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تأثیر نوشتار بر انتقال محتوای تصویری پوسترهای آموزشی (مطالعه موردی: پوسترهای حیات‌وحشِ صندوق جهانی طبیعت) | ||
| پژوهش نامه گرافیک نقاشی | ||
| دوره 7، شماره 13، اسفند 1403، صفحه 186-200 اصل مقاله (854.63 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/pgr.2025.47723.1274 | ||
| نویسندگان | ||
| بهاره معیری1؛ سمیرا رویان* 2 | ||
| 1دانشجوی دکتری هنرهای اسلامی، دانشکده هنر و معماری، دانشگاه تربیت مدرس، تهران، ایران. | ||
| 2استادیار گروه نقاشی، دانشکده هنر و معماری، دانشگاه تربیت مدرس، تهران، ایران، نویسنده مسئول. | ||
| چکیده | ||
| همنشینی نوشتار و تصاویر در متون آموزشی از دیرباز مورد توجه بوده است. در این همنشینی گاه تصاویر به کمک رسانه‌های نوشتاری آمده‌اند (مانند نقشه‌ها، نمودارها و تصویرسازی‌های علمی) و گاه نوشتار به توسعه و تثبیت محتوای رسانه دیداری کمک کرده است (مانند بیلبوردها و پوسترها). همنشینی نقوش و نوشتار در گرافیک نشان از آگاهی طراحان نسبت به قابلیت‌های متفاوت رسانه‌های کلامی و دیداری در انتقال معنا دارد. به‌عنوان مثال، پوسترهای صندوق جهانی طبیعت با هدف آموزش همگانی در راستای حفاظت از محیط‌زیست، از ترکیب تصویر و نوشتار برای تأثیرگذاری بیشتر استفاده کرده‌اند. رویکرد خلاقانه طراحان در چگونگی بهره‌گیری از نوشتار در متن دیداری نقش قابل‌توجهی در تأثیرگذاری و انتقال پیام پوسترهای آموزشی دارد. بر این اساس، هدف پژوهش حاضر تبیین نحو‌ۀتعامل و برهم‌کنش تصویر و نوشتار در مجموعۀ پوسترهای حیات‌وحش صندوق جهانی طبیعت است. برای پاسخ به این پرسش که نوشتار در پوسترهای صندوق جهانی طبیعت چگونه بر محتوای بخش تصویری اثر گذاشته است، 10 نمونه از پوسترهای صندوق جهانی طبیعت بر اساس موضوع (حفاظت از حیات وحش)، حضور نوشتار به عنوان تکمیل کنندة پیام تصویر و در دسترس بودن در رسانه‌های رسمی آن سازمان، انتخاب شدند. روش گردآوری اطلاعات اسنادی و روش پژوهش توصیفی-تحلیلی است. در تحلیل نمونه‌ها از آرای نظریه‌پردازان حوزۀ ارتباط‌تصویری (دیوید نویتز) و حوزۀ تصویرگری کتاب کودک (نودلمن، نیکولایوآ و اسکات) استفاده شده است. نتایج نشان می‌دهد که بخش‌های تصویری و نوشتاری پوسترها هر یک کارکرد ویژه‌ای دارند. تصاویر، وظیفه بیان عاطفی را برعهده دارند و با استفاده از سبک واقع‌گرایانه و کارکردهای استعاری و بیانی، توجه مخاطب را به ویژگی‌های زیبایی‌شناختی پوستر جلب کرده و او را در موقعیت شناخت تأملی قرار می‌دهند. نوشتار نیز با ارائه اطلاعات آماری و توصیفی، داده‌های خبری را به مخاطب منتقل می‌کند. در این پوسترها، نوشتار به‌عنوان توسعه‌دهنده و تکمیل‌کننده محتوای تصویری عمل کرده و نقش تثبیت‌کننده معانی متکثر و سیال بخش تصویری را برعهده دارد. کلید واژه‌ها: ارتباط تصویری، نوشتار و تصویر، پوستر آموزشی، صندوق جهانی طبیعت [i]. شناخت تاملی اصطلاحی است که کانت در نقد قوه حکم به کار می‌برد، به این معنا که تاثیرگذاری زیبایی از این جهت است که شناخت عینی یا فوری ایجاد نمی‌کند و نیازمند تامل است. | ||
| کلیدواژه‌ها | ||
| ارتباط‌تصویری؛ نوشتار و تصویر؛ پوستر آموزشی؛ صندوق جهانی طبیعت | ||
| عنوان مقاله [English] | ||
| The Impact of Typography on the Conveyance of Visual Content in Educational Posters (Case Study: Wildlife Posters of the World Wildlife Fund) | ||
| نویسندگان [English] | ||
| Bahareh Moayeri1؛ Samira Royan2 | ||
| 1Ph.D Student of Islamic Arts, Faculty of Art and Architecture, Tarbiat Modares University, Tehran, Iran. | ||
| 2Assistant Professor in Department of Painting, Faculty of Art and Architecture, Tarbiat Modares University, Tehran, Iran. Corresponding Author. | ||
| چکیده [English] | ||
| Introduction: The combination of images and text in visual communication can enhance and complete the message, attract audience attention, increase learning and memory retention, create an emotional connection, and add variety to the presentation of information. This combination can significantly increase the impact of the message and provide a richer, more dynamic experience for the audience. Images and text each have unique capabilities in conveying meaning, which cannot be reduced to one another. This feature has been particularly emphasized in educational posters. The creative approaches of designers in juxtaposing images and text can create new conceptual spaces that go beyond the meaning of each visual or textual part independently. One prominent example of educational posters with a broad audience and the goal of raising awareness are the educational posters of the World Wildlife Fund (WWF). This organization aims to make its audience aware that the planet's problems are becoming increasingly complex and critical. The effective design and presentation of these posters can play a crucial role in raising environmental awareness. Using a creative combination of images and text, these posters strive to convey complex environmental messages in a simple and understandable way. This study aims to explain how text and images interact in WWF wildlife posters based on the analysis of 10 case studies. This research analyses the key aspects of images and text in the educational posters of the World Wildlife Fund (WWF). The poster images, as part of the WWF's mission to protect the natural world and wildlife globally, have been collected directly from the official website and related sites. The main research question is: how does the text in WWF wildlife posters influence the content of the visual part? Theoretical Framework & Method: The visual and textual elements in posters help create a memorable impact on the audience. The images in the posters contain specific codes that require decoding; therefore, the encoding of poster images should be minimised so that the general audience can easily interpret the message (Maieri & Khazaei, 2024:16). The purpose of the images is not just to create a unique and memorable feeling but also to encourage the audience to take specific actions or feel a particular way about the message conveyed. The primary issue is the impact on people's attitudes, knowledge, and behavior. The visual language of posters follows a systematic structure, similar to written language, with its own syntax and rules. This visual language consists of four main elements: the source or artist, the content or message, the medium, and the receiver or audience. Images can draw viewers' attention to features of an object they hadn't noticed before and often reflect broader beliefs and assumptions about the objects depicted (Novitz, 1997:112-148). David Novitz, in his book on images and their use in communication, categorizes effective use of images into six groups: Naturalistic images and schemas: Images are often based on schemas and reflect specific beliefs and assumptions about the depicted objects (Gombrich, 1968:77). Attention to neglected aspects: Images can highlight overlooked features of an object (Novitz, 1997:112-148). Perceptual revolutions: Images can change viewers' ways of seeing or interpreting an object. Visual metaphors: Images convey complex ideas through indirect representation. Representation and arousal: Images can evoke specific emotional responses in viewers. Expression: Visual artworks often express particular emotions and states. Novitz emphasizes that part of the meaning is always conveyed through words. Texts are tools for altering or explaining the meaning of images to the audience. Words guide viewers to specific interpretations of images, reducing personal misinterpretations. The relationship between text and image can be complementary or supplementary, enhancing the communication of the message. In this research, the functionality of images in WWF educational posters is first determined based on the characteristics of each research sample. Then, the role of text in conveying meaning and the relationship between text and images based on proposed theoretical frameworks are analyzed. This study aims to provide insights for poster designers on the effective use of images and text in educational posters. Perry Nodelman, a theorist in children's book illustration, believes that the effectiveness of the relationship between images and text is achieved when both elements either complement or align with each other; otherwise, the connection is ineffective. Nodelman has developed a robust framework for closely examining the interaction between images and text in children's books. His framework can be applied to posters as well, suggesting that children transition from passive observers to active participants in the story (Pirooz et al., 2016:7). Nodelman categorizes the interaction into two main types: convergence and development. Convergence: Images and text move in the same direction, either confirming or complementing each other. This type includes: Confirmatory: Image aligns with the text, enhancing comprehension (Eghbali & Rajabi, 2016:104). Complementary: Image and text cover a single topic, providing emotional and sensory information. Development: Images or text expand the information provided by the other. This includes: Beyond text: Images convey more than what is in the text (Nodelman, 2010). Text enhancement: Text provides more details not shown in the image. Nikolajeva and Scott also explore the unique interaction between images and text, categorising it into five types, including symmetrical, complementary, and contrasting relationships (Nikolajeva & Scott, 2006:225-238). These theories inform the analysis of WWF educational posters, focusing on how text and images work together to convey messages. Discussion: This study focuses on wildlife conservation posters to closely examine the nuances of the topic. A total of 40 posters from the wildlife series published under the World Wildlife Fund (WWF) were collected and analysed. One poster from each series was selected, resulting in a total of 10 posters examined. Table 1 provides a detailed analysis of the posters based on Nodelman's analytical methodology and its alignment with the theories of Nikolajeva and Scott, as well as Novitz's effective use of images discussed in the theoretical framework section. The visual elements in the posters, created using techniques such as photography and photomontage, include diverse elements like rhino horns, jewelry boxes, plastic bottles, fish, and more. Each poster's background is monochromatic, emphasising the central image through colour contrast and lighting techniques. For instance, the rhino horn placed inside a jewelry box symbolizes the value of the horn as a precious jewel. Similarly, a plastic bottle containing a fish with an expiration date suggests its transformation into a museum object. These metaphors effectively convey messages about wildlife conservation and environmental protection. The textual elements complement and expand the visual messages, providing moral and educational content about wildlife conservation. For example, the text accompanying the image of a rhino horn discusses the ethical implications of killing rhinos for their horns. Similarly, the text about the plastic bottle and fish highlights the issue of overuse of plastic bottles and its impact on marine life. The interaction between text and images in these posters creates a compelling narrative that enhances the audience's understanding and engagement with the conservation message. The analysis revealed that the interaction between text and images follows Nodelman's categories of convergence and development. Convergent interactions include instances where images and text confirm or complement each other, providing a cohesive message. Developmental interactions involve images or text expanding the information provided by the other, enriching the overall message. The findings indicate that effective use of visual and textual elements in WWF posters can significantly enhance the communication of complex conservation messages, making them more accessible and impactful for the audience. By analysing these 10 WWF posters, the study highlights the importance of creative and strategic use of images and text in educational materials. The results offer valuable insights for poster designers and educators in developing impactful visual communication strategies for environmental awareness campaigns. Conclusion: Visual communication is never entirely visual; even without accompanying text, audiences interpret images with words formed in their minds. This becomes particularly important in educational media, where the aim is to guide the audience toward a specific message, limiting individual interpretations. This approach is critical in WWF posters aimed at global audiences to raise awareness and advocate for wildlife conservation. The WWF educational posters utilise dynamic and paradoxical relationships between text and images. Given the diverse conditions and facilities of different countries, such as varying audience diversity, education levels, and internet access, effective poster literature disrupts the audience's usual thought processes, aligning images with text to ensure accurate information comprehension. Educational posters aim to raise awareness and encourage behavioral change by teaching predetermined activities to their audience. Analysing case studies revealed that WWF designers often use photography in their posters, making the images more believable. Most posters employ metaphorical imagery, illustrating abstract concepts through visual analogies and defamiliarising familiar images to challenge accepted behaviors and norms. In some instances, symbolic (poster 3) and schematic (posters 7 and 10) functions of images are observed, intending to amplify emotional impact on the public. Striking and intriguing photos often capture audience interest, prompting them to read the text, thus enhancing the effectiveness of message delivery. In all analysed case studies, the text complements and expands the image's message, providing precise information not visible in the image, such as statistics or specific geographic details. In conclusion, WWF posters effectively utilise the unique capabilities of images and text to raise public awareness about wildlife conservation. Metaphorical and symbolic images engage the audience's emotions, preparing them to support the poster's goals, while the text conveys detailed, pre-determined educational information. The interaction between text and images enhances audience awareness and response, achieving the ultimate goal of educational posters. | ||
| کلیدواژه‌ها [English] | ||
| Keywords: Visual Communication, Typography and Imagery, Educational Poster, World Wildlife Fund | ||
| مراجع | ||
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