Southwest photography workshop guidebook

Rochester Institute of Technology

RIT Scholar Works

Theses

Thesis/Dissertation Collections

5-20-1998

Southwest photography workshop guidebook

Melissa Lagod

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Recommended Citation

Technology

A

thesis

submitted

to the

Faculty

of

the

College

of

Imaging

Arts

and

Sciences

in candidacy for

the

degree

of

Master

of

Fine Arts.

Melissa Lagod

May 20,

1998

I

Approvals

Chief Advisor

Associate Advisor

Associate Advisor

Chairperson

Deborah Beardslee

Date

,20

1111

/19(

R. Roger Remington

Date~ 2Pt/~'1L

Ken White

Date

h1.~(1

2-1

Nancy Ciolek

Date

I, Melissa Lagod, hereby grant permission to the Wallace Memorial Library

of RIT to reproduce my thesis in whole or in part. Any reproduction will not

be for commercial use or profit.

Signature

Contents

Thesis Project Definition

1

Research & Analysis

3

Synthesis

6

Ideation

9

Evaluation

1 1

Implementation

13

Dissemination

14

Retrospective Evaluation

15

Conclusion

18

Glossary

of

Terms

19

Bibliography

20

Contents

Thesis Project Definition

-j

Research & Analysis

3

Synthesis

g

Ideation

_q

Evaluation

1 ^

Implementation

-13

Dissemination

y

Retrospective Evaluation

15

Conclusion

1g

Glossary

of

Terms

ig

Bibliography

20

Thesis Project

Definition

The Southwest

Photography Workshop

isa course at

Rochester

Institute

of

Technology

which

takes

place in

the

summer and

explores

the

Four

Corners

regionof

the

southwestern

United States.

A

guidebook

for

this

course

has

existed

for

ten

years.

This

guidebook

has

evolvedintoan important part of

the

workshop

and its objectives.

A

guidebook of

two

volumes

currently

exists

for

the

course.

This

guidebook isan important component of

the workshop,

but

in its

current

form,

information is

difficult

to

locate,

read,

and understand.

The

purpose of

this thesis

project

has

been

to

evaluate and redesign

the

existing

guidebooks

Existing

Guidebooks

Volume

A

provides anadequateintroduction

to the

Southwest

and its

relationship to

the

history

of

photography, geology

&

climate,

Native

American

culture and

the

Four

Corners

region

This

volume

should

be

read

by

participantsprior

to the

workshop

to

familiarize

themselves

with

the

Southwest

environment.

Volume B

contains

maps,

travel

routes,

interest

points,

and specific informationabout

each area

the

workshop

explores.

The

information within

Volume A

is organized

by

category:

history

of

photography,

geology

&

climate,

Native

American

culture

and

the

Four

Corners

region.

Information

from books

and magazines

ismixed withineach

category A

clear organizational structure

does

notexist within eachcategory.

In

other

words, the

information is

notorganized

by

alphabet,

by

location,

by

a

continuum,

or

any

other

(continued)

The

information within

Volume B

is

difficult

to

locate

and read.

This

volume isorganized

chronologically

by

time,

following

the

routeof

the

workshop:

New

Mexico, Colorado, Utah,

Arizona.

The

second

level

of information

in

Volume B

isalso organized

by

time

(Campsite

1

at

Santa Fe National

Forest,

Campsite

2

at

Orilla Verde State

Park,

etc.).

The

information is

difficult

to

read

because

of

the

poorresolution in

the

text

and maps.

More

importantly,

information is

difficult

to

locate because

the

information withineach campsite is not clustered in an

organizational manner

For

example,

in

Campsite

1 (Santa

Fe

National

Forest)

the maps, travel routes,

and interest points

have

no organizational structure.

It

is

difficult

and

time

consuming

for

the

reader

to

locate

specific information.

Conclusions About

Existing

Guidebooks

The

workshop

would

be

improvedupon if

Volumes

A

and

B

of

the

existing

guidebook were combined and redesigned.

This

redesigned

guidebook

for

the

workshop

could

be

organizedin a clear

manner,

combining

pre-existing

informationwithsome additional information

to

increase

the

effectiveness of

the

guidebook and

further

support

the

workshop

itself.

The

information within

the

redesigned guidebook will

be

organizedin

a systematicmanner which will prioritize and support its educationa

objectives.

The

redesignedguidebook will

be

a

useful,

logically

organized resource

The

reader will

be

able

to

access a range of

information

in anoptimalamount of

time.

The

reader will

be

spending

less

time searching for

information,

freeing

up

more

time to

focus

on

Research

&

Analysis

Research for

this thesis

study

included

the

investigationof

many

topics

including:

travel

photography,

travel guides,

mapping,

publication

design,

typography, organizing

methods,

andinformation

on

Native American

culture.

Researching

travel guides such as

Access.

Lonely

Planet, Fodor's,

etc.,

was

helpful

These

travel

guides gave examplesofguidebook

organization and its effectiveness.

Observing

the

beginning

ofeach

chapter in

these travel

guides was important.

The

beginning

of a

chapter should

be

noticeable

to the reader,

as it signals a change of

information

Observing

the

contents page of each

travel

guide was

also important.

Information

must

be

inexact order and

the

reader

should

be

able

to

understand

how

to

use

the travel

guide.

A

travel

guide would

be

difficult

to

useif

the

reader was not

first familiar

with

the

organization of

the

guidebook or

the

graphic symbols used

throughout the

publication.

Structural

Grids

Research

on

the

subjectof publication

design

isanothersignificant

partof

the

project

Using

a structuralgrid

throughout

a publication

iscrucial

A

gridcan provide order

to the

elementswhich existin

a publication.

Testing

the existing

information

on a range of

different

grids

became

the

first

step

in

the

experimentationwithgrid structures

Travel

guidessuchas

Access,

Lonely

Planet,

and

Fodor's have

either a

two,

or

three

column grid

The

gridswith

three

or more columnsseem

to

offer morepotential

for

the

visual

variety

of each page

In

other

words,

a

three

column gridcan

be divided

into sixcolumnswhich

(continued)

A two

column grid can

be divided

in

four

columns,

although

the

placesin whichvisual elements can

be

positioned is

limited.

A

three

or

four

column grid is more appropriate

because

itallows

several places

for

visual elements

to

be

positioned.

Experimentation

with

horizontal divisions

in

the

structural grid

is

alsoimportant.

A layout

is

more structured with

both

verticaland

horizontal

axes.

Horizontal

divisions

are

especially

important when

using

imagery

ina publication.

There

are

ten

horizontal

divisions

in

the

gridchosen

for

the

redesigned

guidebook

This

particular grid allows

for imagery

that

ranges in size

(very

small, small,

large,

very

large)

and

format (rectangular,

square).

This

structural grid can

be

found

in

Appendix 1

.

Typography

Research

on

typography

provided information on

the

mostappropriate

typefaces

for

the

project

There

are advantages and

disadvantages

in

the

useof sansserifandserif

typefaces

for

publication

design.

Serif

isoften

thought to

be

easier

to

read at

long

lengths,

althoughsans serif

is

easier

to

readat a smallpointsize.

Sans

serifreproduces

significantly

better

ona

copy

machine.

This

observationis important

because

the

redesigned guidebook will

be

reproduced

(photocopied)

for

the

workshop

participants.

The

redesigned guidebook uses

the

Univers

typeface throughout the

entire publication.

This

sans serif

typeface

Organizing

Methods

Preparing

a content outline of

the

existing

guidebook material was

a

helpful

approach

to

understanding

the types

of material

in

the

project.

By looking

at

the

content

outline,

different

ways

to

organize

the

existing

material were considered

for

the

organization of

the

redesigned guidebook.

A

helpful

resource was a section

from

the

book

Information

Anxiety by

Richard Saul Wurman. This

book

is particularly

helpful

because it

explains

five

possible ways of

organizing information:

by

category,

by

time,

by

location, by

alphabet,

or

along

a continuum.

Border Designs

Research

about

the

Southwest

was

derived

from fiction

and

non-fiction

books. Two

non-fiction

books

about

Native

Americans,

Indian

Blankets &

Their

Makers

by

George

Wharton

James

and

Native

American

Spiritual Elders

by

Steve Wall

and

Harvey

Arden,

revealed

interesting

blanket

designs

that

were an

influence

when

creating

possible

border

designs.

Four borders

(one

for

each

state)

were created

for

usewithin

the

redesigned guidebook.

The

border

designs

provide a

Southwestern

visual

flavor. The borders

are

also a

functional

indicatorof change: a change

in border

indicates

Synthesis

Content Diagrams

Applying

different organizing

methodswas

helpful

in

determining

the

appropriate structureof

the

redesigned guidebook.

Four

content

diagrams

werecreated

to

reveal

possible,

logical

ways of

organizing

the

information

Ken

White

(the workshop

coordinator and

professor),

was consulted

before choosing

an appropriate content

diagram

to

use as a methodof organization

for

the

redesigned guidebook.

Ken

White's

feedback

was important

He has

coordinated

the

workshop for

ten

yearsand is

very familiar

with

the

existing

guidebooks and

their

use

during

the

workshop.

The

most appropriate content

diagram,

located

in

Appendix

2,

illustrates

the

organizational structureused

consistently

throughout

the

redesigned guidebook

The

leading

organizational method within

the

redesignedguidebook is

by

time

The

preliminary

material in

the

guidebookshould

be

read

by

studentsprior

to the

workshop.

This

material provides an

introduction

to the

Southwest

and its

relationship

to the

history

of

photography,

geology

&

climate,

Native American

culture,

and

the

Four

Corners

region.

Specific

information about

New

Mexico, Colorado,

Utah,

and

Arizona follows sequentially

according

to

the travel

route of

the

workshop.

Within

each

state, the

information

isalso organized

by

time

and is

divided

into

two

subcategories:

Campsites

and

Interest Points.

Because

of

the

large

amount and

variety

ofinformation within

the

Interest

Points

category, the

information issubdivided again into

listings

by

category:

Craft Stores

The

specific

information (about

New

Mexico, Colorado, Utah,

and

Arizona)

that

follows

sequentially according to

the travel

route

of

the workshop

is important.

Speaking

from

experience,

it

would

be

easier

to

remember important

details from

the workshop

when

the

travel

route

is identical

to the primary

organizational structure

within

the

guidebook.

Other

possible ways

to

organize

the information

were not as

logical.

Clustering

the

interest points

by

location

wasnot as appropriate.

A

large

amount of

time

would need

to

be

spent

to

cluster

the

interest

points

by

their

location.

And,

if

the primary

organizational method was

by

alphabet,

the

students wouldnot

become

as

familiar

with

the

route

of

the

workshop.

In

the

existing

guidebooks, the

leading

organizational method was

also

by

time.

Within

each

state, the

information

wasorganized

by

time

aswell.

This

information

would

jump

from

page

to

page

in

the

existing

guidebooks,

making

it difficult

to

locate

specific

information.

New category

labels (Craft

Stores &

Museums,

Landscapes, State &

National

Parks,

and

Villages

& Towns)

werecreated

for

the

redesigned guidebookso

that

information

can

be located

effortlessly.

In

the

redesigned

guidebook, the

information withineach

category

is

listed

alphabetically,

not

by

location.

Each

night

the

studentsare

expected

to

plan

their

activitiesand route

for the

following

day.

Students

should ask

themselves

whatinterestpoints

they

want

to

observe or

how

the

following day

can

be

spent.

This

process

familiarizes

the

studentswith specific regionsof

the

Southwest

(continued)

The

redesigned guidebook is

intended

to

be

used as a resource

during

the

workshop.

It is

the

student's

responsibility

to

discover

which

town

or village a particular

landscape

or monumentis

located

within.

If

a certain monument is overan

hour

from the

campsite it would

be logical

to

find

other monuments

nearby

so

that

time

is spentwisely.

By looking

on

the maps,

a student

may

find

an interest point

(that

could

be

worth

exploring) that

isnot

highlighted

in

the guidebook,

but

would

be

interesting

to

photograph.

Students

may

explore places

that the workshop

coordinator is unaware of.

This

isone reason

the

existing

maps

were

left

basically

uneditedand were not redrawn

to

be

more

particular

to

a

fixed

set of

focal

points.

A

certain interestpoint

highlighted

in

the

guidebook

may

lead

to

severalother

interesting

areas not noted

in

the

guidebook.

New

discoveries

may

become

possible additions

that

willenrich

the

workshop

for

the

following

year.

Student input

could

be included

Ideation

Placement

and

Size

of

Photographs,

Found

Objects,

and

Maps

There

is a consistent plan

for

the

size and placement

for

each

type

of visual element when used in

the

grid structure of

the

redesigned guidebook.

Photographs

rangeinsize and position

throughout

the

grid.

Found

objects,

however,

take

up three

verticalcolumns and are always placedin

the

top

portion of

the

grid.

This decision is

used

consistently

throughout the

entire

redesigned guidebook.

There

is a consistent plan

for

the

placementof

the

maps

throughout

the

redesigned guidebook as well.

The

maps are always placed at

the

top

left

side of a page.

The

maps either

take up

four, five,

orsix

columns

horizontally

in

the

grid.

The

vertical

depths

of

the

maps

vary

somewhat.

A

map that takes up

four

columns

horizontally

is large

enough

to

read and provides enough margin

for

rules which

direct

the

reader

to

specific interest points

The

size of

the

maps is

an important

factor

in

this

project.

A map

which

takes up

less

than

four

columns

horizontally

is

difficult

to

read.

Visual Elements

The

photographs

that

flow

throughout the

redesigned guidebook

are

images

taken

in the

Southwest

by

the 1997 workshop

participants.

Appropriate

maps and

found

objects

(obtained

by

participants)

will

(continued)

Other

visual

elements,

such as graphic

rules,

which

accompany

photographs and

found

objects are used

throughout the

redesigned

guidebook.

Experimentation

withvariations

in

rulewidthand placement

can

be found in Appendix

3. In

some

cases,

a rule

may

be

distracting

to

an image.

The

most useful

type

of rule

for

this

project was of

hairline

width,

placed next

to

each

image. Beneath

this type

of

rule,

a small

label

displays

the

location (town

and

state)

of

the

where

the

image.

Graphic

rules also

accompany

maps

throughout the

redesigned

guidebook.

These

rules are used

to

anchor

labels

and

headings.

Experimentation

with

the

widthsand positionsof

these

can

be

found

in

Appendix 4.

The

most appropriate

type

of rule

for

this

project was of

hairline

width,

ending

witha

dot

which marks

the

location

of an

interest

point on

the

map.

Located

to the

right of

each

map

isa

label

which

indicates

the

nameof

the

interest

point.

Each

map throughout

the

redesigned guidebookis

clearly labeled.

Experimentation

with various

labels

can

be found

in Appendix 5.

These labels

display

the

location

of a map.

The

most appropriate

type

of

label is

of

twelve

point

width,

displaying

the

location

of

the

map.

Evaluation

The ideation

process was crucialin

the

evaluation stage of

the

thesis

project.

From

the

ideation

work, the

most appropriate

decisions

were chosen

for

the

redesigned guidebook.

These final decisions

are

located

in

the

new redesigned guidebook

in

Appendix 8.

Appropriate Visual Elements

Graphic

rules

accompany

the

imagery

(photographs

and

found

objects)

throughout

the

redesigned guidebook.

The

most useful

type

of rule

for

this

project was of

hairline

width,

placed next

to

each image.

Beneath

this type

of

rule,

a small

label displays

the

location

(town

and

state)

of

the

image.

Other

variations wereexplored

but

were not as appropriate.

The hairline

rules were used

to

anchor

labels.

Graphic

rules also

draw

attention

to the

interestpoints on

the

maps

throughout the

redesigned guidebook.

The

most appropriate

type

of

rule,

located

in Appendix 4

was of

hairline

width,

ending

with

a

dot

which marks

the location

of an interest point.

Other

variations

wereexplored

but

were not asappropriate.

The

hairline

ruleswerenot

visually

distracting

to

the

maps.

The hairline

rule,

by

itself,

wasnot

bold

enough

to

locate

the

exact

location

of an

interest

point.

Vertical

rules

were explored as

well,

althougha

horizontal

rule wasa cleaner

decision.

Sufficient

space

is

provided

to

the

right side of each page

for

the

appropriate

labels.

Limited

space was available on

the

top

and

bottom

of each page

because

several mapsarevertical

in format.

The

most useful

type

of

map

label

was of

twelve

pointwidth

This

heavy

rule,

found

in

Appendix

5,

is

located

at

the

bottom

of each

map

with reversed white

type

(revealing

the

location

of

the

map).

A

heavy

black

rule is aclean and

functional

decision.

The

reversed

white

type

is

legible

and noticeable.

Other

variations wereexplored

but

were not as appropriate.

The

heavy

rule is

located

at

the

bottom

of

each

map, therefore this

rule isnot

distracting

to the

heading

that

occurs on

even/

other page.

Paper

Stock

Colored

paper was added

to

the

redesigned guidebook

to

separate

eachstate

(New

Mexico:

Copperplate:

Colorado: Augusta

Green;

Utah

Graystone;

Arizona:

Earthstone). A

change incolor indicates

a change

in

state.

These

colorsrepresent

those

found

in

the

Southwest. The

grain within

the

papers are characteristicof

the

Southwest

landscape

Implementation

The

thesis

project was

further

refined,

developed,

and arranged

to

its

final form

after

the

evaluation stage.

The feedback

from

all

committee members was

taken

into considerationwhen

preparing

the

final draft

of

the

redesigned guidebook.

The

new redesigned guidebook was output on photographic

paper

from

an

Imagesetter.

From

this

final

draft, twenty

copies

were reproduced on a

copy

machine.

Each copy

was

bound

with

a comb

bind.

This

type

of

binding

allows

easy insertion

and removal

of pages so

that

changes are not

difficult

to

make.

The

redesigned guidebookswill

be

distributed to

the

participants

of

the

1998

Southwest

Photography

Workshop.

These

guidebooks

will

be

used

throughout

this

workshop

and

future

workshops.

The

suggestions

from future

participants

may

be

used

in

future

versions of

the

redesigned guidebook.

The

redesigned

guidebook

has

been

saved on

disk for Ken

White,

to

facilitate

future

revisions and

/

oradditions

that

wouldimprove

the

workshop

experience.

Dissemination

The

redesigned guidebooks will

be distributed

to

participants

of

the

1998

Southwest

Photography

Workshop,

two

weeks prior

to

its

departure. The

students are expected

to

read

the preliminary

material

before

arriving in

Albuquerque,

New

Mexico. The

workshop

begins

on

June

2,

in

Albuquerque,

New

Mexico. The

redesigned

guidebookwill

be

needed upon

departure from Albuquerque

inorder

to travel to the

first

campsite.

The

redesigned guidebookswill

be

used

throughout the

workshop.

The

mapswill

be

utilized

for

travel

and

the

information

will

be

a resource

for

each

location.

These

guidebooks

will

be

used while

traveling,

exploring,

and

learning

about

the

Four

Corners

region.

Future

versions of

the

redesigned guidebook

may be

refined or

changed.

Images may

be

replaced

by

future

students and

information

may

be

added or revised.

Beyond

the

workshop,

the

participants will

be

able

to

use

the

redesigned guidebookas a resource

for

independent

researchand

travel

aswell as a personal memoir of

the

Southwest

Photography

Workshop.

Retrospective Evaluation

Two

types

ofevaluation were conducted

to

evaluate

the

entire

project.

Two

evaluation

questionnaires

were created

for the

evaluation of

the

redesigned

guidebook.

The

second

type

of

evaluation entailed

the

feedback from

each

thesis

committee

member on

the thesis exhibition,

documentation,

ideation,

_and

content of

the

evaluation questionnaire.

The feedback from

the

evaluation

questionnaires

and

from

each

thesis

committee

member was

helpful

and was

followed

by

further

refinements.

Evaluation Questionnaires

Two

evaluation questionnaires were created

for

the

evaluationof

the

redesigned guidebook.

One

questionnaire was made

for

the

1997

Workshop

participants and a separate questionnaire was

prepared

for future

participants of

the

workshop.

The

questionnaire

for

the

1997 participants,

located

in

Appendix

6,

involves

the

comparison of

the

existing

guidebookswith

the

redesigned guidebook.

As

these

participants

have

actually

used

the

existing

guidebooks,

they

would

be

the

most appropriate people

to

evaluate

the

effectiveness of

the

redesigned guidebook.

Seven

participants attended

the

1997

Workshop. The

questionnaires

were

distributed

to these individuals.

Each

of

the

seven participants

completed

the

questionnairewith

both

the

existing

guidebooks and

the

redesigned

guidebook,

available

for

reference when needed.

Committee Feedback

Feedback

wasgiven

by

each

thesis

member on

the

evaluation

questionnaire, thesis exhibition,

documentation, ideation,

and

the

evaluation questionnaire.

Further

refinement was

necessary

on

the

evaluation questionnaire.

For

example,

someworkon

the

language

in

the

evaluation plan was necessary.

Many

graphic

design terms

that

a

designer

is accustomed

to may

be

unfamiliar

to

many

participants.

The

true test

of

the

redesigned guidebookwill

be

using

it

during

the

workshop.

Analyzing

comments and suggestions

from

the

1998

evaluation questionnairewill

be

very

helpful. Future

participants

may

comment on

details

not mentioned

in the

evaluation plan.

This

questionnaire

is located

in Appendix 7.

The feedback from

this

questionnaire will

be

taken

into

consideration when

further

evaluating

and

refining

the

redesigned guidebooks.

The

1998

evaluation questionnaires

will

be

used again

following

the

1998

Southwest

Photography

Workshop.

Conclusion

The direct

experience

from attending

the

Southwest

Photography

Workshop

in

1995

and

1997

and

using the

existing

guidebooks

extensively

was an advantage

throughout the

entire

thesis

project.

The strong

identification with

the

workshop has

allowed

the

refinement and addition of

existing

material.

Working

with

Ken

White,

the workshop

coordinator and

client,

has

been

an

important

partof

this thesis

project as well.

His

ten

years of experience

teaching

the

Southwest

Photography Workshop

was an

invaluable

resource.

His

advice

has

proven

to

be extremely

helpful

and responsive

to the

needs of

the

workshop

and itsparticipants.

The

imagery throughout the

redesigned guidebook is

from

the

1997

workshop

participants.

These

images

show

the

diversity

and abundance

of inspiration availablein

the

Southwest. The images

usedare intended

to demonstrate

the

creativity

of past participants and

to

inspire

future

participants.

One

of

the

most

gratifying

parts of

this

project

has

been

to

actually

incorporate

these

images

into

the

guidebook

design.

The

evaluationstage was

helpful

in

assessing

the

success of

this

project

From

the

feedback

receivedin

the

evaluation

questionnaires,

aswell as

direct

personalexperience with

the

existing

guidebooks,

the

redesignedguidebook

is

a

strong improvement from

the existing

guidebooks.

Information

is now easier

to

locate,

read,

and understand.

Glossary

Terms

Aesthetics Refers

to

the

process

by

which visual

form

is

created,

utilizing formal

visual principles which are

directed for

a specific

purpose and

/

or message.

Audience

Refers

to the

usersof

the

graphic

design

application.

Communication

The

purpose of graphic

design

is

to

facilitate

messages and

meaning

or

the

purpose of communication.

Elements The

parts, components,

or variables within a

format.

Evaluation The

most

basic

purpose of all graphic

design methodology

is

to

develop

the

knowledge

and skills

to

be

able

to

solve

a particular problem.

Form

The

characteristics

that

distinguish

onevisual mark

from

another,

including shape,

size,

color,

and

texture.

Format

The

space

in

whichan

image lives

and works.

In

determining

formats,

a

designer

needs

to

be

conscious

that in

its

most

basic

sense,

the

format

is

communicating

a message

by

itself.

Function

The

purpose

for

whichall graphic

design

form

exists.

Function

means

design

that

works

for

its intended purpose.

Grid

A

structured system or

framework for organizing

elementswithin

a

format

A

grid can

be

conceptualorphysical.

It

can

be built

upon

typographic,

compositional,

or constructional

bases

It

can

be

regular,

irregular,

or progressive in rhythm.

Information Design

An emerging

professional

design activity

in

response

to

the

needs of

the information

age.

It

is an area of

design

that

is

concernedwith

understanding

readerand user response

to

written and

visually

presented

information.

Glossary

Legibility

The

recognizability

or

readability

of a

form

in

relationship

to

its

purpose and context.

It

may

be

representational, abstract,

or a point

whichcommunicates its intended message clearly.

Southwest

Photography Workshop

A

course at

Rochester Institute

of

Technology

which

takes

place

in

the

summerand explores

the

Four

Corners

regionof

the

southwestern

United

States.

Typeface

Alphabet

created

for the

purposeof reproduction.

The

individualcharacters ofa

typeface

are

designed

to

work in

different

combinations and

to

remain consistentwhen reproduced

by

printing.

User

Considerations

The

objectives

the

studentwill understand

and put

to

useafter

using the study

guide.

Variable

Refers

to the

identificationof a setofpredictable parts

in

a system

from

which

the designer

can select

for

his /

her image

formulation

needs

( i.e.,

typographic

variables

including

size,

line

spacing, position,

etc.).

Visibility

Refers

to

the

quality

of

form in

an imageand

to

its

capacity

to

be

viewed

coherently

andunderstood.

Bibliography

1.

Abbey,

Edward. Desert Solitaire. New York: Ballantine

Books,

1968.

2.

Arden,

Harvey.

Wall,

Steve. Wisdomkeepers: Meetings

with

Native American Spiritual Elders.

Hillsboro,

Oregon: Beyond Words

Publishing,

1990.

3

Barker,

Malcolm E. Book Design & Production. San Francisco: Bantam Londonborn

Publications,

1990.

4-

Fodor's 98 Pocket San Francisco

New

York: Fodor's Travel

Publications,

1997.

5.

Gierhch,

Marisa.

Gottenberg,

John.

Keller,

Nancy.

Lyon,

James.

Wheeler,

Tony.

Lonely

Planet

Travel

Survival Kit

to

California. Australia:

Lonely

Planet

Publications,

1996.

6.

Harris,

Richard.

Hidden New

Mexico

Berkeley,

California: Ulysses

Press,

1997.

7.

Hudman,

E

Lloyd.

Geography

of

Travel

and

Tourism.

Albany,

New

York: Merton

House,

1990.

8.

James,

George Wharton. Indian Blankets & Their Makers. New

York:

Dover

Publications,

1974.

9.

McLean,

Ruan. Typography.

New

York: Rizzoli International

Publications,

1992.

10.

Murray,

John. American

Nature

Writings.

San Francisco: Sierra Club

Books,

1997.

11.

ORG Travel Planner.

Oakbrook,

Illinois:

Official Airline

Guides,

1987.

12.

Photography

and

Travel

Workshop

Directory. Santa Barbara: Serbin

Communications,

1988.

13.

Kingsolver, Barbara

High

Tide

in

Tuscon. New York:

HarperCollins

Publishers,

1996.

14.

Rice,

Andrea.

Outside Magazine's

Adventure

Guide

to

Northern

California.

New York: Macmillan

Company,

1996.

15.

Richardsons'

Trail Traveler:

Outside Chicago. Chicago:

Richardsons'

Publishing,

1996.

16.

Sierra

Club Guide

to the

Natural

Areas

of

Colorado

and

Utah. San Francisco:

Sierra

Club

Books,

1983.

17.

Smith,

Keith A.

Structure

of

the

Visual

Book.

Rochester,

New York: Keith A.

Smith

Books,

1992.

18.

Wurman, Richard

Saul.

San

Francisco

Access

New

York: HarperCollins

Publishers,

1997.

19.

Wurman,

Richard Saul. Information

Anxiety

New York: Bantam

Books,

1989.

20.

Wurman,

Richard Saul

Information Architects

New York:

Palace

Press,

1996.

Appendices

Appendix

Final

Publication Grid

-

-~

i-l

!

I

==

Southwesl

Photography

Workshop

Guidebook

Preliminary

Material

New Mexico Material

NewMexico

Campsite1 DeAnza Motor Lodge

Colorado

HistoryofPhotography Geology &Climate Essential Landscape Sas'n &Range NewMexico Revisited Great American Desert PhotographyinNew Mexico The Land

RisinghornthePlains TheVoiceoftheDeser

AnasanRums Four CornersCountry

nIndianTribes

NewMexico

Campsite2 Santa FeNationalForest

PointsUlphahol..-ally)

Campsite 3 OnllaVerdeStatePark

alphabencally)

New Mexico

New Mexico

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5

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Appendix 6

Evaluation

Questionnaire

1

Comparison

of

Existing

Guidebooks

to

1998 Redesigned

Guidebook

1997

Southwest

Photography Workshop

Past

Participant

1

.

Have

the

campsites and states

been

more

clearly

separated in

the

new

1998

_{redesigned guidebook.}

5 4 3 2 1

stronglyagree strongly disagree

Please

explain

In

general,

is information easier

to

locate

in

the

new redesignedguidebook

than

in

the

existing

guidebooks.

5 4 3 2 1

stronglyagree _{strongly disagree}

Please

explain

3.

Are

the

maps easier

to

readand use in

the

new redesignedguidebook

than

in

the

existing

guidebooks.

5 4 3 2 1

stronglyagree strongly disagree

Pleaseexplain

4.

Are

the

directions

to

each interest point easier

to

access in

the

new redesignedguidebook?

Yes No

Othercomments

5

The

new redesigned guidebook is organized

first

by

time

(Campsite

1,

Campsite

2, Campsite

3,

etc.),

second

by

category (Craft Stores

& Museums, Landscapes, State &

National

Parks,

and

Villages

&

Towns),

and

lastly,

by

alphabet

(A, B,

C)

Is

this

helpful?

5 4 3 2 1

stronglyagree stro,1A dlsa9ree

(continued)

Evaluation Questionnaire

1

6

Is

the

use of

lines helpful

when

finding

the

interest points on

the

maps.

5,

,

4 3 2 i

stronglyagree

smngly

djSagfee

Please

explain

The

black

bars

with white

text,

placed at

the

bottom

ofeach

map,

reveal

the

location

of

the

entire map.

Is

this

helpful?

5 4 3 2 1

stronglyagree

strongly disagree

Please

explain

Is

the

photography

supplies information

(the

villagesor

towns

where

they

are

sold)

helpful?

Yes No

Othercomments

9.

At

the

beginning

of each

chapter,

small italicized

text

indicates

the

number of

days

the

group

will spend

at

the

campsite

Is

this

helpful?

5 4 3 2 1

stronglyagree strongly disagree

Pleaseexplain

Is

the text

easy

to

read throughout

the

entirenew redesignedguidebook?

Yes No

Othercomments

11

|n

the

Interest Points

section,

the

information isorganized alphabetically.

Is

this helpful?

5 4 3 2 1

stronglyagree stronglydisagree

Comparison

of

Existing

Guidebooks

to

1998 Redesigned Guidebook

1997

Southwest

Photography

Workshop

Past Participant

Have

the

campsites and states

been

more

clearly

separatedin

the

new

1998

redesignedguidebook?

1

strongly disagree

2.

In

general,

is

information

easier

to

locate

in

the

new redesigned guidebook

than

in

the

existing

guidebooks.

5/4321

stronglyagree

strongly disagree

Please

explain

AS

y

Tot

/A?AA/

#/<l

s/ss,-/-/?>

a

/Zrri^

Are

the

maps easier

to

read and usein

the

new redesigned guidebook

than

in the existing

guidebooks

(A

4 3 2 1

Strongly

agree _{strongly disagree}

Pleasee*p|ain

(/a.S

,

A/CAAA<.

^a///a

A/yi7L

A^/t1/?^

^c/iA/^Ay"

Are

the

directions

to

each interestpoint easier

to

access

in the

new redesigned guidebook.

? No

OtherIComments

j/

g

S

,

7A

A

/pA^S

A

At.

(9/M/S.S

A)()

AU

/jA]Aj

The

newredesigned guidebookis organized

first

by

time

(Campsite

1, Campsite

2,

Campsite

3,

etc.),

second

by

category,

(Craft

Stores &

Museums,

Landscapes, State &

National

Parks,

and

Villages

&

Towns),

and

lastly, by

alphabet

(A, B,

C). Is

this

helpful?

<-Stl

4 3 2 1

trongly

agree strongly disagree

Pleaseexplain

Jj

yjAyj

rf>

/tfjAC

7%^

/A

rVArAA

Afi/J

A

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finding

A

4 3 2 1

stronglyagree _{strongly disagree}

Please

exP|ain

AA

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M

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CA

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/

LYY;/7YAi

YAa'/aAA^

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AfAA

The black bars

with white

text,

placed at

the bottom

of each

map,

reveal

the location

of

the

entire map.

Is

this

helpful?

$>

4

stronglyagree

Pleaseexplain

A. A A

A

A/AA

strongly disagree

. ,__/

AAAAo

/AoA'//9y

A/

Is

the

photography

supplies information

(the

villages or

towns

where

they

are

sold)

helpful?

No

Other

Comments

/a

pjpyppA

A

JUAAUA

tff

//tm

r

A

AAa/a^)/c

At

the

beginning

of each

chapter,

small

italicized

text

indicates

the

number of

days

the

group

willspend

at

the

campsite.

Is

this

helpful?

stronglyagree

Pleaseexplain

1

strongly disagree

4/^AAfA.

UpA

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J]^A

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10.

Is

the text

easy

to

read

throughout

the

entirenewredesignedguidebook?

Ygs No

Other Comments

A

m&mud^

p^aal

/At/dA,

1 1

|n

the

Interest Points

section,

the

information

is

organizedalphabetically.

Is

this

helpful?

onglyagree

Pleaseexplain

7L

4/4/4/

MAC/JA

/

strongly disagree

Comparison

of

Existing

Guidebooks

to

1998 Redesigned

Guidebook

1997

Southwest

Photography

Workshop

Past

Participant

Have

the

campsites and states

been

more

clearly

separated

in

the

new

1998

redesigned guidebook?

5

/

3 2 1

stronglyagree

r^

ftrongly

disagree

Pleaseex

gree

ttrongly

_disagree

PIT

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A^XaA\A^:a,

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4V^U0a4^aV^\a

A

"

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In

general,

is

information

easier

to

locate

in the

new redesigned guidebook

than

in

the

existing

guidebooks.

stronglyagree

Please

explain

4

juL

l\Vv.yVj.,^)V

jmAq <\

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i

strongly disagree

AA

[fMjMXks

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yV4M-C^

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b

<^^vAy=4^

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V

Are

the

maps easier

to

read and use

in

the

new redesigned guidebook

than

in

the

existing

guidebooks.

4 3 2 1

A)

stronglyagree

Pleaseexplain

LJVOV

strongly disagree

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Are

the

directions

to

each interestpoint easier

to

access in

the

newredesigned guidebook.

(tys-

No

The

new redesigned guidebook is organized

first

by

time

(Campsite

1,

Campsite

2,

Campsite

3,

etc.),

second

by

category,

(Craft

Stores &

Museums,

Landscapes, State &

National

Parks,

and

Villages

&

Towns),

and

lastly,

by

alphabet

(A, B,

C). Is

this

helpful?

stronglyagree Pleaseexi

V*

strongly disagree

f

p|ain

4

4j44

7

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