Typographic Collection - Brief

BA (Hons) Graphics Year 1 Unit BA1a

Date: 05.10.15 to 16.10.15

Project: Typographic Collection

The brief in a sentence
You are required to research, collate, document and evidence a typographic archive that will provide the basis of a personal resource for future projects. The collection should include an extensive collection of typographic forms, and be presented as a book. 

Context
This assignment is designed to introduce you to the subject of Typography and help you to develop a basic appreciation of letterforms and typestyles. You will be encouraged to develop an understanding of the typographic basics including an appreciation of the diversity and application of typographic forms and progress your critical judgement in relation to the function of type.

The challenge
Typography is everywhere, not just print in books and magazines. You should be looking for typographic forms both on and off the page, including signage, packaging and calligraphic forms. Study the communication of type and how its visual form affects the communication of the words. This should be a collection that you bring together in a book, which becomes a reference resource.

The audience
Yourself. The typographic collection is a personal archive designed to inform future projects and develop your critical judgement in relation to the function of type.

Things to consider
The collection could be eclectic, thematic, broad or tightly focused. It could have a narrative or a progression, or could be based around repetition. What can you learn about typography from this project?


Assessment

For assessment, you will be required to submit the following:

• All visual research, analysis and development specifically relating to this project • A full realised and finished Typographic Collection
•Task 1: Five Facts – The Alphabet
•Task 2: Typeface Classification •Task 3: Anatomy of Type •Task 4: Typographic Signals •Task 5: Finding the Sense

Books

• Blackwell, L. (2004) 20th Century Type. Laurence King. Müller-Brockmann, J.(1996) Grid systems in graphic design.
• Niggli. Ambrose, G and Harris, P. (2005) Basic Design, Typography. AVA Publishing SA.
• Jury, D. (2007) New Typographic Design. London, Laurence King. Jury, D. (2006) What is Typography?. Rotovision.
• Schmid, H. (2003) Typography Today. Shinkosha.
• Brook, T. & Shaughnessy, A. (2010) Supergraphics. Unit Editions Kane, J. (2002) A Type Primer, Prentice Hall
• Squire, V. (2006) Getting it Right with Type, Laurence King
• Lupton, E. (2010), Thinking with type : a critical guide for designers, writers, editors, &
• students 2nd rev. and expanded ed. Princeton Architectural
• Baines, P. & Haslam, A. (2005) Type and Typography, Laurence King
• Ambrose, G and Harris, P. (2008) New Production Manual: A Graphic Design Handbook. AVA Publishing SA.
• Gordon, B. (2001) Making Digital Type Look Good. Thames and Hudson. 

Journal
Typografische Monatsblätter
Creative Review

Eye Magazine

Grafik
Idea
Process Journal

Online resources
http://www.Ilovetypography.comhttp://ministryoftype.co.uk/http://lineto.com
http://www.typophile.comhttp://blog.fonts.com/2010/10/25/ulc-back-issues-to-be-made-available

Task 1: Five facts
This is a hand-rendered / hand lettered task designed to introduce you to the characteristics of letterforms.

Description
Using hierarchy, differing typographic weight and style, organise 5 facts about yourself, in order of importance. Develop these initial designs into a fully realised hand rendered
A3 poster.

Why?
Developing an understanding of the alphabet and its basic forms. Gaining confidence in type hierarchy.

Resources
– Tracing paper and Layout pad – HB pencil
– pencil sharpener
– provided type-sheets
– Photocopier

Expectation
A fully realised hand rendered / lettered A3 poster.


Task 2: Typeface classification
This is a hand-rendered task designed to introduce you to basic classifications of type.

Description
Using the basic classifications of: serif
sans serif
decorative / display
script
Select two of the classifications choose a word that suits that style of letterform. You are to create an A3 poster of the 2 words rendered in their appropriate typeface. Consider the use of colour, composition, form and scale.

Why
To identify the different characteristics of the basic classifications of letterforms. To reinforce compositional skills.

Resources
– type sheets – to be provided
– drawing materials: pencil/pen etc. – layout pads
– coloured paper
– glue
– ruler

– cutting mat – scissors
– Photocopier

Expectation
An A3 hand rendered poster.


Task 3: Anatomy of type poster
This is a hand-rendered task designed to introduce you to the specific elements of a letterform.

Description
Select a typographic character of your choice and identify as many elements of its anatomy as you can. For example, ascender, descender, baseline, counter, stroke etc.

Why
To introduce the different characteristics of a letterform. Re-enforcing compositional skills and an introduction to editorial layout skills.

Resources
– type sheets to be provided – HB pencil
– pencil sharpener
– eraser
– ruler
– coloured pens/pencils – photocopier

Expectation
Create an A3 hand rendered poster, which evidences a technical understanding of letterforms.

Task 4: Typographic signals

This is a digital task. Using nine squares, produce a series of typographic compositions that reinforce the meaning of the following:
1: blues
2: rock
3: ambient 4: grunge 5: punk
6: reggae 7: classical 8: disco
9: electronic
Consider use of typestyle, colour, scale, positioning and format.

Why
To strengthen the communication of an idea. Understanding the signals associated with different typeface choices, and the use of colour, size and weight.

Resources
– layout pad
– drawing materials: pencil/pen etc. – access to computer

Expectation
A series of square compositions, presented on an A2 sheet. The final outcomes must be produced digitally.

Task 5: Finding the sense
This is a digital task designed to introduce you to ideas of expressive typographic design that emphasize and manipulate meaning.

Description
Using three 20cm squares, produce three different responses to one allocated sentence. Consider use of typestyle, colour, scale, positioning and format.

1. A little learning is a dangerous thing.
2. All good things come to those that wait.
3. A chain is only as strong as the weakest link.
4. A change is a good as a rest.
5. A problem shared is a problem halved.
6. A thing of beauty is a joy forever.
7. Absence makes the heart grow fonder.
8. Absolute power corrupts absolutely.
9. Failure is the mother of success.
10. All that glitters, is not gold.
11. Jack of all trades, master of none.
12. Better to have loved and lost, than to have never loved at all. 
13. Do not wash your dirty linen in public.
14. Do not put all your eggs in one basket.
15. Fact is stranger than fiction.
16. Fools rush in where angels fear to tread.
17. If a jobs worth doing, it’s worth doing well.
18. If at first you don’t succeed, try, try again.
19. A fool and his money are soon parted.
20. The early bird catches the worm.
21. A guilty conscience needs no accuser.
22. Everything is designed, few things are designed well.
23. A picture paints a thousand words.
24. A place for everything and everything in its place.
25. One man’s pleasure is another man’s poison.
26. Once bitten, twice shy.
27. Out of sight, out of mind.
28. A problem shared is a problem halved.
29. Strike whilst the iron is hot.
30. The end justifies the means.
31. The grass is always greener on the other side.
32. The more things change, the more they stay the same. 
33. Youth is wasted on the young.
34. Computers are to design as microwaves are to cooking.
35. A camel is a horse designed by committee.

Why
To give alternative meaning and emphasis to a given sentence. Looking at how the manipulation of type and composition affects understanding.

Resources
– layout pad
– drawing materials: pencil/pen etc. – access to computer

Expectation
Three alternative 20cm square compositions presented on an A2 sheet. The final outcomes must be produced digitally.