet to students. They can then evaluate the visual aid they plan to use in their speech. You may want to require that each student turn in the checklist with his or her written outline.

WORKSHEET: VISUAL AID CHECKLIST

Making Choices:

_____ Did I identify the most important ideas that require visual support?

_____ Did I consider the size of my audience?

_____ Did I make sure that the necessary equipment is readily available?

_____ Is my visual aid cost effective?

_____ Did I develop a visual aid strategy in determining the number of visual aids which will be used?

Designing Visual Aids:.

_____ Can my printing style be seen easily by the entire audience?

_____ Is the typeface pleasing to the eye?

_____ Did I use upper- and lower-case type?

_____ Did I limit the lines of type to six or less?

_____ Did I use short phrases to present my information?

_____ Do my visual aids focus on information that will be emphasized in my speech?

_____ Is my information lay-out aesthetically pleasing?

_____ Did I add clip art where appropriate?

_____ Did I properly consider the use of color?

Using Visual Aids in the Speech:

_____ Did I carefully plan when to use my visual aids.

_____ Did I carefully consider my audience needs?

_____ Did I practice displaying and then covering my visual aids?

_____ Did I fully explain the parts of and meaning of my visual aids?

_____ Did I practice setting up my visual aids so that my entire audience can see them?

_____ Did I practice maintaining eye contact with the audience while using my visual aids?

Glossary of Key Terms

bar graph: a diagram that uses vertical or horizontal bars to show relationships between two or more variables at the same time or at various time on one or more dimensions

chart: a graphic representation that distills a lot of information and presents it to an audience in an easily interpretated visual format

flipchart: a large pad or paper mounted on an easel

flowchart: a chart that uses symbols and connecting lines to diagram the progressions through a complicated process

graph: a diagram that presents numerical comparisons

line graph: a diagram that indicates changes in one or more variables over time

pie graph: a diagram that shows the relationships among parts of a single unit

visual aid: a form of speech development that allows the audience to see as well as hear information

word chart: a chart used to preview, review, or highlight important ideas covered in a speech

Test Questions

Chapter 9

Multiple Choice

1. Form of speech development that allows the audience to see as well as hear information is a(n) .

a. visual aid

b. object

c. outline

d. chart

ANS: a SEE PAGE 155

2. Showing the class your high school basketball trophy and explaining how it represents your past is using this kind of visual aid .

a. model

b. object

c. graph

d. chart

ANS: b SEE PAGE 156

3. If the object you want to use as a visual aid is too large, you could this type of visual aid instead.

a. object

b. graph

c. drawing

d. model

ANS: d SEE PAGE 156

4. One problem with using slides is that .

a. they are too expensive to make

b. they become the focal point for the audience

c. they require too much work for the speaker

d. they are difficult use in a speech

ANS: b SEE PAGE 157

5. Simple maps _______________________.

a. help orient audiences to landmarks

b. confuse audiences

c. are difficult to prepare

d. are expensive to make

ANS: a SEE PAGE 158

6. If you wanted to show the way a university budget was distributed, which type of visual aid would be the best to show this distribution?

a. bar graph

b. a line graph

c. a pie graph

d. a map

ANS: c SEE PAGE 161

7. One advantage of overhead transparencies is .

a. the equipment is readily available in most college classrooms

b. that you don’t need to talk about them

c. that you can make them as you talk

d. they are three dimensional

ANS: a SEE PAGE 162

8. Chalkboards should be used .

a. when you don’t feel like making a visual aid

b. when what you want to show is very simple

c. when you want to only use words

d. anytime, because they are the best visual aids

ANS: b SEE PAGE 163

9. When choosing how to display a visual aid you should consider .

a. how large the audience is

b. what equipment is available in the room

c. how long it will take you to make it

d. all of the above

ANS: d SEE PAGE 164

10. When choosing what information to include on the visual aid, you should include .

a. only the most important information you want your audience to remember

b. only things that are easy to remember

c. only things that are easily included on a visual aid

d. most of your outline

ANS: a SEE PAGE 164

11. You should limit the number of visual aids because .

a. it is a good idea

b. visual aids are expensive to make

c. making visual aids can be time consuming

d. you, the speaker, should be the focus not the visual aid

ANS: d SEE PAGE 164

12. You should use type that is point to point, in order for the audience to be able to read it.

a. 18, 36

b. 12, 14

c. 16, 20

d. 18, 24

ANS: a SEE PAGE 166

13. As a rule of thumb, you should limit the lines of type to on your visual aid.

a. no more than 6 lines

b. no more than 7 lines

c. between 2-4 lines

d. between 6-8 lines

ANS: a SEE PAGE 168

14. Make sure that you your visual aids.

a. use

b. practice with

c. ignore

d. spend a lot on

ANS: b SEE PAGE 169

15. When using a visual aid, the speaker should always focus his or her attention on .

a. the visual aid

b. the outline

c. the audience

d. the back row

ANS: c SEE PAGE 171

16. For greatest emphasis of a visual aid, .

a. leave the visual aid in view for the entire speech

b. look at the visual aid while you are talking about it

c. make sure you stress parts of the visual aid the audience can’t read

d. talk about the visual aid while you show it

ANS: d SEE PAGE 171

17. Adding clip art or pictures to a visual aid, helps to add .

a. color

b. interest

c. humor

d. drama

ANS: b SEE PAGE 169

18. Using bright colors, such as red, .

a. helps to highlight information

b. makes it difficult to read

c. confuses the audience

d. looks unprofessional

ANS: a SEE PAGE 169

19. When using a visual aid, you should talk about the visual aid .

a. during the entire speech

b. only when showing it

c. never

d. you should never use a visual aid

ANS: b SEE PAGE 171

20. You should avoid passing objects around the audience, because .

a. the audience is likely to stop listening to you, because they are preoccupied

b. the audience is likely to pay attention to you more

c. the audience is unlikely to remember the information

d. the audience is unlikely to care about the visual aid

ANS: a SEE PAGE 171

True/False

21. Visual aids do not help the audience to remember the information.

ANS: F SEE PAGE 155

22. Visual aids help the audience retain information because they are able to both hear and see the information.

ANS: T SEE PAGE 155

23. According to the textbook, using yourself as a visual aid is not an option.

ANS: F SEE PAGE 156

24. A chalkboard is the best kind of visual aid.

ANS: F SEE PAGE 163

25. Handouts are best used when handed out during your speech.

ANS: F SEE PAGE 164

26. The more visual aids you have the better.

ANS: F SEE PAGE 164

27. It is important that everyone in the audience can see your visual aid.

ANS: T SEE PAGE 164

28. Using upper and lower case letters is the best way print words.

ANS: T SEE PAGE 167

29. You should always practice with your visual aids before your presentation.

ANS: T SEE PAGE 169

30. When using visual aids, it is a good idea to indicate on your notes when you should introduce and use your visual aid.

ANS: T SEE PAGE 169

Additional Resources

Beaver, H. D. (2000). Visual aids: How much is too much? ABA Banking Journal,

92(6), 80.

Clyde, L. A. (2004). Electronic whiteboards. Teacher Librarian, 32(2), 43-45.

Cyphert, D. (2004). The problem of PowerPoint: Visual aid or visual rhetoric?

Business Communication Quarterly, 67(1), 80.

Isakson, C. (2004). Caught on the web. The Education Digest, 70(4), 79-81.

Krechowiecka, I. (2000, June 10). Moving on up: An ABC guide to effective visual

aids. The Gaurdian, p. 2.

Nierenberg, A. (2002). Props help bring content into the visual realm.

Presentations, 16(4), 54.

Pryor, B., Butler, J., Boyson, A., & Barfield, R. L., II (1999). Effects of distributing

"handouts" during a speech on receivers' inferred information processing. Perceptual and Motor Skills, 89(1), 145-151.

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