Abstract

The designer of today is solving complex problems. Among other skills, the literacy of other disciplines, the ability to be nimble in practice, engage in participatory design, and the capacity to interpret and synthesize research is imperative. For this study, we were intent on fostering a research-driven classroom, specifically in relation to typography. To expand student horizons, we’ve implemented the International Society of Typographic Designers briefs, providing a platform of research, innovation and conceptual thinking. Students typographically interpret a text, curating and authoring content. In implementing an inquiry-based learning methodology, research dictates form, rather than relying on typographic trends. Limiting the work to typography challenges students to demonstrate skill in constructing a personality and cohesive presence for audience engagement. The practice of typography transforms as a means of investigating content, dissecting and assessing. This level of initiative, and cultural understanding demonstrated, is critical. The projects foster an ability, difficult to teach yet invaluable to possess, separating a good designer from a great one. Emboldened by this synthesized knowledge, students are equipped with the skills and confidence to use typography as their instrument.

Keywords:

typographic research, typography, design education

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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Jun 25th, 12:00 AM

Tacit Synthesis: typography as research

The designer of today is solving complex problems. Among other skills, the literacy of other disciplines, the ability to be nimble in practice, engage in participatory design, and the capacity to interpret and synthesize research is imperative. For this study, we were intent on fostering a research-driven classroom, specifically in relation to typography. To expand student horizons, we’ve implemented the International Society of Typographic Designers briefs, providing a platform of research, innovation and conceptual thinking. Students typographically interpret a text, curating and authoring content. In implementing an inquiry-based learning methodology, research dictates form, rather than relying on typographic trends. Limiting the work to typography challenges students to demonstrate skill in constructing a personality and cohesive presence for audience engagement. The practice of typography transforms as a means of investigating content, dissecting and assessing. This level of initiative, and cultural understanding demonstrated, is critical. The projects foster an ability, difficult to teach yet invaluable to possess, separating a good designer from a great one. Emboldened by this synthesized knowledge, students are equipped with the skills and confidence to use typography as their instrument.

 

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