ASM 4M - ISU: TYPEFACE PROJECT (10%)

Transcription

1 ASM 4M - ISU: TYPEFACE PROJECT (%) Just because something is legible doesn t mean it communicates. It could be communicating completely the wrong thing. Some traditional book titles, encyclopedias or many books that young people wouldn t want to pick up, could be made more appealing. It is mostly a problem of publications sending the wrong message or not a strong enough message. You may be legible, but what is the emotion contained in the message? That is important to me. Name: ΤΚ David Carson STEP ONE: RESEARCH and ANALYSIS one typeface by answering the following questions on the handout RESEARCH TYPEFACE QUESTIONS. (see attached sheet) STEP TWO: DRAW 3 different CONCEPTUAL SKETCHES for your own unique post-modern typeface using the letters HAMBERGFONTS in paper first in your Media Arts Journal. REMEMBER: base your typeface on a specifically chosen context (i.e. some aspect of your personality, cultural background, heritage, social, political, economic, environment theme etc.) Consider shape, form, line, proportions, balance and unity, the letters should go together somehow. STEP THREE: SCAN one of your CONCEPTUAL SKETCHES and develop it digitally on the computer. OPEN the program Corel Draw and import your scanned CONCEPTUAL SKETCH. CREATE your typeface by adding and subtracting nodes using the selection tools. Arrange all your letters on the base line of the 8 X paper. STEP FOUR: Once you have all your letters designed on a line, copy and paste each letter to a new page in Corel Draw and then save each one to a different file, ie. H.cdr, A.cdr, M.cdr etc.. STEP FIVE: Next open your first letter and then chose, EXPORT and select Truetype font TTF., EXPORT as this file type. Next NAME your typeface, i.e. Your Name and then select the corresponding letter, (if you are exporting an H chose H and select ok) STEP SIX: Once you have exported all letters, try installing the typeface on the computer and try printing out the word HAMBERFONTS to see how your typeface functions as a typographic design. STEP SEVEN: REFLECT on your work once it s finished by answering the following questions in your Media Arts Journal: ) What aspect of your typeface do you find most successful and why? ) What aspect of your typeface do you find least successful and why? 3) If you could do this project again, what changes would you make to improve it?

2 K/U RESEARCH TYPEFACE QUESTIONS / Name: How do typefaces communicate to us? Select one typeface, (i.e. Arial, Times) and research the history of your selected typeface.. What does the concept typeface mean? (). Who designed the typeface you have selected to investigate? () 3. What education did this designer have to complete the typeface? () 4. When was the typeface designed? () 5. Using the following elements and analysis the typeface. () Space Texture- Form- Balance- Emphasis- Shape- Line- Pattern- Rhythm- Unity- Proportion- Contrast- 6. Why was this typeface created? () 7. What purpose/context did the typeface originally serve? () 8. What purpose/context is the typeface being used today? () 9. What mood/feeling do you get from it and why? ()

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7 ISU: Typeface Research Questions and Analysis Evaluation Name: Achievement Level Level Level Level 3 Level 4 Criteria Knowledge/ Understanding Work fails to meet Poor/limited research & analysis; Some research & analysis; Good research & analysis; Superior research & analysis; Media Arts Journal: assignment expectations Investigative Research for this Questions & Analysis: category of Typeface assessment. /5 Writing Process: Use of elements and principles of design Work fails to meet assignment expectations for this category of assessment. Poor/limited use of employing the elements and in investigative research notes and analysis Somewhat employs some of the elements and in investigative research notes and analysis..5- Sufficiently employs the elements and in investigative research notes and analysis Coherently and effectively employs the elements and in investigative research notes and analysis. / Application/ Creation Demonstration of Research and Analysis Process and following procedures Work fails to meet assignment expectations for this category of assessment. Limited the research and analysis process and following procedures. Some demonstration of the research and analysis process and following procedures. Considerable the research and analysis process and following procedures. 3-4 Superior the research and analysis process and following procedures. 5 /5 /

8 NAME: ISU: Typeface Evaluation: Conceptual Designs, Digital Image & Reflective Questions Evaluation Achievement Level Level Level Level 3 Level 4 Criteria Thinking/Inquiry Concept & Meaning: Conceptual Design Concept is unclear and/or weak. Meaning or ideas conveyed are not on par with student s grade.5 Concept is slightly unclear and/or weak. Meaning or below expectations.5.5 valid. Meaning or on par with student s grade strong. Meaning or above expectations / Conceptual Design Concept is unclear and/or weak. Meaning or ideas conveyed are not on par with student s grade.5 Concept is slightly unclear and/or weak. Meaning or below expectations.5.5 valid. Meaning or on par with student s grade strong. Meaning or above expectations / Conceptual Design 3 Knowledge/ Understanding Design Process: Develop and apply a variety of approaches to communicate ideas and solve problems Concept is unclear and/or weak. Meaning or ideas conveyed are not on par with student s grade.5 Limited design process. Concept is slightly unclear and/or weak. Meaning or below expectations.5.5 Some design process. valid. Meaning or on par with student s grade Considerable design process. 3-4 strong. Meaning or above expectations Superior design process. 5 / /5 Elements & Principles of Design Limited elements & while composing works. Some elements & while composing works. Considerable elements & while composing works. Superior elements & principles of design while composing works. / Media Arts Journal: Project Questions: Reflective Application/ Creation Demonstration of Design and Creation Processes and following procedures: 3 Conceptual Designs, typeface Work does not meet assignment expectation s for this category of assessmen t Poor, yes/no answers/limited incomplete Limited the design and creation processes and following procedures; Transfers concepts, skills, and procedures to typeface with limited effectiveness Somewhat coherent and somewhat complete..5- Some the design and creation processes and following procedures; Transfers concepts, skills, and procedures to typeface with moderate effectiveness Clear and substantial answers Considerable the design and creation processes and following procedures; Transfers concepts, skills, and procedures to typeface with considerable effectiveness. Superior and insightful answers. Superior the design and creation processes and following procedures; Transfers concepts, skills, and procedures to typeface with a high degree of effectiveness. 8- / / Communication Clarity and unity of concept: Typeface design Work does not meet assignment expectation s for this category of assessmen t. Work demonstrates a limited degree of clarity and unity in concept Work demonstrates some degree of clarity and unity in concept Work demonstrates considerable degree of clarity and unity in concept Work demonstrates a high degree of clarity and unity in concept. /3 A. The Creative Process: apply the creative process to create media art works, individually and/or collaboratively; A. use a variety of strategies (e.g., brainstorming, concept webs, mind maps, advisory/production team discussions, research using a variety of sources) to investigate increasingly complex creative challenges and to generate and organize innovative ideas, individually and/or collaboratively, for addressing these challenges A. develop detailed plans, individually and/or collaboratively, that address a variety of creative challenges, including increasingly complex challenges (e.g., reflect on and filter their ideas to select a feasible one as the basis for their plan; use storyboards, thumbnail sketches to help develop their plans; and assess and refine their plans on the basis of feedback and reflection A.3 produce and refine media art works, including increasingly complex art works, using research, exploration, input, and reflection /

9 A.4 exhibit or perform media art works, including increasingly complex works, independently and/or collaboratively, using the most appropriate methods for the work A.5 create a detailed record of their use of the creative process in the production and presentation of a media art work, using a tracking tool compatible with the medium/media used in that work (e.g., a sketchbook showing modifications to the design), and use this record to determine, through reflection, how effectively they applied the creative process A. The Principles of Media Arts: design and produce media art works, applying the principles of media arts and using various elements from contributing arts (dance, drama, music, visual arts); A. investigate and analyse how media artists use the principle of hybridization, and apply that principle and at least one other principle in the design and production of media art works that incorporate elements from contributing arts A3. Using Technologies, Tools, and Techniques: apply traditional and emerging technologies, tools, and techniques to produce and present media art works for a variety of audiences and purposes. A3. explore a wide range of increasingly complex traditional and emerging technologies, tools, and techniques, and use them to produce highly effective media art works A3. create and present media art works that are highly appropriate for a variety of specific audiences and venues B. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by using it to monitor the creative process, and by examining, interpreting, assessing, and reflecting on media art works; B. use the critical analysis process, including the process of deconstruction, to analyse and evaluate different types of media art works B.3 analyse how their interpretation and evaluation of a media art work evolved through each stage of the critical analysis process, and communicate their findings in a creative way B.4 use the appropriate components of the critical analysis process throughout the creative process to assess the effectiveness of their decisions, to determine their next steps, and to analyse audience responses to their mediaart work B. Identity and Values: demonstrate an understanding of how media art works reflect personal and cultural identity, and affect personal, cultural, and community values and their awareness of those values; B. analyse, on the basis of investigation, the ability of media art works to express and promote cultural identities C. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other concepts relating to media arts; C. explain the stages of the creative and critical analysis process with reference to media art works, and explain and use correctly and appropriately a broad range of terms related to the conventions, concepts, principles, and elements of media arts when creating or analysing media art works C. Contexts and Influences: demonstrate an understanding of the sociocultural and historical contexts of media arts; C. analyse in detail the connections between a contemporary media art work and related historical art works C. investigate and explain in detail the history and development of a range of media arts technologies C3. Responsible Practices: demonstrate an understanding of responsible practices associated with producing, presenting, and experiencing media art works. C3.4 identify a broad range of positive character traits associated with media arts production, and exhibit these traits consistently in both their independent work and their interactions with others (e.g., show initiative at the outset of creative production processes; demonstrate cooperation and responsible leadership in a team environment; show respect for their tools and work environment and for the opinions of others)