The document discusses non-projected pictures, which do not require projection equipment or power, such as study prints, charts, posters, maps, and photographs. It describes how these visual aids can be used to motivate students and present concepts symbolically. Guidelines are provided for selecting relevant and clear non-projected pictures that balance understandability with posing questions to challenge students.

1. NON-PROJECTED
PICTURES
by: Analyn G. Zarzua
BSED II-A

2. Definition of non-projected pictures
are those which require no projection material
or any electric power.
are mostly composed of study prints, charts,
posters, maps, flash cards, photographs,
textbook illustrations, and illustrations found in
magazines and newspapers.
 they are all much the same except that study
prints are mounted and curriculum oriented.

3. Uses of non-projected pictures
• Educators, scholars, and students may use or
display nonprojected images in connection with
lectures or presentations in their fields.
• Motivates the students
• Presents matter symbolically
• Presents abstract ideas in visual form
• Creates problems and stimulates thinking

4. The Guidelines to be
Followed

5. Relevance
The direct relevance of an image to
what is being read or heard is vital. Because
sight is the most receptive sense for most
people, an obscure or irrelevant image will
distract from other messages being given.
Further, to be useful and add to the learning
context, an image used in teaching must relate
to both the substance of the lecture and the
needs of the students.

6. The most valuable image will complement what
is being said. For example, an image may be
used to:
• explain a technical term (or simply to spell it),
• trigger the description of an example or short
anecdote so that the lecturer may elaborate on a
new idea,
• obtain a response from the students (multiple-
choice questions may be used, or a problem posed
by a projected image), or
• link one argument with the next.

7. An intelligent balance
In tertiary teaching, a productive
image will challenge the viewer to think
because it will represent a balance
between being easily understood and
posing a question or problem which
needs resolution. Images used in this way
will not simply support a presentation
but challenge the viewer to respond.

8. Clarity
Visual clarity assists interpretation. It is
essential to the image and the message it
represents. There are a number of ways to
promote visual clarity:
• Carefully select the image with its background. A
white (or clear) background for a black image is
not the most successful for projection because
the bright light is tiring on the eyes. Either a
yellow background for a black image or a dark
blue background for a white or yellow image is
preferable.

9. • Consider the shape, size and spacing of letters.
A bold, simple and lower case lettering style is
most legible.
• Omit distracting detail and include selective
emphasis. Attention to these elements of
clarity will make visual information more
accessible. The corollary of this is that, when
they are drawn clearly, the gradual revelation
of details will facilitate an explanation and
allow for a greater amount of visual
information to be presented.

10. • Simplicity of lay-out: It refers to the
arrangement of the elements of the
image.
• Efficient use of colors: (i) Use bold
illustrations, (ii) Avoid fancy lettering
style, (iii)Proper use of color
• Neatness: The graph should be neat,
clean and artistic. It should be of good
quality.

11. • Accuracy: The scales and the measurement of
the graph should be accurate and intelligible
to the students.
• Drawing and paper: The image should be
properly drawn. The paper should be good.
The pencil that is used should also be good.
• Hints: The hints should be properly explained.
The marks on the image should be such that
the students may know them by themselves.

12. Advantages of non-projected pictures
• Do not need a power source and apparatus to make
them seen either on the wall or screen.
• They can be viewed straight as they are.
• They are flexible.
• They have visual appeal and are easy to move.
• They can be carefully stored and preserved for use in
the future.
• They display specific information.

13. • They can be used at all levels of learning.
• Pictures can also maintain high level of
interest in the lesson.
• Numerous
• Inexpensive
• Readily accessible to the teacher
• They have an educational value.
• Easy to carry.

14. Disadvantages of non projected pictures:
• It may become outdated.
• They cannot present motion materials effectively as a
result, their ability to engage all of our senses for a
total learning experience is quite limited.
• Copies may wear out when overused. Picture quality
may diminish overtime.
• They are difficult to revise and update if produced in a
hardbound format.
• Easy to damage.
• Not interactive.

15. • Not visible to all the students in the class.
• Misinterpretation.
• Takes up the time of the teacher if she has to prepare
the materials.
• Images lose their charm, if it contains too much
matter on it.
• Poor use of color combination, improper spacing and
margins creates confusion in the minds of the
students.
• If used for a prolonged period it becomes boring for
the students.
• If the picture is not drawn neatly, it looses it purpose.

16. What are their impact
to the learner or
learning process?

17. • Students learn in a variety of different ways,
some students need visual aids, some need to
creatively stimulated, others need to be
constantly entertained in order to keep them
from falling asleep or disrupting the class.
• Visuals or just one way out of many to meet
the needs of all students.
• Design developmentally appropriate learning
opportunities that apply technology-enhanced
instructional strategies to support the diverse
needs of learners.

18. • Reasoning can be developed through the use
of images. Students might be asked to explain
the sequence, patterns or logic in a series of
images that relate to a particular process.
• Skills of analysis and synthesis can be taught
and developed using images. Students can be
involved in the dissection and classification of
diagrammatic information or assembling a
series of seemingly unrelated images into
meaningful information.

19. • Cause-and-effect relationships can be seen
more clearly when the information is
presented visually.
• Identification of sequence in processes or
procedures and the recognition of errors can
be taught with the assistance of well-drawn
images.
• Students can be asked to make judgments
based on a series of given criteria when part
of the information is presented visually.

20. Aims
 to develop the power of
observation, identification, quick
comprehension and retention.
 to help students improve their
ability to find and use information.

21. Objectives
• To develop students’ reasoning and
analysis skills and other higher order
thinking skills.
• To easily motivate the students for better
learning.
• To promote greater student participation.

22. How to prepare the materials?
1. Decide the theme.
2. Decide the most suitable words to provide a
title or a slogan.
3. Sketch some layouts and decide on the best.
4. Gather all needed material to prepare the
picture.
5. Prepare the lettering.
6. Add desired objectives.
7. Give the finishing touches and erase the
smudge marks.