Illustration system features in textbook design concept

Design of the textbook is connected with sociological, psychological, genre features of educational editions, with realities of the book market, digital technologies. In design of any book the major role is played by the illustrative material which closely interacts with its other elements. To define the exact place of illustrations in the general structure of the textbook, it is necessary to understand the interrelation of illustrations with the text and non-text elements of the edition, and know types of illustrative material. This knowledge gives the designer a chance to choose the most productive models in relation to a particular textbook. A significant role in solving the question of interrelation of an illustration with the text and non-text elements of the textbook belongs to real book publishing. They publish richly illustrated workbooks called, according to their authors, to considerably visualize learning, to create favourable conditions for purposeful activity (gnostic, first of all) of the pupil when studying. At present, three main groups of illustrative material in relation to text are allocated: leading, equivalent and serving illustrations (D. D. Zuyev). Application of this classification is of great importance. The authors of the textbook understand the purpose of each particular illustration in the book, its function together with other elements of the edition. As a result this classification is the basis of the design concept of the textbook. The paper tells about the design project of the teaching materials ''Times'' (Drofa-Sankt-Peterburg (Russia) and WsiP (Poland) Publishing Houses), consisting of three topical sets: ''the main cities of Russia'' (1st year of training), ''Nature of Russia'' (2nd year), ''Art of Russia'' (3rd year). This project is considered as a sample of functioning of a complex approach to illustration system. Each set consists of a textbook, a workbook, a teacher's book and a CD. The structure of the whole set of the editions was accurately reflected in the internal and external elements of typography. The chosen format (215 x 290 mm) allowed creating optimum conditions for visual perception of the text and illustrations, for placement of the diverse training material. All illustrations were selected according to the tectonics and general rhythmic plan of the textbook. The successful project showed that it is necessary to consider illustrative materials irrespective of the degree of its emotional load, aesthetic advantages and other criteria of a particular illustration taken as object of the fine arts, but as an evident support of pupils' thinking in the course of studying, as a scientific and informative training material. It is the essential feature of illustrations of the textbook, the fundamental difference in approach to the design concept of the school textbook from book illustration in general.

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