Visual Arts · 40 minutes
Suggested grades 9–12 · Unit 2: Meaning and Accessible Design · Lesson 2 of 2
Make a Message Readable in More Than One Way
Design a paper wayfinding system using labels, shapes and contrast rather than color alone.
Mr. S Teaches · Original starter lesson · HS-ART-04 · Grade range is planning guidance.Watch, notice, discuss
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Beginning Graphic Design: Layout & Composition
By LearnFree
Apply hierarchy, alignment and contrast to route signs, then test whether the message remains understandable without color.
Open on YouTube: Beginning Graphic Design: Layout & Composition (opens a new tab) ↗Beginning Graphic Design: Typography
By LearnFree
Compare legibility and text hierarchy for the sign’s audience; combine words with redundant visual cues rather than relying on type alone.
Open on YouTube: Beginning Graphic Design: Typography (opens a new tab) ↗What idea from the video helps you create two route signs and evaluate them against three stated communication criteria? Identify one useful example and one limit of the video's model or explanation.
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Learning objective
Create two route signs and evaluate them against three stated communication criteria.
Before you begin
- Recognize a legend and directional arrow.
Gather your materials
- Paper or notebook
- Pencil; calculator optional for numerical work; all task data supplied below
Language to know
- redundant cue
- A second way of communicating the same essential information.
- contrast
- A visible difference helping elements stand apart.
- wayfinding
- Information helping people understand and navigate a place.
Understand the concept
Fictional exhibition brief: Visitors need to distinguish Route A to a quiet gallery and Route B to a workshop. A draft uses only red and green dots with no text. Revise it so routes differ by shape, written label and clear direction; test in a monochrome sketch. This task explores accessible design principles but does not certify a real sign system or assume all users share one access need. A successful design must be reviewed with its intended audience.
Teach it step by step
- List the draft’s missing information and define three criteria: route identity, direction and more than one cue.
- Make a legend pairing A with a triangle and text, and B with a square and text.
- Draft two signs and a monochrome version, keeping arrows distinct from route symbols.
- Discuss with a partner or tutor using assigned presenter/reviewer roles, probe conflicting readings and revise after summarizing the feedback.
Make the thinking visible
Worked example or model response
“A △ Quiet gallery →” carries a letter, shape, destination and direction. A red dot alone cannot say whether it names a route, signals a warning or marks the current location. Redundancy helps when one cue is unavailable or misunderstood.
Guided practice
Together audit a proposed sign “B □ Workshop ←” against the three criteria and ask what a first-time visitor might still need.
Independent practice
Create a revised pair of signs, legend and short rationale. Record a disagreement from the review, explain how you addressed it and identify one audience test still needed.
Quick assessment
Does passing a monochrome paper check prove a sign works for every visitor?
Answer key & assessment criteria
Answers and teaching guidance
- Guided: The sign has identity, destination and direction with multiple cues; visitors may still need orientation, distance or an accessible placement.
- Independent: Assess consistent legend, redundant route identity, unambiguous arrows, evidence-based revision and recognition of audience-testing limits.
- Quick check: No. Size, placement, language, tactile or auditory needs and context may require additional design and evaluation.
Look for: Assess the stated objective using the concrete criteria and explanations in the answer key. Invite an alternative supported solution; distinguish a model’s prediction from an established observation.
Make it work for your learner
More support
Use large printed symbols and allow verbal or tactile-layout planning instead of fine drawing.
Extension challenge
Design a third route without making the legend harder to distinguish, then justify how the system scales.
Verified references · Selected contributions
Standards connections
Subject-content alignment not yet verified
Supporting literacy connections
These records apply to the specified reading, writing or communication task. They do not establish subject-content alignment.
Supporting Common Core connection
SL.11-12.1
Common Core · Grades 11–12
Discuss evidence and synthesize perspectives while identifying unresolved questions.
Read the official standard ↗The prepared critique or discussion practices selected communication skills in the stated ELA band. This is not an arts, music, health or physical-education content standard and does not establish subject-content alignment.
Verified 2026-11-04. Selected contribution, not full attainment.