Week Four: Typography

Assignment 4- Typography

For my EDTECH 506 final project, I’ll be creating a professional development unit for faculty and staff at a university. To get the project started, we were told to select four words that deal with our selected topic and create “word visuals.” For a unique twist with typography, our word themes needed to be visually conveyed through the text itself.

This assignment was challenging for two reasons: we were only able to use black and white, and I had hard time narrowing down the themes to display! However, for my first time creating these “word visuals,” I do feel like the words convey their theme.

Growth- Because this unit focuses on professional development for faculty and staff, I used this term to indicate the growth I hope to occur in this course. Growth may occur through knowledge gain, new professional relationships and through skill building. I used the same typeface for this graphic (to represent one individual) and gradually increased the size of the word to indicate an increase. Adjusting the kerning helped to separate the larger letters towards the end of the word.

Mobile- The word mobile is especially significant for this course because we will be using an iPad for the majority of the lessons. In addition, I hope that participants will meet with their colleagues outside of class and bring their devices to their own classes, creating a mobile learning environment! To illustrate the concept of mobile, I created a simple wheel using a circle and some lines. I then used the “type on a path” tool to wrap the letters around the wheel. At first the letters were bunched together, which didn’t seem to indicate motion. To give the impression of motion, I adjusted the tracking of each letter and then rotated the beginning of the word so that “mobile” appeared to have already been moving.

Visuals- I selected the word visual for two reasons: to represent the large amount of graphical resources that will be given to students, and to suggest the visual nature of interacting with the iPad. The interface of the iPad consists mostly of visual icons and gestures and tends to minimize the use of large sections of text. For this reason, I thought about the decorative typefaces described in this chapter, and the notion that they work well when used in moderation for items such as headings or labels. While I realize that one would not normally mix this many typefaces in a design, I used the different typefaces to convey the different moods that can be created through text. For example, the “V” is very elegant, yet playful, while the “S” may be perceived as formal.

Hands-On- The majority of activities in this unit will be hands-on and focus the adult learner’s interaction with the device and apps. When I thought about combining hands-on and type, I was reminded of learning to write and the lined sheets that are usually provided for practice. I selected a typeface that looked like a child’s handwriting to suggest that it had been created by an individual instead of a computer. Then, I created three lines to indicate the practice sheet the child would use.


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