11/12

Media and
Information
Literacy
Quarter2 – Module5:
Visual Information and Media
Media and Information Literacy – Grade 11/12
Self-Learning Module (SLM)
Quarter 2 – Module 5: Visual Information and Media
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort
has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over
them.

Development Team of the Module

Writer: Jenelyn A. Abico

Editors: Mary Franciss T. Ontal, Kenneth Cagape
Reviewers: Evelyn C. Frusa, Ph.d, Rolex I. Lotilla, Arvin Tejada
Illustrator:
Layout Artist: Arnold C. Pagdato
Cover Art Designer: Reggie D. Galindez
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Crispin A. Soliven, Jr., CESE - Schools Division Superintendent
Roberto J. Montero, Ed.D, CESE - ASDS
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gilda A. Orendain - REPS – Subject Area Supervisor
Belen Fajemolin, PhD - CID Chief
Evelyn C. Frusa, PhD - Division EPS In Charge of LRMS/
Subject Area Supervisor- ICT
Bernardita M. Villano - Division ADM Coordinator
Carlo S. Melendres, PhD - EPS – Senior High School Coordinator
Subject Area Supervisor- ICT

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph\
 11/1
2 Media and
Information
Literacy
Quarter 2 – Module 5:
Visual Information and Media

i
Introductory Message
For the facilitator:

Welcome to the Media and Information Literacy with Grade 11/12 Self-Learning
Module (SLM) on Visual Information and Media!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

ii
Welcome to the Media and Information Literacy - Grade 11/12 Self-Learning
Module (SLM) on Visual Information and Media !

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take. If you get all the
answers correct (100%), you may decide to skip this module.

What’s In This is a brief drill or review to help you link the current
lesson with the previous one.
What’s New In this portion, the new lesson will be introduced to you
in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the lesson.

This aims to help you discover and understand new concepts and
skills.

What’s More This comprises activities for independent practice to

solidify your understanding and skills of the topic. You may check the
answers to the exercises using the Answer Key at the end of the module.

What I Have Learned This includes questions or

blank sentence/paragraph to be filled in to process what you
learned from the lesson.

What I Can Do This section provides an activity which will help you
transfer your new knowledge or skill
into real life situations or concerns.
Assessment This is a task which aims to evaluate your level of
mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

iii
 Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the Visual Information and Media . The scope of this module permits it to be
used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module is divided into two learning outcomes, namely:

LO 1 – Describe the different dimensions of visual information and media.

(MIL-11/12VIM-IVc-7)
LO 2 – Comprehend how visual information and media is/are formally and
informally produced, organized and disseminated
(MIL11/12-VIM-IVc-8)

After going through this module, you are expected to:

a) Identify the different types of visual content;

b) Describe the purposes of visual media and information; and
c) Analyze the design principles and elements used in a given visual media.
Definition of Terms

Analogous
Colours lie next to each other on the colour wheel. They typically combine
beautifully and create appealing schemes for your designs.

Complementary
Complementary colours are those that lie opposite each other on the colour wheel.

.GIF
Graphics Interchange Format
Capable of displaying simple animation

.JPG
Joint Photographic Experts Group. JPEG format is virtually synonymous with
digital photography.

Triad

Triadic colours are those that are evenly spaced out around the colour wheel, as
though you're looking at an equilateral triangle.

1
.PNG
Pronounced as “ping”. Portable Network Graphics. Its development was basically for
the purpose of transporting images on the Internet at faster rates.

Split-Complementary

A variation of the complementary colour scheme, the split-complementary

technique takes a base colour and then uses the two adjacent colours as its

Still life photography is a genre of photography used for the depiction of

inanimate subject matter, typically a small group of objects. It is the application
of photography to the still life artistic style.

Visual media and information

Materials, programs, applications and the like that teachers and students use to
formulate new information to aid learning through the use, analysis, evaluation
and production of visual images.

What I Know

Activity: Read each statement carefully then evaluate if the statement is correct or
not. Write Yes if the statement is right and No if it is not. Write your answer in your
activity notebook.

________1. Visual information can be produced through formal and informal

manners.

________2. Typography is an example of visual media.

________3. Visual media’s purpose exclude gaining attention.

________4. Information through visual media are only effective with the use of
images.

________5. Shapes refer to strokes connecting two points, and the most basic
element of visual design.

________6. Contrast between black and white and all the tones in between refers to
value.

2
________7. Visual elements and principles cannot be combined due to ineffective
results.

________8. Center of interest refers to an area that first attracts attention in a

composition.

________9. Visual design can give an illusion of movement.

________10. Visual media and information is only exclusive to promotion of design

and surface value.

Lesson
Visual Information and
14 Media
Media and other information providers play a central role in information and
communication processes. Nowadays, media become the common outlet of
selfexpression and creativity. Its huge influence spreads speedily across the globe.
The connection between technological advances and people’s connectivity created a
huge impact on the lives of today’s generation. This module covers all the above-
mentioned concepts.

What’s In

Text in media plays a vital role in sending effective message. There are different
types of typeface which vary according to their uses. Proper use of font/font type
helps create right message.

3
Furthermore, effective text message can be coupled with the use of images,
pictures, objects and illustrations. Hence, visual media and information will be
introduced to you.

To learn more of the lesson, let us take a look on the next activity.

Notes to the Teacher

As an alternative introduction,
providevariety of interesting and
- eye
catching visual images, andask
then
the learners to comment based
on what they see, what information is being communicated, and what
emotions are elicited.

What’s New

Activity: Study the visual information below. Answer the questions that follow.
Write your answer in your activity notebook.

4
Source: https://www.123rf.com/photo_47101090_stock-vector-internet-security-infographics-with-
flat-icon-set-like-hacker-virus-spam-and-thief-vector-for-brochu.html

1. What is the purpose of this visual media?

__________________________________________________________________________________

__________________________________________________________________________________

2. Who do you think created the visual media and for what purpose?
__________________________________________________________________________________

__________________________________________________________________________________

3. How is this visual media disseminated to people?

__________________________________________________________________________________

__________________________________________________________________________________
What is It

VISUAL MEDIA

Visual media and information refers to materials, programs, applications and the
like that teachers and students use to formulate new information to aid learning

5
through the use, analysis, evaluation and production of visual images. There are
different types of visual media – photography, video, screen shots, infographics,
data visualization (charts and graphs), comic strips/cartoons, memes, visual note-
taking, etc. Visual media are either formally or informally produced. Visual media
produced by formal organizations such as schools, government, and established
media/publishing outfits are considered formally produced. Other visual media are
considered informally produced.
Its primary purpose is to gain attention, create meaning, and facilitate retention.
Visual media is consist of visual design elements. Visual design elements refers to
the building blocks or basic units in the construction of a visual image.

The Design Elements are:

describes a shape or outline. It can create texture and

a. Line can be thick or thin. Lines may be actual, implied,
vertical, horizontal, diagonal, or contour lines.
usually a geometric area that stands out from the
b. Shape space next to or around it, or because of differences in
value, color, or texture. Shape may also be organic.
the degree of light and dark in a design. It is the
c. Value contrast between black and white and all the tones in
between.
the way a surface feels or is perceived to feel. Texture
can be added to attract or repel interest to a visual
d. Texture element. Visual texture is the illusion of the surfaces
peaks and valleys, resulting in a feeling of smoothness
or roughness in objects.
determined by its hue (name of color), intensity (purity
of the hue), and value (lightness or darkness of hue).
e. Color Color and color combination can play a large role in
the design. Color may be used for emphasis, or may
elicit emotions from viewers. Color maybe warm, cool,
or neutral.
Color combination also plays a major role in creating
aesthetic appeal.
Essential Colour Guide for Designers: Understanding
Colour Theory presented the following:

6
The Colour Wheel
The colour wheel – or colour circle – is a basic but
completely essential tool for combining colours and is
designed in such a way that virtually any colours you
pick from it will look beautiful together.

Primary, Secondary & Tertiary Colours

In traditional colour theory, primary colours are the
three pigment colours – red, yellow and blue – that
can be mixed together to form any combination of
other colours. Which means all other colours are
derived from these three hues. Green, orange and
purple make up the secondary colours – formed by
mixing the primary. While tertiary colours are created
by combining primary and secondary colours, for
example yellow-orange, redorange, red-purple, blue-
purple, blue-green and yellowgreen. And because you
mix primary and secondary colours, that's why
tertiary colours get their two word names.

Warm colours – red, orange, yellow and variations of

these three colours – are vibrant and full of energy.
Cool colours – green, blue and violet – offer calm and
tranquility, and they're often more subdued than
warm colours.

White, black and grey – on the other hand – are

considered to be neutral.

Tints, Shades and Tones

Simply put – tints, shades and tones are basic colour
concepts where you can either:
make a colour lighter by adding white – the resulting
colour is a tint; make a colour darker by adding black
– the darker version is known as a shade; add grey to
create a completely different tone.
Colour Harmony
1. Complementary
Complementary colours are those that lie opposite
each other on the colour wheel. Red and green are
complementary colours, as are red-purple and
yellowgreen. These high contrast combinations create
a vibrant look and must be handled with care. They're
certainly tricky to use in large doses, but can be very
effective for making certain elements stand out.

7
 2. Analogous
Analogous colours lie next to each other on the colour
wheel. They typically combine beautifully and create
appealing schemes for your designs. In fact, analogous
are often found in nature and are always harmonious
and pleasing on the eye.
Just make sure you have enough contrast in your
chosen analogous scheme, i.e. use one dominant
colour, the second as a support and the third as an
accent. 3. Triad
Triadic colours are those that are evenly spaced out
around the colour wheel, as though you're looking at
an equilateral triangle. These colour combinations
tend to be quite vibrant, even if you opt for paler
versions of your hues.
Similar to analogous, it's important to achieve
harmony and balance between the three colours that
you choose – so one dominant, while the other two
should be accents.
4. Split-Complementary
A variation of the complementary colour scheme, the
split-complementary technique takes a base colour
and then uses the two adjacent colours as its
complement. Again, this scheme delivers high contrast
combinations but they're not considered to be as
harsh.
5. Rectangle
With the rectangle, or tetradic colour scheme – you'll
use four colours arranged into two complementary
pairs, creating rich and beautiful combinations. Just
make sure you let one colour be dominant. And pay
close attention to the balance between warm and cool
colours for your designs.
6. Square
The square colour scheme is similar to the rectangle,
however this time, you've got all four colours evenly
spaced around the colour wheel. Just like the
rectangle scheme, you've got to allow one colour to
play the dominant role. And watch out for the
harmony between warm and cool colours.

a figure having volume and thickness. An illusion of a

f. Form 3-dimensional object can be implied with the use of
light and shading. Form can be viewed from many
angles.
In addition, visual design principles are also of equal importance in portraying an
effective message. The principles include consistency of design, balance, harmony,
contrast, rhythm, perspective and center of interest.

8
Visual Design Principles are:

Consistency of margins, typeface, type style, and colors

Consistency is necessary, especially in slide presentations or
documents that are more than one page.
an area that first attracts attention in a composition.
This area is more important when compared to the
Center of interest other objects or elements in a composition. This can be
by contrast of values, more colors, and placement in
the format.
a feeling of visual equality in shape, form, value, color,
etc. Balance can be symmetrical and evenly balanced,
Balance or asymmetrical and unevenly balanced. Objects,
values, colors, textures, shapes, forms, etc. can be
used in creating balance in a composition.
Harmony brings together a composition with similar units.
offers some change in value creating a visual discord in
a composition. Contrast shows the difference between
Contrast shapes and can be used as a background to bring
objects out and forward in a design. It can also be used
to create an area of emphasis
a visual flow through the composition. It can be the
Directional Movement suggestion of motion in a design as you move from
object to object by way of placement and position.
a movement in which some elements recur regularly.
Rhythm Like a dance, it will have a flow of objects that will
seem to be like the beat of music.

created through the arrangement of objects in two

dimensional space to look like they appear in real life.
Perspective Perspective is a learned meaning of the relationship
between different objects seen in space.

Study the images below of visual design principles and elements.

9
 LINE PATTERN
Line is the path Pattern refers to
of a point moving the repetition or
through space. re occurrence of a
design element,
exact or varied,
which establishes a
virtual beat.

Rhythm or movement
refers to the suggestion
of motion through the
Shape implies spatial form and usually perceived as two-dimensional. use of various
Form has depth, length, and width and resides in space. It is perceived elements.
as three-dimensional.
Proportion is the size
relationship of parts to a
whole and to one
COLOR another. Scale refers to
Colors all relating size to a
constant, such as a
come from the
human body.
three
primaries and
black and white. BALANCE
They have three Balance is the
properties-hue, impression of
value, and equilibrium in a
intensity. pictorial or sculptural
composition. Balance
is often referred to as
symmetrical,
VALUE asymmetrical, or
Value refers to radical.
relative lightness
and darkness UNITY
and is perceived Unity is achieved
in terms of when the
varying levels of components of a
contrast. work of art are
perceived as
harmonious, giving
the work a sense of
TEXTURE completion.
Texture refers to
the tactile qualities
of a surface (actual
or to the visual) EMPHASIS
representation of Emphasis refers to the created
such surface center of interest, the place in an
qualities (implied). artwork where your eye first
lands.

10
11
 Space refers to
the area in which
art is organized.
Perspective is
representing a
volume of space or a
3-dimensional object
on a flat surface.

Image source: https://www.pinterest.ph/amp/pin/355995545514827800/

As technology improved, images presented on phones, PC, tablets even in
magazines has high quality imagery. With this, being aware that there are a
multitude of file formats for images will be of help.

Common Visual Media File Types

The JPEG format is virtually synonymous with

digital photography. This is owed to the fact that
the standard offers what basically is an unlimited
color palette.
Best for: Photographs and graphics that involve
gradients or other broad color ranges.
Avoid it for: Logos and line drawings.

The oldest of the three, GIF images have been

around since the late 1980s. The compression
format is lossless, which means that you can save
the file over and over and the quality won’t degrade.
These are strong advantages to the standard, as a
GIF file takes up significantly less space than an
uncompressed image while not sacrificing quality.
Best for: Logos, simple graphics, animations and
video clips where image quality isn’t a high priority.
Avoid it for: Saving photos, printed documents or
graphics that need a large color palette.

Youngest of the image formats, the PNG standard is

a bit of a mixed bag. It’s not a format that you’ll use
all the time, but it does have its uses.
Best for: (PNG-8) Situations where you might
otherwise use a GIF but don’t need it to animate, or
when you need better transparency functionality
than a GIF.
Avoid it for: (PNG-8) Anything that needs animation
or where file sizes need to be minimized.
Best for: (PNG-24) High-resolution or high-contrast
images that will ultimately make their way to print,
or similar images for web use that require
transparency.
Avoid it for: (PNG-24) Photos that will be hosted on
the web.

12
Source: https://makeawebsitehub.com/image-formats-mega-cheat-sheets/

What’s More

Activity . Analyze the infographic below then answer the following questions
briefly. Write your answer in your activity notebook.

Source: https://www.demandgenreport.com/industry-topics/rich-media/2906-the-power-of-visual-content-infographic

1. What element of visual media is used in the infographic?

__________________________________________________________________________________

__________________________________________________________________________________

2. How visual design principles help in conveying the message in this

illustration?

__________________________________________________________________________________

__________________________________________________________________________________

13
3. How is this visual media disseminated to people?

__________________________________________________________________________________

__________________________________________________________________________________

What I Have Learned

Activity: Answer the following concisely. Write your answer in your activity
notebook.

1. Define visual media.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

2. Enumerate the elements of visual media and discuss each.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

3. Understanding the function of different visual design principles will help

us…..

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

4. The purposes of visual media are...

14
__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

What I Can Do

Activity : Create an infographic that discusses the importance of being a media

literate individual. Make use at least three elements and three principles of visual
design. Be creative. Do it in your activity notebook.

15
Rubric for the Infographic:

Criteria 5 4 3 2

16
 Content is Content is Content is Content is
accurate and accurate but accurate but questionable
all required Some some required Information
Content information required information is is not
is information missing presented in
presented in is missing and/or not a logical
a logical and/or not presented in a order,
order. presented in logical order, making it
a logical making it difficult to
order, but is difficult to follow
still follow.
generally
easy to
follow

Presentation Presentation Presentation Presentation

flows well flows well. flows well. is
Presentation and Tools are Some tools unorganize.
of logically. used are used to Tools are not
Information Presentation correctly. show used in a
reflects acceptable relevant
extensive use understanding manner.
of tools in a
creative way.

Use of Visual Use of visual Visual Most visual Visual

Design design design design design
Elements elements are elements are elements are elements are
(point, line, appropriate. appropriate. appropriate. inappropriat
shape, value, Layout is Layout is e or layout is
texture, and pleasing to the cluttered. messy.
eye.
color)

Use of Visual Use of visual A visual Two visual Many visual

Design design design design design
Principles principles are principle is principles are principles
used violated. violated. were used
appropriately inappropriat
. ely.

No spelling Few spelling Some spelling Many

Mechanics or errors. Few and spelling and
grammatical grammar grammatical grammatical
errors. errors. errors. errors are
found.

Assessment

17
Instruction. Identify the concept presented on each number. Write your answer in
your activity notebook.

________________1. It is the contrast between black and white and all the tones in
between in a design.

________________2. Refers to the building blocks or basic units in the construction

of a visual image.

________________3. Is the illusion of the surfaces peaks and valleys, resulting in a

feeling of smoothness or roughness in objects.

________________4. Materials, programs, applications and the like which are used to
formulate new information to aid learning through the use, analysis,
evaluation and production of visual images.

________________5. The area which is more important when compared to the other
objects or elements in a composition.

________________6. It is with the placement of dark and light areas that you can
move your attention through the format.

________________7. Combining together a composition with similar units

________________8. Representing a 3-dimensional object on a flat surface.

________________9. Refers to the suggestion of motion using various elements.

________________10. Refers to figure having volume and thickness.

18
 Additional Activities

In your activity notebook, write a short reflection of your learning in this

module.

______________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Answer Key

19
 10. Form
10. NO 9. Rhythm
9. YES 8. Perspective
8. YES 7. Harmony
7. NO 6. Directional movement
6. YES 5. Center of interest
5. NO Information
4. NO 4. Visual Media and
3. NO 3. Texture
2. NO 2. Visual Media
1. YES 1. Value

What I Know Assessment

References

Commission on higher Education, 2016. Teaching Guide for Senior High

School MEDIA AND INFORMATION LITERACY CORE SUBJECT.
Essential Colour Guide for Designers: Understanding Colour Theory 1st
September 2015 in Resources / Learning. Retrieved from
https://www.creativeboom.com/resources/essential-colour-guide-
for- designers-understanding-colour-theory/

Media and Information Literacy Curriculum Guide by DepEd

20
21
22