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COM1025 Typography

Introductory · 1 credit · MDC - Media, Design, and Communication Arts

Description
If there is no type on the page, it isn’t graphic design, it is fine art. Students learn about the power of typography and its uses in today’s world.
Prerequisite
COM1005: Visual Composition
Parameters
Access to a computer and appropriate software.
Supporting courses
COM1015: Media

Outcomes The student will:

  • 1 research and articulate the history of typography

    • 1.1 demonstrate an understanding of the history of typography; e.g., origins, fads, trends, computing type, computer typesetting

    • 1.2 describe the role of typography in media; e.g., advertising, logo creation, identity, broadcasting, publishing

    • 1.3 evaluate examples of typography in multiple media; e.g., film, Web site design, advertising, print

    • 1.4 compare and contrast historical examples of typography

  • 2 articulate and demonstrate the anatomy of a letter

    • 2.1 identify the anatomy of type: cap height, body, x-height, cross bar, terminal, counter, bowl, stroke, loop, ascender, baseline, descender

    • 2.2 demonstrate an understanding of the differences among the following major typefaces:

      • 2.2.1 serif; e.g., Oldstyle—Caslon, Minion, Times, Bembo, Garamond; Modern—Onyx, Didot, Bodoni; Slab Serif—Clarendon, Memphis, New Century Schoolbook

      • 2.2.2 sans serif; e.g., Future, Today Sans, Formata, Trade Gothic

      • 2.2.3 display; e.g., Arcadia, Boulevard, Brush Script, Trajan

    • 2.3 describe the advantages and disadvantages of various typefaces for the user/designer

    • 2.4 explore the importance of each typeface; e.g., serif – easy to read, sans serif – clean and modern, display – attention getter

    • 2.5 describe what font family means

    • 2.6 create several pieces of text, using a different type of font for each to demonstrate the major typefaces and their appropriate uses

  • 3 demonstrate an understanding of the elements of text

    • 3.1 describe kerning and tracking

    • 3.2 demonstrate line spacing and alignment

    • 3.3 describe stacked type and hierarchy

    • 3.4 represent the meaning of a word visually by adjusting the spacing, scale and position of letters on a page using only typography; e.g.,

  • 4 explore and create two or more page-layout structures

    • 4.1 explore single-column versus multicolumn layouts

    • 4.2 articulate the need for a horizontal anchor

    • 4.3 explain modular grids

    • 4.4 position various texts within a modular grid and create variations to demonstrate the range of possibilities within a system

  • 5 identify copyright restrictions and permissions and put them into practice

  • 6 present a selection of typography pieces completed in this course to an audience

    • 6.1 create, in digital or print format, a display of images/text that encompasses typography work

    • 6.2 discuss work regarding:

      • 6.2.1 how the elements and principles of design help facilitate good composition in his or her work

      • 6.2.2 the technical and creative aspects of the work; e.g., quality, uniqueness

      • 6.2.3 areas of concern/difficulty (if applicable)

      • 6.2.4 meeting school and community standards; e.g., appropriate language

      • 6.2.5 the use of tools and equipment

    • 6.3 participate in peer/teacher assessment

    • 6.4 add the selected work to a portfolio

  • 7 apply consistent and appropriate work station routines

    • 7.1 demonstrate good health and safety practices; e.g., posture, positioning of hardware and furniture

    • 7.2 demonstrate security for hardware, software, supplies and personal work

  • 8 demonstrate basic competencies

    • 8.1 demonstrate fundamental skills to:

      • 8.1.1 communicate

      • 8.1.2 manage information

      • 8.1.3 use numbers

      • 8.1.4 think and solve problems

    • 8.2 demonstrate personal management skills to:

      • 8.2.1 demonstrate positive attitudes and behaviours

      • 8.2.2 be responsible

      • 8.2.3 be adaptable

      • 8.2.4 learn continuously

      • 8.2.5 work safely

    • 8.3 demonstrate teamwork skills to:

      • 8.3.1 work with others

      • 8.3.2 participate in projects and tasks

  • 9 make personal connections to the cluster content and processes to inform possible pathway choices

    • 9.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences

    • 9.2 create a connection between a personal inventory and occupational choices

Program of Studies 2010. Source document, © Alberta Education.