The visual message comprises the following concepts:

ACCURACY (Is the information provided in the visuals correct? Does the information provided in the visuals apply to the intended audience? Do the visuals overstate/understate the problem?) CLARITY (Is the graphic understandable? Do the visuals enhance the overall presentation of the material?) EFFECTIVENESS (Is the visual material informative? Are the graphics useful? Is the amount of information provided in the visuals adequate?) OFFENSE (Is the information provided in the visuals offensive?) PROMOTION OF PARTICULAR BEHAVIOR (Does the visual information encourage individuals to seek health care? Does the visual information remove fear and/ or apathy?) ROLE PORTRAYAL (Are the actors' roles positive and realistic? Is the interaction among characters appropriate? Are health related situations presented in a clear and helpful manner?) SCREEN PRESENCE (Are members of the intended audience represented in the visual material? Are positive interracial interactions presented?)

Because visuals are an important part of audiovisual cancer education materials, it is important to understand how visuals impact the communication and learning process of African Americans. Visuals should be used to reinforce the message and enhance the learning process. Visuals should be designed so that they are easily understandable to African Americans. Careful consideration should be given to the type of visuals used to ensure that they add to the message of the audiovisual cancer education material. For example, negative behaviors, such as smoking cigarettes, should not be shown in an audiovisual cancer education material, because it may reinforce instead of discourage the behavior.

Use visuals that include colors, people, objects, and settings that are familiar to members of the African-American community. Shades of color, types of activities, and so on should accurately represent African Americans. When selecting actors or celebrities, make sure they realistically portray members of the African-American community. Individuals who appear in the audiovisual cancer education materials should reflect the diversity in hair texture and color, clothing, skin color, anatomy, facial expressions, activities, images, and symbols in the African-American community. For example, demonstrations should include actors that are representative of the audience and not generic or stereotypical persons. Actors should also portray positive interracial interaction and helpful and appropriate roles in health-related situations.

Questions that can help guide the development of the visual message of audiovisual cancer education material include the following:

Do the visuals communicate the intended message? Do the visuals increase understanding of the intended message? Are the visuals presented in an interesting manner? Do the visuals carry positive meaning? Do the visuals (diagrams, pictures, and so on) reflect the variety of physical features (skin color, nose, lips, and so on) among the intended audience? Are African Americans the leading characters, and do they play active roles? (For example, African Americans are shown initiating and engaging in positive interracial interactions.) Do African Americans appear in the majority of the scenes? Do the visuals illustrate contemporary activities of the intended audience? Are the actors' performances realistic to the intended audience? Are the behaviors of the actors free from stereotypical meaning? Are the interactions between genders and generations (e.g., male-female, grandmother-granddaughter, father-son, and so on) appropriate?

Stereotypes and biases that must be eliminated in audiovisual cancer education materials for African Americans include the following: African-American women displayed in subservient roles. An unrealistic portrayal of life styles, such as the "ghettorization" and non-ghettorization images of the "Good Times" and "The Jeffersons" television sitcoms. Visuals that portray inaccurate representations of skin tones, hair texture, and physical features. Music or sound effects that are unfamiliar to or uncommon among African Americans. African American youths that are characterized as gangsters or hip- hop/rap lovers. African-Americans as athletic (and not intellectual).