Presenting Visual Art Effectively to Adult Audiences

Do you need this or any other assignment done for you from scratch?

We assure you a quality paper that is 100% free from plagiarism and AI.

You can choose either format of your choice ( Apa, Mla, Havard, Chicago, or any other)

NB: We do not resell your papers. Upon ordering, we do an original paper exclusively for you.

NB: All your data is kept safe from the public.

Presenting Visual Art Effectively to Adult Audiences

There are various ways in which a presenter can involve his or her audience, and capture their attention effectively throughout the presentation. The presenter should therefore choose the best methods to use in his or her presentations; to ensure the audience enjoys, learn, and remember what is being presented to a great extent. Various methods can be applied by the presenter to capture the attention of his or her audience; some of which include the use of visual arts, tone variations in a verbal presentation, and presenting simple and precise phenomena that the audience can understand easily among others (Garmston 34-60).

A presentation for Art teachers should involve a lot of visual presentations, be of a clear layout, and should involve a lot of discussions among the audience. More so; the pace of presentation should ensure that all the teachers follow precisely, without losing the focus of the subject being presented (Kroehnert 75-90).

The presentation to the art teachers should in this case involve the teachers to use their visual senses, most within which there are various methods in a presentation where the visual senses can be best be applied. For instance, the facial expression by the presenter plays a very crucial role in involving the learners in an active presentation. The presenter to the art teachers should vary his facial expressions, to cultivate the attention of his or her audience and by so doing the presenter will end up being very effective in the presentation (Garmston 34-60).

Another advantage of varying the facial expressions by the presenter is to ensure that; the learners can conceptualize the in-depth concept of the subject being talked about. If a presenter is expressing something terrible and daring; then they are supposed to change his or her facial expressions, so that the learners can figure out such a terrible situation when they see what expressions are on the presenters face (Rogers 12-23)

However, there are various disadvantages attached to this method of visual presentation. First, the audience can be too far to see the face of the presenter. Also, the presenter may be having a different understanding of the concepts being relayed, and that the visual expression on his or her face may mislead the audience (Rogers 12-23)

The use of videotapes is also another method through which the presenter can involve his or her learners in the presentation very effectively. The tapes used should be clear enough and precise to enhance an easy and fast understanding by the audience. In this respect, therefore, the presenter should involve the audience in video watching which is short enough to capture the attention of the audience, and also be capable of conveying the information intended to the audience (Kroehnert 75-90).

One advantage of using the videotapes mode is that; they are motivating and easy to follow in the case of the unfolding of events, thus enhancing coherence among the audience. More so, tapes are important in that; they ensure a well-laid basis in which the audience experiences a change in the scenarios, and by so doing their attention to the presentation will be maintained very highly throughout the presentation (Garmston 34-60).

Nevertheless, tapes also have their disadvantages in that they may limit their effectiveness in presentations. First, the presentation in the video may be presented at a pace that the audience may find difficult to follow effectively. This means that the level of motivation among the audience may be disrupted, from which the presentation would be ineffective generally. Also, some presenters may not interpret the videos to the audience leading to variations in the understanding of the various concepts presented in the videotapes, which would lead to the ambiguity of the presentation (Kroehnert 75-90).

The use of colored slides is also another method of visual art to use in a presentation. The slides used should vary in colors to explain various concepts in the presentation so that the attention of the audience can be maintained. This use of varied colors of slides mutually incorporates the attention of the audience to the various concepts being explained, within the presentation process (Imel 19-32).

The choosing of the color of slides should also be carefully done, to match the presentation content with the meaning of the slide color chosen. This will further help the audience to understand the concepts being explained deeply, thus enhancing more learning among the audience (Kroehnert 75-90).

However, the use of slides can make the audience concentrate more on the color of the slides and ignore the concepts being relayed; which would lead to inefficiency in the learning process. Slides also may not be effective in the case the learners have different understandings of the colors being used, in the course of the presentation (Garmston 34-60).

In making a presentation to art teachers it is of crucial importance that the presenter considers the various methods to use; so that he or she can be effective in his or her presentation. It is therefore important that the presenter chooses an effective method to use in the presentation so that he or she can make his or her audience enjoy, follow and learn from the presentation; as well as to attain the objectives of the presentation.

Works cited

Garmston, R., & Wellman, B. How to Make Presentations that Teach and Transform. Alexandria: Alexandria University Press. (1992): 34-60.

Imel, S. Teaching Adults: Is it different?. New York: ERIC Publication resources. (1989):19-32.

Kroehnert, G. Basic Training for Teachers. New: York: McGraw Hill publishers. (2000): 75-90.

Rogers, J. Adults Learning. Oxford: Oxford University Press. (2001): 12-23.

Click Here To Order Now!