overview
develop an awesome typeface that embodies some awesome attributes then communicate those awesome attributes to persuade an awesome audience that it really is an awesomely designed typeface.
objectives
as a result of this project, students will...
_ explore the expressive potential of typography
_ communicate essence graphically and textually
_ solve communication problems within given parameters
_ create a compelling/persuasive, sequential experience
_ experience combining (or pairing) typefaces
_ methodically document relevant design inspiration and process
_ present and assess work in a visually and verbally articulate manner
_ professionally document and photograph final design outcomes
_ demonstrate exemplary visual craft—hand and digital
_ communicate essence graphically and textually
_ solve communication problems within given parameters
_ create a compelling/persuasive, sequential experience
_ experience combining (or pairing) typefaces
_ methodically document relevant design inspiration and process
_ present and assess work in a visually and verbally articulate manner
_ professionally document and photograph final design outcomes
_ demonstrate exemplary visual craft—hand and digital
problem
1—use fontstruct® to create a typeface then, 2—develop a content-rich, analogue/print specimen to persuade the recipient to ultimately use your typeface. consideration should be given to the audience—students, designers, art directors or other design-related, typeface-loving professionals conversant in basic typography and design.
method
become familiar with the tool fontstruct®, then go and design a "display" typeface. you may want to sketch out some ideas on graph paper first—or—you may elect to dive into the deep end and just play a bit. assess your typeface—what are its connotations? its attitude, voice, vibe, feeling, flavor, smell? narrow it down to three of these attributes (these are also known as keyword descriptors). refine/adjust/redo your design to closely align with these attributes. download your typeface and use it: apply it to some things/artifacts with purpose. define your typeface's attributes—in words and images. use these to help tell the typeface's "story" throughout the pages of the "specimen" you will thoughtfully create. make several mock-ups (known as dummies) to assist you. work to inform, engage and persuade the viewer—create a need.deliverables
a couple of process blog posts (see schedule), a behance® post, final course blog post containing some awesome inspiring photographs of your mock-up; a 72 dpi pdf of the two final prints emailed to me, that's michael (e) kidwell at michael@imkidwell.com
specifications (aka: requirements)
format: two large format, ink-jet prints showing the front and back of your design for a 16 page, double parallel fold brochure/poster. the sheet size is 21 x 24.5 inches. the finished (that's all folded up and ready to mail) size is 6.125 x 10.5 inches.
typefaces: in addition to the one you design, an additional supporting typeface(s) will be necessary. consider ones that enhances your design rather than upstaging it.
imagery: photographs, development sketches, patterns, diagrams, inspiration, metaphors and usage/applications are all acceptable and should be considered supportive—clearly serving a persuasive or informative role.
uniform resource locator: somewhere in the design your specimen, provide the url for your typeface to encourage down-loading from fontstruct.
...........
w, 9.16
critique/reveal project [P1], then clarify/review project[P2] brief.
homework for 9.21—read thinking with type (the anatomy-type classification sections), then research and post to your blog—as [P2]: 1–information about the typefaces garamond, serifa and platelet. your post should include the designer, historic background, distinguishing and/or interesting characteristics (anatomy) and in-use examples...also include three defined, "keyword attributes" for each typeface. then explore, sketch, experiment in fontstruct...look at type around you and on the www—be inspired! develop (at least) five distinct typeface directions—not the complete character set—in sketch then fontstruct. annotate this post as [P2]: 2—remembering to document what the inspiration was through text and image. print three of your directions for a pin-up review and "elmo" group critique.
m, 9.21
review/critique three directions.
homework for 9.23—self-assess 2 of your typeface directions. determine keyword attributes for each and define with text and images—post to your process blog as [P2]: 3. then continue to fully develop and refine one of your typefaces. down-load and print your typeface character set and "keywords" for a process/progress critique. remember to include definition for each of your keywords.
w, 9.23
process blog post [P2]: 3 is due as well as posts 1 and 2. remember to edit your course blog post (the final) for [P1] or else! small group process critique and presentation of "the best" to the class.
homework for 9.28—1. continue to fully develop and refine one entire typeface. down-load and experiment with your typeface character set. be prepared to discuss and share all your process work from [P2]: 3—it should be on your blog—for a critique. remember, there should be definitions, both visual and textual, for each of your 3 keywords 2. select then report on 1 of the best from the list of 25—post to your blog as [P2]: 4 3. critique your assigned classmate's [P2]: 3 blog post as a comment on their blog—you're assigned the person that follows you on the course blog list.
m, 9.28
quiz #1; in small groups—final formal critique of typeface design, name, keywords (defined with words and images) and process; presentation of the "best" from each group via process blog; review of specifications for specimen.
homework for 9.30—1. continue to refine your keywords/images as necessary 2. research and understand the typeface whitney then download it from the fonts folder and try use it as the informational/secondary typeface on your specimen 3. make a small scale dummy of the specimen format showing correct folds/pages. outline (sketch?) content on dummy, in an appropriate compelling sequence then create an actual sized document in indesign using your actual (real) content.
w, 9.30
work in class/studio to populate the indesign document with appropriate compelling content—format your text/narrative, compose, arrange, refine—design with actual text and visual assets.
homework for 10.05—1. print in b&w, tile together, both sides as separate sheets; score and fold for critique. must include all content for critique 2. post to your process blog as [P2]: 5 before class on monday.
m, 10.05
critique homework—must have all content to be critiqued.
homework for 10.07—1. print in color, tile together, both sides as separate sheets; score and fold for critique. must include all content for critique 2. photograph and post to your process blog as [P2]: 6 for critique on wednesday.
w, 10.07
critique homework—must have all content to be critiqued.
homework for 10.14—finish; print both sides; photograph; post it to course blog and to behance...bring it in for reveal.
m, 10.12
no class—it's fall break buddies!
homework for 10.14—finish; print both sides; photograph; post it to course blog and to behance...bring it in for reveal.
w, 10.14
reveal/critique of final for [P2]—photographs of final will be viewed via course blog and must be titled and labeled correctly to receive a grade.
begin project [P3], our third project.
project timeline
a persistent and endless challenge is getting "it" all done. managing the time demands of being a full-time design student requires dedication. you are solely responsible for planning, managing time and completing the work. consider the schedule bellow as a schematic of the day to day events throughout the project. additional in-class demos, videos, lectures and other spontaneous look/critique activities will occur when appropriate............
w, 9.16
critique/reveal project [P1], then clarify/review project[P2] brief.
homework for 9.21—read thinking with type (the anatomy-type classification sections), then research and post to your blog—as [P2]: 1–information about the typefaces garamond, serifa and platelet. your post should include the designer, historic background, distinguishing and/or interesting characteristics (anatomy) and in-use examples...also include three defined, "keyword attributes" for each typeface. then explore, sketch, experiment in fontstruct...look at type around you and on the www—be inspired! develop (at least) five distinct typeface directions—not the complete character set—in sketch then fontstruct. annotate this post as [P2]: 2—remembering to document what the inspiration was through text and image. print three of your directions for a pin-up review and "elmo" group critique.
m, 9.21
review/critique three directions.
homework for 9.23—self-assess 2 of your typeface directions. determine keyword attributes for each and define with text and images—post to your process blog as [P2]: 3. then continue to fully develop and refine one of your typefaces. down-load and print your typeface character set and "keywords" for a process/progress critique. remember to include definition for each of your keywords.
w, 9.23
process blog post [P2]: 3 is due as well as posts 1 and 2. remember to edit your course blog post (the final) for [P1] or else! small group process critique and presentation of "the best" to the class.
homework for 9.28—1. continue to fully develop and refine one entire typeface. down-load and experiment with your typeface character set. be prepared to discuss and share all your process work from [P2]: 3—it should be on your blog—for a critique. remember, there should be definitions, both visual and textual, for each of your 3 keywords 2. select then report on 1 of the best from the list of 25—post to your blog as [P2]: 4 3. critique your assigned classmate's [P2]: 3 blog post as a comment on their blog—you're assigned the person that follows you on the course blog list.
m, 9.28
quiz #1; in small groups—final formal critique of typeface design, name, keywords (defined with words and images) and process; presentation of the "best" from each group via process blog; review of specifications for specimen.
homework for 9.30—1. continue to refine your keywords/images as necessary 2. research and understand the typeface whitney then download it from the fonts folder and try use it as the informational/secondary typeface on your specimen 3. make a small scale dummy of the specimen format showing correct folds/pages. outline (sketch?) content on dummy, in an appropriate compelling sequence then create an actual sized document in indesign using your actual (real) content.
w, 9.30
work in class/studio to populate the indesign document with appropriate compelling content—format your text/narrative, compose, arrange, refine—design with actual text and visual assets.
homework for 10.05—1. print in b&w, tile together, both sides as separate sheets; score and fold for critique. must include all content for critique 2. post to your process blog as [P2]: 5 before class on monday.
m, 10.05
critique homework—must have all content to be critiqued.
homework for 10.07—1. print in color, tile together, both sides as separate sheets; score and fold for critique. must include all content for critique 2. photograph and post to your process blog as [P2]: 6 for critique on wednesday.
w, 10.07
critique homework—must have all content to be critiqued.
homework for 10.14—finish; print both sides; photograph; post it to course blog and to behance...bring it in for reveal.
m, 10.12
no class—it's fall break buddies!
homework for 10.14—finish; print both sides; photograph; post it to course blog and to behance...bring it in for reveal.
w, 10.14
reveal/critique of final for [P2]—photographs of final will be viewed via course blog and must be titled and labeled correctly to receive a grade.
begin project [P3], our third project.
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