Art 243 Typography I

Mike Curb College of Arts, Media, and Communication DEPARTMENT OF ART Art Department GRAPHIC DESIGN Student Learning Outcomes Student learning outcomes or SLOs are MISSION - The CSUN Art Department is committed to teaching students statements that specify what students will to experience and value visual thinking and creative problem solving in art, as will as recognize the concurrent importance of perception, know, be able to do or be able to demonstrate experimentation, innovation, and critical thinking. We encourage students when they have completed or participated in a to understand the history and traditions of art with their relevance to social program/activity/course/project. The following and community concerns as well as the art of different cultures. Students Student Learning Outcomes are designed to are also encouraged to utilize and interact with the services, facilities and cover a broad range of disciplines that are technologies offered throughout the University as well as those provided by offered in the CSUN Art Department. While the Art Department. many courses may not necessarily address all PROGRAM OUTCOMES of these SLOs, this course will. Communication • Creativity • Critical Thought • Social Responsibility • Transdisciplinarity • Ethical Practice 1. Students will acquire competent knowledge and skills in various art media, concepts and Art 344 Graphic Design II • Class Number 11043 • 3 UNITS (3-3) methodologies. Term: Spr 2021 • MW • 8 am – 10:45 am • Zoom (normally AC 407)

ZOOM Link: https://csun.zoom.us/j/83839714183 2. Students will produce a competent body of Passcode: 617652 individual and collaborative work suitable for a liberal arts degree, for the local, national and Instructor: Jim Kelley • [email protected] global marketplace. Office Hours:TTh • 10 am – 11:30 am • Zoom (normally Sagebrush 225) 3. Students will solve visual problems at a Requests for appointments through email should be made at least 2 days competent level, including understanding/ in advance. Appointments may also be requested in class. Please use the application of the elements of art and class ZOOM link for office hour meetings. principles of design. Course Description 4. Students will utilize and apply critical thinking History, theory and practice of letterforms and typography as they apply to graphics, advertising and other areas of design and visual communication. skills to communicate ideas for their intended Projects cover principles of typography, letter structure, typeface audience at a competent level in visual, oral, selection, fundamentals of computer typesetting, and typographic layout. and written formats. Prerequisite(s) 5. Students will acquire historical and Art 140; Art 200 co-requisite. contemporary knowledge of diverse cultural Texts and aesthetic contexts, including political, REQUIRED visual and material culture. Required: Thinking With Type By Ellen Lupton; Princeton Architectural Press

Upper Division Elective RECOMMENDED Just My Type: A Book About Fonts Simon Garfield, Avery; Reprint edition

The Elements of Typographic Style Robert Bringhurst, Harper Design

The Anatomy of Type: A Graphic Guide to 100 Typefaces Stephen Coles and Erik Spiekermann, Harper Design

Typography Workbook: A Real-World Guide to Using Type in Graphic Design Timothy Samara, Rockport Publishers

New Perspectives in Typography Paperback Scott Williams (Editor), Henrik Kubel (Editor, Laurence King Publishing

Typography Essentials: 100 Design Principles for Working with Type (Design Essentials) Ina Saltz, Rockport Publishers; Reprint edition

The Complete Manual of Typography: A Guide to Setting Perfect Type (2nd Edition) Jim Felici, Adobe Press

Typography (Graphic Design in Context) Denise Gonzales Crisp and William F. Temple, Thames & Hudson

SUGGESTED Stop Stealing Sheep and Find Out How Type Works Erik Spiekermann and E. M. Ginger, Adobe Press

Twentieth-Century Type by Lewis Blackwell, Yale University Press

The Art of Typography by Christopher Burke and Paul Renner, Princeton Architectural Press

A History of Lettering Nicolete Gray, Phaidon Press

Texts on Type: Critical Writings on Typography Steven Heller and Philip B. Meggs, Allworth Press

Grids: The Structure of Graphic Design André Jute, RotoVision

A Type Primer John Kane, Laurence King

Unjustified Texts: Perspectives on Typography Robin Kinross, Hyphen Press

Letter Forms Stanley Morison, Nattali & Maurice

Typographically Speaking: The Art of Matthew Carter Margaret Re, Princeton Architectural Press Course Student Learning Outcomes • Develop an understanding and appreciation of typography’s important historical legacy • Develop an understanding of specialized terminology and knowledge relevant to typography • Develop the ability to understand, recognize and apply the elements and principles of typography • Develop and understanding of the elements and principles of design as they relate to type • Develop the ability to understand, recognize and apply practical typographic knowledge • Develop the ability to understand, recognize and apply various layout methods in relation to typography • Develop and demonstrate and understanding of typographic hierarchy • Develop research skills as they apply to typographic design solutions • Develop an understanding of- and adherence to- the design process, from research and concept through execution • Develop the ability to analyze, synthesize, and develop effective typographic solutions utilizing methods and skills in concept development and problem solving • Develop typesetting techniques through the use of industry-standard software (Adobe Illustrator, Adobe PhotoShop, Adobe InDesign) • Develop competency in technical skills applicable to graphic design—specifically, the fabrication of comprehensives and mock-ups. • Develop an demonstrate an awareness of the expressive, aesthetic, emotional and intellectual potential of type • Develop an understanding of the capabilities and limitations of various printing process, substrates (primarily paper) and methods other than ink (die-cuts, foils, embossing/de-bossing, lamination, varnishes) in relation to typography • Develop an understanding of the typographic capabilities and limitations of digital media—primarily interactive and digital multimedia communication in relation to typography • Develop the ability to apply technical, aesthetic and conceptual understanding of typography in the evaluation of one’s own work and the work of others

Instructional Process • Lectures and/or media presentations explaining theory and issues specific to the planning and strategy of the project. • Examples of previous student work along with professional samples • Explanation of the problem solving process, methods of execution, project completion and presentation • Demonstrations of materials, techniques, process. • Individual critiques with each student during the studio session. Development in-studio is for the benefit of the instructor’s personal attention and for the opportunity for the student to interact with other students during the design process. • Class critiques during project development allow students to observe other projects in progress to gain confidence in the verbal presentation of ideas, to express critical evaluation of other student’s projects, and to evaluate their own work.

Materials of Instruction Items with strikethrough are due to pandemic adjustments... Notebook for keeping notes and handouts Traveldrive, jumpdrive or flashdrive with USB2.0 connection that can hold at least 1 gig of data (for back-up) A Typeface or Type Family (possible purchase) 11” x 14” Canson Tracing Pad Xacto Knife & #11 Xacto blades (bulk pack suggested) 3/16 inch thick Foamcore, black or white sizes TBD as needed. 3M Super 77 Spray Adhesive 3/4 inch White Artist’s Tape C-Thru Ruler 18 inch (not centimeters) Metal Ruler 18 inch White eraser #2 Pencils (Ticonderoga works well) Pencil Sharpener

The following are good to have and to bring to class as needed: 18 x 24 Self-healing cutting matte Glue Sticks Metal T-Square 24 inch Burnishing Tool Triangles beveled, 45, 30/60 degrees Proportion Scaling Wheel Color Pencils Schaedler Rulers are a smart investment for a designer Learning Activities and Assignments Quizzes, tests, or papers related to assignments and/or discussion topics may be given at any time.

LECTURES There will be a variety of design lectures revolving around the specific needs of students and projects such as: • Discussion on The Letter • Review of Principles of Design • Discussion on Humanism and the Body • Presentation on Anatomy • Discussion on Enlightenment and Abstraction • Discussion on Monster Fonts and Nineteenth Century Advertising • Discussion on Reform & Revolution • Discussion on Type as Program • Presentation on Classification • Aiscussions on Type as Narrative • Presentation on Big Families • Designing Typefaces • Presentation on Screen Fonts & Bitmap Fonts • Discussion on Text • Presentations on Errors and Ownership • Presentation on Linearity • Discussion Birth of the User • Presentation on Kerning and Tracking • Presentation on Vertical Alignment • Presentation on Web Hierarchy & Web Accessibility • Presentation on Dividing Space & Grids • Presentation on Golden Section

PROJECTS and EXERCISES 1) Type Classification: (B&W—Size: 17” x 11”) Identifying significant anatomical characteristics in EIGHT different styles of one letterform (uppercase and lowercase versions). 2) Illustrated Word: (B&W—Size: 11” x 17”): The illustration of a word to capture visual embodiment of its meaning. 3) Type Guidelines Booklet: (3 or 4-Color [not process]—Size: 5.5” x 8.5”): Students will produce two multi-paneled volumes that feature guidelines on successful type usage. 4) Title Treatment: (B&W—Size: 11” x 8.5”) One motion picture title presented 3 different ways to accommodate differing narratives. 5) Type Specimen Pamphlet: (3 or 4-Color [not process]—Size: TBD): Incorporating the text from the Typographic Biography, students create a dynamic page design that captures the essence of their chosen typographic luminary. 6) Typography Notebook: An on-going semester project which is a notebook consisting of visual examples and definitions illustrating twenty- five typographic terms 25 terms. 7) Public Presentation on a Digital Foundry: Grouped in pairs, students will deliver a presentation to the class on a digital type foundry. Students may choose their foundries or draw from a list of foundries that will be be provided. 8) Various Exercises: Each assignment will be punctuated with related exercises.

These projects are intended to help students establish the ability to both create and develop an understanding of the principles of typography as they relate to visual organization and composition, information hierarchy, aesthetics, and the communication of ideas. Projects and their order may change anytime to fit the overall needs of the class.

ASSESSMENT AND EVALUATION The course grading criteria is based on students’ demonstration of the following: • Development of concepts that are thoughtful, original and creative • Careful attention to execution, technique and completion of projects • Effective visual and verbal presentation skills • Active and verbal participation in class activities and critiques • Attendance with necessary materials and assignment preparation • Personal challenge and effort in project development • Deadline compliance • Maintaining currency with reading assignments • Participation in class discussions

GRADE BREAKDOWN Critiques and feedback on main projects will revolve around individual critiques, round table critiques, and wall critiques. Projects will be graded on personal challenge, self-motivation, and attitude in exploration in the development of self-generated graphic design imagery.

If a project is worth 10 points, its individual stages (thumbnail, rough, comp) are graded on the following point system: 10=Flawless 9= Excellent 8= Good 7= Average 6= Weak

A total of 100 points are possible for the course. Final course grades are issued based on a straight percentage: 93 points = A. Points will be allocated as follows:

Activity Points % of Grade Type Classification 10 10% Illustrated Word 10 10% Obeying the Rules 10 10 x 1.5 15% Title Treatment 10 10% Type Specimen Pamphlet 10 10% Midterm & Final Exams 10 10% Typography Notebook 10 10 x .5 5% Foundry Presentation 10 10 x .5 5% Accumulated Thumbnail Sketches 10 10%

8 exercises, including . . . Hierarchy Exercise Image Substitution Exercise Web-Based Exercise Kerning, Tracking, Leading Exercise Spacing and Alignment Exercise 15 (10 x 8) x .1875 15% News Column Exercise Menu/Recipe Exercise ______Type in Motion Exercise TOTAL } 100 pts 100%

FINAL GRADE CRITERIA A 93-100% A Clearly stands out as excellent performance and, exhibits mastery of learning outcomes A- 90-92% B+ 87-89% B 83-86% B Grasps subject matter at a level considered to be good to very good, and B- 80-82% exhibits partial mastery of learning outcomes C+ 77-79% C 73-76% . C Demonstrates a satisfactory comprehension of the subject matter, and exhibits C- 70-72% sufficient understanding and skills to progress in continued sequential learning D+ 67-69% D 63-66% D Quality and quantity of work is below average, exhibits only partial understanding and understanding and skills are not acceptable to progress in the graphic design D 60-62% D- F 59% F Quality and quantity of work is below average and not sufficient to progress

Class Policies and Guidelines General Protocol 1) In order to gain the full benefit of this course, attendance is mandatory (see Attendance and Participation [below]). 2) Students must arrive with all materials necessary to work in class. 3) Also, in order to gain the full benefit of this course, students must devote at least 5 hours per week outside of class to their course work. 4) Throughout the course, there will be various visual presentations, demonstrations, discussions and documents which are not presently indicated in the syllabus. 5) Throughout the course, there will be various reading assignments and possible quizzes which are not presently indicated in the syllabus. 6) Students are responsible for all information missed due to absence, tardy, orr being distrracted or disengaged. Demonstrations and information will not be repeated. 7) Students may be required, on occasion, to generate computer output outside of class. 8) The following process shall be used for the development of each course project: noncompliance with this process shall result in the lowering of project grade: a) job briefing e) more image gathering/creation i) image modification/creation b) research (thorough & organized) f) concept generation j) type explorations c) image gathering (create contact sheets) g) thumbnail sketches k) digital roughs (2 stages) d) listing of words & ideas h) choose idea to execute l) final 9) Although students are encouraged to have their camera’s activated, they are not required to do so because privacy issues. 10) There will be a 15 break at approximately halfway through each class session. 11) Unless there is an an emergency, students may only leave class during the break. 12) In the rare case of an emergency, a student who briefly leaves the class must post her/his departure and entrance in the Zoom chat forum (as in “I’m leaving for 2 minutes” and “I’m back”) 13) Students who are unresponsive (either verbally or through chat) when called upon will be marked absent. 14) If your microphone isn’t functioning, use the chat feature. 15) On occasion, your instructor will contact you through email. It is important that you either access your university email account or have it forwarded to your regularly used email account. 16) In early May, a Resubmission Folder will be created in myCSUNbox. Any finished project may be resubmitted once for a new grade. Revisions on Finished Projects are permitted up to 4 days before grades are due. At the end of the semester, revisions are graded last 17) Delivering both outstanding work and more than what is expected is encouraged. Files & Organization 18) It is suggested that students maintain an up-to-date job folder containing all materials pertaining to their current assignment, and have access to this folder in each class. This folder shall be organized in reverse-chronological order from front (recent) to back (previous). 19) Students shall clearly label digital file folders. The following method shall be used for the organization and maintenance of all students’ digital files (noncompliance with this method shall result in the lowering of project grade):

20) Unless requested otherwise, the following titling system will be used for all submitted PDFs (all in lower case): last-name_first initial_project title (words separated with an underscore)_stage (such as thumbnails, rough_1, rough_2, captions, ideas) jefferson_w_type_categories_final burress_p_celebrity_graphic_rough ali_m_surf_culture_thumbnails Any document not submitted as a PDF or without the proper titling will not be graded. 21) Multi-panel submissions must be submitted as ONE multi-page PDF. 22) At the end of the semester, thumbnail grades are averaged and count as a TWO PROJECT GRADES. 22) Thumbnails (and thumbnail revisions) created before digital development will be graded (there is no point to revising thumbnails after a project is complete). 24) To protect their work, it is each student’s responsibility to back up their digital files on a separate hard drive. The loss of files is not a legitimate excuse for failing to deliver an assignment by deadline. 25) Before working from files that have been transported from a flash drive, it is important that students first copy those files to the computer desktop. They should then remove their flash drive from the computer until they choose to replace the files. 26) Although the internet may be used as an image source only if the imagery is at least 200 ppi at the intended size of use, students are encouraged to first consider creating or photographing their own image. 27) Students must be prepared to either flush mount assignments on 3/16” black or white foam core (to be specified—see supply list) OR traditionally mount (2 inch framed border) on black Bainbridge Presentation Board (or an equivalent—see supply list).

Attendance and Participation • Roll will be taken at the beginning of class • Students not present at the time of roll will be considered absent • 3 tardies is equal to one absence • 3 absences will lower a student’s grade by one full point (ex: B- to C-) • 5 absences will lower a student’s grade by two full points (ex: B- to D-) • 6 absences: Student will not pass the course • A doctor’s note will not excuse absences A medical withdrawal from the course is recommended for illnesses extending beyond 2 class sessions. • Missing more than 30 minutes of class is considered an absence •  Two late arrivals and/or early departures over 15 minutes will be counted as one absence •  While the university cannot require cameras to be activated, students are strongly encouraged to have them on. •  Students in online sessions who are not on camera must be responsive, or will they risk be marked absent. •  Students experienceing technical issues during class (wi-fi, computer, software, fonts, etc.), must resolve the problem by the following class.

Because the University emphasizes group interaction in the classroom, attendance is required and is a strong determinate to the students’ success in this course. If a student is absent, his/her benefits received from classroom involvement are lost—as are contributions which otherwise could have been made to the learning of fellow students. Students are responsible for all material assigned or discussed in class. Students may not leave the class session during critiques, discussions and demonstrations. Students may leave the classroom during the break, which is approximately 75 minutes after the beginning of class. Late Work Deadlines: All completed assignments will be delivered on the due date promptly at the beginning of class. Late work will not be accepted. An absence is not an excuse for a late project.

Essential to the mission of CSUN is a commitment to the principles of academic integrity and ethical behavior. Because the integrity of the academic enterprise of an institution of higher education requires honesty in scholarship and research, academic honesty is required at CSUN Adherence to the Academic Honesty Policy reflects the commitment of our community to the value of learning and our core principle of social responsibility.

Definitions of Academic Honesty 1. CHEATING is the act or attempted act of deception by which a student seeks to misrepresent that he/she has mastered information on an academic exercise that he/she has not mastered. 2 F ABRICATION is the use of invented information or the falsification of research or other findings in an academic exercise. 3. FACILITATING ACADEMIC DISHONESTY is intentionally or knowingly helping or attempting to help another commit an act of academic dishonesty. 4. PLAGIARISM is the submission of another’s work as one’s own, without adequate attribution. When a student submits work for credit that includes the words, ideas or data of others, the source of the information must be acknowledged through complete, accurate, and specific references, and, if verbatim statements are included, through quotation marks or indentation as appropriate.

Writing Center Students having difficulty with writing assignments are encouraged to contact the Writing Center at: https://www.csun.edu/undergraduate-studies/learning-resource-center/university-writing-center-and-freshman-tutor-lab

Code of Student Conduct Information may be viewed online at http://www.csun.edu/a&r/soc/studentconduct.html

Field Trip Policies Besides being required to sign 1) an Informed Consent Form and 2) a Vehicle Authorization Form, students must also include their name on 3) a list of those attending the field trip. They may also be required to sign a Guest Confidentiality Form from the particular business to be visited.

Students with Learning Disabilities If you have a learning disability or feel that you may have a learning disability, it is suggested that you contact the Center on Disabilities (codss@ csun.edu; 818-677-2684). You may be encouraged to register in order to be eligible for accommodations.

CSUN Active Shooter Awareness — Get Out! Hide Out! Help Out! Fight! https://www.dropbox.com/s/7gsbnmyv7646e0d/CSUN%20Active%20Shooter%20Web%20FINAL.mp4?dl=0 WEEKLY SCHEDULE Dates are subject to change

ASSIGNMENTS READING Presentations OTHER Wk 1: Mon Jan 25 Introduction to Type Categories; Discussion on Reading Assignments and General Introduction & Guidelines; Questionnaire; Introduction to Notebook Presentations Review of Principles of Design; (due Apr 19): Hand-Drawn Type Exercise Demonstration

Wed Jan 27 Man of Letters article (to be discussed on Discussion on The Letter (p 13) Feb 10); Hand-Drawn Type Exercise due Discussion on Anatomy (pp 36-37)

Wk 2: Mon Feb 1 Questionnaire due; 3-column Type Exercise: Discussion on Type Categories; Monster Type Categories Review (stage one) Fonts (pp 22-25) Lab; Individual assistance

Wed Feb 3 3-column Type Exercise due: Web-Based Foundry Presentation Discussion on Humanism and the Body Writing Exercise; Lab; Individual assistance (pp 14-15); Discussion on Type History

Wk 3: Mon Feb 8 Web-Based Writing Exercise due; Lab; Discussion on Enlightenment and Individual assistance provided Abstraction (pp 17-21); Type History continued

Wed Feb 10 Type Categories Review (stage three) Foundry Presentation Discussion on Reform & Revolution Discussion on Man of Letters Lab; Individual (pp 26-27) assistance

Wk 4: Mon Feb 15 Type Categories due; Introduction to Discussion on Type as Program Illustrated Word; Lab; Individual assistance (pp 28-29)

Wed Feb 17 Type/Image Concept Exercise; Concepts for Foundry Presentation Discussion on Type as Narrative Illustrated Word; Lab; Individual assistance (pp 30-35) provided

Wk 5: Mon Feb 22 Thumbnails for Illustrated Word; Lab; Demonstration on Text and Image Individual assistance

Wed Feb 24 Type/Image Concept Exercise due; Roughs Foundry Presentation Discussion on Size and Scale for Illustrated Word (stage one); Lab; (pp 38-45) Individual assistance

Wk 6: Mon Mar 1 Roughs for Illustrated Word (stage two); Lab; Discussion on Man of Letters; Families, Individual assistance Superfamilies (pp 46-51)

Wed Mar 3 Illustrated Word due; Introduction to Foundry Presentation Discussion on Capitals and Small Obeying the Rules Capitals (pp 52–53)

Wk 7: Mon Mar 8 Obeying the Rules thumbnail sketches; Review for Midterm Exam; Discussion Exercise in Kerning, Tracking, Leading and on Combining Typeface Typefaces (pp Alignment due 54-55) WEEKLY SCHEDULE Continued

ASSIGNMENTS READING Presentations OTHER Wed Mar 10 Obeying the Rules thumbnail sketches Foundry Presentation Discussions on Numerals, Punctuation revisions due and Ornaments (pp 56-63)

Wk 8: Mar 15–21 SPRING BREAK

Wk 9: Mon Mar 22 Obeying the Rules digital (stage one) due; Foundry Presentation Discussion on Text (pp 64–67) Lab; Individual assistance

Wed Mar 24 Obeying the Rules digital (stage two) due; Discussion on Logotypes (pp 68-71) Lab; Individual assistance

Wk 10: Mon Mar 29 Obeying the Rules rough (stage three) due; Foundry Presentation Discussion on Screen Fonts & Lab; Individual assistance Bitmap Fonts (pp 72-75)

Wed Mar 31 CESAR CHAVEZ DAY

Wk 11: Mon Apr 5 Obeying the Rules digital rough (stage four) Foundry Presentation Discussion on Typeface Design due; Lab; Individual assistance (pp 76–79)

Wed Apr 7 Obeying the Rules comp due; Introduction to Discussion on Font Formats Title Treatment; Lab; Individual assistance and Licensing (pp 80–83)

Wk 12: Mon Apr 12 Title Treatment thumbnail sketches Foundry Presentation Discussion on Errors and Ownership due; Preliminary Notebook Review; Lab; (pp 88–89) & Spacing (pp 90–91) Individual assistance

Wed Apr 14 Title Treatment thumbnails (stage two) due; Discussion on Linearity (pp 92-95) & Lab; Individual assistance Birth of the User (pp 96–101)

Wk 13: Mon Apr 19 Notebook due; Lab; Individual assistance Foundry Presentation Discussion and Demonstration on Page Sequence and Multi-Paneled Comping

Wed Apr 21 Title Treatment digital rough due; Individual Discussion and Demonstration assistance provided to students on Binding

Wk 14: Mon Apr 26 Title Treatment due: Introduction to Foundry Presentation Discussion on Kerning & Tracking Type Specimen Booklet; Lab; Individual (pp 102–105) assistance WEEKLY SCHEDULE Continued

ASSIGNMENTS READING Presentations OTHER Wed Apr 28 Type Specimen Booklet research contact Discussion Line Spacing & Alignment (pp sheets due; Lab; Individual assistance 108-123)

Wk 15: Mon May 3 Type Specimen Booklett thumbnails (stage Foundry Presentation Discussion on the Grid one) due; Lab; Lab; Individual assistance (pp 150-159) & Dividing Space (pp 160–163)

Wed May 5 Type Specimen Booklet (stage two) due; Lab; Discussion on Grid as Program, Grid as Individual assistance Table (pp 164–173)

Wk 16: Mon May 10 Lab; Individual assistance Foundry Presentation Discussion on Spaces and Punctuation, Editing and Proofreading (pp 210 – 217) Review for Final Exam

May 12 Type Specimen Booklet (stage three) due; Lab; Individual assistance

Wk 17: May 17 Final Exam — 8:00 am through 10:00 am

* Projects and their order may change at any time to fit the overall needs of the class.