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  • Sometimes there is no need to make distinctions between structures.
  • Invest art render $ wiselyAvoid unnecessary detail, distracting visual noiseUse black line art as base for more than one illustrationHelp student focus on main point of the figureArt program is clean, simple, and understandableDistinguish our project from the mainstreamHead off all possible plagiarism investigationsAdvertise, with pride the OER-nature of our product
  • Ch24

    1. 1. Art Development:Our Philosophy•Black line drawings•Spot-use of flat color•Full color only when needed for meaning (judgment)•Reuse•Consistent•Link-out for added illustrative value
    2. 2. Rendered Art Samples from Chapter 24: The Digestive SystemTHE DIGESTIVE SYSTEMThis is an example of a figure that provides an overview.Pertinent information is presented without gettingbogged down in detail and text is kept to a minimum.Students can grasp the content quickly. Organs aredifferentiated by color, using a simple silhouette thatcreates a clean look, even though the illustration is full ofcolor. Such illustrations lend themselves to viewing onscreen. Figure 24_01_01 The Digestion System
    3. 3. ACCESSORY ORGANS DIGESTION OF PROTEINSThe same figure used again to identify accessory The same illustration, a third time, adding information asorgans. student learns more about process of digestion. Figure 24_10_01 Figure 24_11_04 Accessory Organs Digestion of Proteins
    4. 4. LAYERS OF THE GASTROINTESTINAL TRACTEven when showing complex structures, we avoidadding too much surface detail. Important elementsstand out, made distinct by color not by texture, makingthe content visually accessible. Note the use oftransparency in the out layer. Figure 24_01_02 Layers of the Gastrointestinal Tract
    5. 5. EXOCRINE AND ENDOCRINE PANCREAS GALLBLADDERCombinations of colors and heavy black lines are applied to Shading provides shape without requiring complexdistinguish different structures and help visually organize a detailing. Effective but simple.complex diagram. The black lines bring forward structures beingdiscussed but still the rendering is still simple in approach. Figure 24_10_04 Gallbladder Figure 24_10_03 Exocrine and Endocrine Pancreas
    6. 6. THE PERITONEUMThis illustration show use of simple black outlines with a spot, flat color to focus attention ona single important feature, on a specific part of the anatomy. Students can still see the otherorgans of the central body cavity, but the peritoneum stands out. Also note orienting diagramthat maps the cross section to the "geography" of the human body. We made the deliberate choice to dial back on color so a critical detail can stand out. Our competitors color in all the organs and even add texture. In this case, less is more. Figure 24_01_03 The Peritoneum
    7. 7. THE PHARYNXIn this illustration, dramatic spot colors areused to differentiate between differentcavities and regions that connect to thepharynx. If we had attempted to be realisticin coloring, the whole diagram would havebeen pink and those different regions wouldnot have been so clearly demarcated.With this image in mind, now look at thenext slide. Figure 24_04_01 Pharynx
    8. 8. DEGLUTINATIONThe same illustration used to show the esophagus and related structures is now used to show the muscle actionthat moves a bolus from the mouth into the esophagus. Figure 24_06_01 Deglutition
    9. 9. STRUCTURES OF THE MOUTHIn this illustration, no one structure is more important thanthe other. A simple heavy line around the teeth serves asanchor, an orienting device, to separate inside from out.Color would be superfluous Figure 24_03_01 Structures of the Mouth
    10. 10. THE TOOTHThis illustration uses a mix of styles to good effect. The outlines signal that thepoint of interest is the tooth, not the surrounding bone.Simple color is used tohighlight the tooth’s inner structure, which is the main point of theillustration. Traditional textbook art would put everything in color, whichdilutes the message and can confuses students with too much information. Figure 24_03_04 Tooth
    11. 11. PERISTALSIS SEGMENTATIONA simple schematic shows the mechanism by which a Spot colors applied to a similar schematic show howbolus is transported down to the stomach, moving in boluses consisting of different food materials get mixed inone direction, as the esophagus pinches in. There is no the small intestine. The two-way movement ofreal need for color. segmentation causes the boluses to combine. Here the color is needed to show the progression. Figure 24_02_01 Peristalsis Figure 24_08_03 Segmentation
    12. 12. LIPID ABSORPTION CARBON DIGESTIONThis process diagram shows a physiological process This illustration uses a schematic approach, a flow chartthat uses an anatomical region as a backdrop. Clean that provides basic information in a straightforward way.and simple, but instructive. The excessive color used in most textbooks for a flowchart like this is visual noise and serves no pedagogical purpose. Figure 24_11_02 Carbon Digestion Figure 24_11_06 Lipid Absorption
    13. 13. MECHANICAL AND CHEMICAL DIGESTION DIGESTIVE SECRETIONS AND ABSORPTION OF WATERA hybrid approach makes use of an illustrated flow The same anatomical illustration is reused to show achart, one in which anatomy is representational and different process. This provides continuity anddelineates the pathway for digestion. The illustration puts reinforces the idea that many processes occur at thea process in context, doing more for understanding than same time in the same place.simply reading a paragraph of text. Figure 24_11_05 Figure 24_11_01 Digestive Secretions Absorption of Water Mechanical and Chemical Digestion
    14. 14. Our Art Program: Strategic Advantages Summarized• Invest art render $ wisely• Avoid unnecessary detail• Black line art as base for multiple illustrations• Help student focus on main point of the figure• Clean, simple, and understandable• Distinguish our project from the mainstream• Head off plagiarism fishing expeditions• Advertise (with pride) the OER-ness