TYPOGRAPHY - PROJECT 1
18/09/19 - 02/10/19 (Week 4 - Week 6)
See Zi Yi (0340094)
Typography
Project 1
Project 1
LECTURE
Week 4 (18/09/19): Text Part 2
As the continuation of last week's lecture, we learned about the second part of text.
Indicating paragraphs
There are a few terminologies under this section, namely:
1. Pilcrow (¶) - this is a symbol used to indicate the end of a paragraph, which is seldom used today.
2. Line spacing - the space between the end of the leading to the beginning of another leading.
3. Leading - the distance between the beardline and the capline. 3 points should be added to the text's point size to get a suitable leading.
Below is a picture that points out the difference between line spacing, leading and line of type (Fig. 1.1).
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| Fig. 1.1 Difference between line spacing, leading and line of space |
4. Indentation - the empty space at the beginning of the line to signal the start of a new paragraph. The indent should be the same size as the point size of the text. Extended indentation is used for the first line of "References" for APA citation.
Widows and Orphans
We were also introduced to two gaffes in Typography, which are:
1. Widow - a short line of type left alone at the end of a column of text.
2. Orphan - a short line of type left alone at the start of a new column.
The picture below showcases the difference between a widow and an orphan (Fig.1.2).
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| Fig. 1.2 The difference between a widow and an orphan |
The solution is a widow is to rebreak the line endings throughout the paragraph, so the last line of any paragraph won't be noticeably short. As for an orphan, Typographers should ensure that no column of text starts with the last line of the preceding text.
Highlighting Text
To highlight a text from another, various types of methods can be used, such as:
1. Change the typeface, for example, from serif to san-serif.
However, Typographers will have to ensure that the x-height of the type is the same. In this case, the point size of Univers has to be reduced by 0.5pt to match with the serif font.
2. Change the text color
3. Italicize the text
4. Bold the text
5. Place a field color at the back of the text
6. Add bullet points
7. Add quotation marks
Headline with Text
There are three types of headlines, namely:
1. A headline - a clear break between the topics within a section. The "enter" key is used to enter an A headline.
2. B headline - a subordinate to A headline, which should not interrupt the text as strongly as A headline does. The "shift" and "enter" key are used together to insert a B headline.
3. C headline - a headline which is used to highlight specific facets of materials within B headline.
Below is an example when all 3 types of headlines are used at once.
Cross Alignment
In the picture below, four lines of caption type cross-aligned with three lines of text type, which forms a cross alignment.
INSTRUCTION
Week 4 (18/09/19): Introduction to Project 1 and Adobe InDesign
To begin with this project, I transcribed the lecture from the video I have taken, so I have a better idea of how to use Adobe InDesign. Below are my notes (Fig. 2.1 and Fig. 2.2).
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| Fig. 2.1 Introduction to Adobe InDesign (1) |
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| Fig. 2.2 Introduction to Adobe InDesign (2) |
Then, I read the 3 editorial texts and pick one to work on. I chose the second text with the headline: A Designer's Code of Ethics because I find the content interesting and would like to give it a try. I read it thoroughly to identify the tone of it. However, I wasn't quite sure of what exactly a tone is, so I searched it up online.
According to literarydevices.net, tone is an attitude of a writer towards a subject, which is commonly conveyed through the choice of words or the viewpoint of the writer. Since the text is about the code of ethics, I find the author wrote it in a serious and straightforward tone. However, the text is written in a subjective tone as the word "you" is used throughout the text. Also, the word "designer" is used repeatedly to emphasize the target audience. As for the purpose of this editorial text, it serves as a reminder for the designers about how should they perform their task in accordance with a set of principles.
For starters, I determined a typeface which suits the tone of the chosen text, which is Janson Text LT Std, a serif font which is in line with the serious tone. I then identified the point size, leading, line length, alignment, and paragraph spacing for the chosen text. Hyphenation was turned off, kerning and letter spacing was done to certain lines of text as well.
Below is a screenshot of the formatted body text (Fig. 2.3).
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| Fig. 2.3 Formatted body text |
After formatting the body text, I started to brainstorm about the headline and layout of my editorial text (Fig. 2.4).
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| Fig. 2.4 Draft for the headline and layout |
I found "DE" is present in both "CODE" and "DESIGNER", hence I tried to merge both of them together. I wanted to apply counter form in the word "CODE" but it looks very vague and in my opinion, isn't suitable for a headline. Below are some examples of counter form (Fig. 2.5).
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| Fig. 2.5 Examples of counter form |
Therefore, I tried the contrast principle instead, to differentiate the "CO" from "DE". In Exploring Publication Design, I found that different typefaces can be combined to create typographic contrast, hence I tried applying it in my headline (Fig. 2.6).
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| Fig. 2.6 Examples of typographic contrast |
Below is my attempt of the headline which was done in Adobe Illustrator (Fig. 2.7).
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| Fig. 2.7 My attempt at the headline |
As for the layout, since there is a large amount of text, I wanted to create a layout that is easy for the readers' to navigate through the paragraphs of text. I did some research on how we read a page from The Layout Book for reference (Fig. 2.8).
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| Fig. 2.8 Some research on how we read a page |
Here is my attempt at the layout (Fig. 2.9). For the first page, I placed my body text horizontally, but a vertical text layout for the second page. A change in the text placement was made to provide the readers' another way of reading.
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| Fig. 2.9 First attempt at the layout |
After placing the headline and making emphases on several body texts, I came up with my first attempt for Project 1 (Fig. 2.10). I decided to express a few words mildly as well, for instance, putting a colon (:) in the middle of time and making a shadow for the word "self-reflection".
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| Fig. 2.10 First attempt (JPEG) |
However, I don't think the layout expresses the tone of the text well. The headline seems very messy as well. Hence, I attempted the layout for the second time. For the headline of the second layout, I decided to incorporate a ship steering wheel on 'OF' to indicate that the code of ethics guides the designers to the right path while they are working (Fig. 2.11).
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| Fig. 2.11 Second attempt |
Week 5 (25/09/19): Continuation of Project 1
After receiving feedback from the lecturers, I came up with more layout attempts at Project 1. Below is the third layout I attempted in class (Fig. 2.12).
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| Fig. 2.12 Third attempt |
I decided to attempt a few more times when I got home and here are my outcomes. For my fourth attempt, I created a layout with a minimal headline (Fig. 2.13).
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| Fig. 2.13 Fourth attempt |
Below is also my fourth attempt but with a different headline (Fig. 2.14). Binary codes are added.
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| Fig. 2.14 Fourth attempt with a different headline 1 |
I also tried to play around with the word "ETHICS" by using repetition to provide emphasis on it (Fig. 2.15 and Fig. 2.16).
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| Fig. 2.15 Fourth attempt with a different headline 2 |
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| Fig. 2.16 Fourth attempt with a different headline 3 |
I wanted to explore a different layout with part of my editorial text on the first page, hence I came up with my fifth attempt, both with a different headline (Fig. 2.17 and Fig. 2.18).
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| Fig. 2.17 Fifth attempt |
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| Fig. 2.18 Fifth attempt with a different headline |
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| Fig. 2.19 Sixth attempt |
After receiving feedback on the above attempts, I modified my fourth attempt, which is Fig. 2.14, and came up with another 3 attempts (Fig. 2.20, 2.21, 2.22).
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| Fig. 2.20 Seventh attempt |
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| Fig. 2.21 Eighth attempt |
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| Fig. 2.22 Ninth attempt |
Week 6 (02/10/19): Continuation of Project 1
I test printed my ninth attempt to know how the grey numbers look like while printed. Unfortunately, the text that is on the numbers appeared quite blurry. Hence, I decided to remove the numbering. Below is the 2 final results after receiving feedback and making some amendments (Fig. 2.23 and 2.24).
I test printed my ninth attempt to know how the grey numbers look like while printed. Unfortunately, the text that is on the numbers appeared quite blurry. Hence, I decided to remove the numbering. Below is the 2 final results after receiving feedback and making some amendments (Fig. 2.23 and 2.24).
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| Fig. 2.23 Final result of Project 1 (1) |
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| Fig. 2.24 Final result of Project 1 (2) |
After much consideration, I settled on the first layout out of the two final layouts. Below are the JPEG and PDF files of it.
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| Fig. 2.25 Final result of Project 1: JPEG |
Fig. 2.26 Final result of Project 1: PDF
Binary codes are displayed in the layout design so readers can relate them with the 'code of ethics'. There is also a gradient, displayed from lighter colour to darker colour, to show the flow of reading and guide the readers' eyes from the headline till the end of the paragraph.
FEEDBACK
Week 5 (25/09/19):
General feedback: The body text should be connected and there shouldn't be paragraph spacing if indentation is used. Mr. Vinod also reminded us that if there are unlinked islands of text, the chance of deleting a line of text is very high. Indentation can only be used when the paragraph is justified. We also have to take note of rivers when our paragraph is justified. If we are dealing with sub-texts, the number of characters per line can start from 35 characters to 50. We don't need to create several files for our attempts but increase the number of pages instead. Further readings should be done and documented in our e-portfolio with a minimum of 2 books. The PDF files attached to our e-portfolio should also be public so everyone can view them.
Specific feedback: Mr. Vinod said the headline for my first attempt at Project 1 is messy and the sub-headlines shouldn't be treated differently from one another. He also commented that I should place my attempts in the same file by adding on additional pages below the first attempt. The text alignment also should be the same throughout the text. In addition, he commented that the idea is there, but it isn't executed properly. Rivers seen throughout the paragraphs should also be fixed.
Specific feedback: Mr. Vinod said the headline for my first attempt at Project 1 is messy and the sub-headlines shouldn't be treated differently from one another. He also commented that I should place my attempts in the same file by adding on additional pages below the first attempt. The text alignment also should be the same throughout the text. In addition, he commented that the idea is there, but it isn't executed properly. Rivers seen throughout the paragraphs should also be fixed.
Feedback on Google sheet: Your e-portfolio is well kept. The work is good. Keep it up.
Week 6 (30/09/19):
Specific feedback: Mr. Vinod said my headline attempts are not enhancing the meaning of the editorial text. He also commented on my second attempt for the headline, with the binary codes are much more relevant to the entire text. As for the grey numbering behind the text, he commented that 15% is the safer and minimum tint percentage to print. However, he said I can still test print it to check if it is visible with a 10% tint. Mr. Vinod also suggested I can apply gradient on the binary codes to better enhance it. The overall comment was that the headline is an empty expression that doesn't express the content well.
Week 6 (02/10/19):
General feedback: Mr. Vinod advised us to get a mouse. Once again, he reminded us that the text box should be linked together. Besides, all of our attempts should be in the same file instead of having several files. A 0.5 border should also be placed around our layout before we proceed to print it out.
Specific feedback: For my first layout, Mr. Vinod advised me to remove the drop cap because this is not a storybook layout. I also have to take note of the leading between the headline and the body text. As for the second layout, both of the lecturers said it looks it's too crowded and reminded me that "space is not your enemy". Mr. Vinod also suggested me to remove the binary codes around the headline. From the 2 final attempts of my project 1, I get to choose either one of them to be my final result. However, Mr. Shamsul said he would prefer the first layout out of the 2 final layouts.
Week 6 (30/09/19):
Specific feedback: Mr. Vinod said my headline attempts are not enhancing the meaning of the editorial text. He also commented on my second attempt for the headline, with the binary codes are much more relevant to the entire text. As for the grey numbering behind the text, he commented that 15% is the safer and minimum tint percentage to print. However, he said I can still test print it to check if it is visible with a 10% tint. Mr. Vinod also suggested I can apply gradient on the binary codes to better enhance it. The overall comment was that the headline is an empty expression that doesn't express the content well.
Week 6 (02/10/19):
General feedback: Mr. Vinod advised us to get a mouse. Once again, he reminded us that the text box should be linked together. Besides, all of our attempts should be in the same file instead of having several files. A 0.5 border should also be placed around our layout before we proceed to print it out.
Specific feedback: For my first layout, Mr. Vinod advised me to remove the drop cap because this is not a storybook layout. I also have to take note of the leading between the headline and the body text. As for the second layout, both of the lecturers said it looks it's too crowded and reminded me that "space is not your enemy". Mr. Vinod also suggested me to remove the binary codes around the headline. From the 2 final attempts of my project 1, I get to choose either one of them to be my final result. However, Mr. Shamsul said he would prefer the first layout out of the 2 final layouts.
REFLECTION
Experience
Week 5 (25/09/19); I was a little overwhelmed with stress because I couldn't get my layout right but I believe I soon will after more attempts at it. My friend even said I looked fatigued and asked if I was okay, which I think was because of sleep-deprived. I also felt as if I hadn't gone all out for Project 1 yet hence I will put in more effort in my upcoming attempts. Week 6 (02/10/19); It was such a relief that Project 1 has come to an end, as most of us settled on our final layout and got it printed on an A3 paper. The class was also dismissed earlier because there wasn't enough time to start on Project 2.
Observation
Week 5 (25/09/19); I observed that some of my classmates took this project seriously but some did not. The outcome can really show how much effort one puts in it. Week 6 (02/10/19); The lecturers always tried their very best to provide feedback to every student even though the class is huge. The atmosphere of the class was a little tense as everyone had to print out their final work before leaving for lunch.
Findings
Week 5 (25/09/19); I found it difficult to express the headline differently from my classmates as some of my ideas are similar to theirs. I, too, found that every work requires great detail to nail it. Week 6 (02/10/19); The lecturers really want us to explore more by asking us to try out several attempts despite our first attempt is acceptable. Filling up the entire page isn't necessary because we need some 'white space' and "space isn't our enemy".
FURTHER READING
Week 5 (25/09/19)
Book title - The Layout Book
Author - Gavin Ambrose and Paul Harris
Since this week's assignment is about layout design, I decided to check out this book: The Layout Book (Fig. 5.1). This book explains the hows, whys, and why-nots of the placing of elements on a page or screen layout, which serves as the fundamental knowledge to create a good layout design.
I find one of the sections in this book very interesting: white space (Fig. 5.2). While working on my first layout design, I tend to feel obliged that I have to fill up the entire spread. But after reading about white space, I came to realize that it is not a must to do so, but I should embrace this blank space as it is, according to a Swiss Typographer Jan Tschichold, 'the lungs of good design'. Readers might be facing issues with reading the text because there is a tendency of text looking too cramped without the presence of white space. Therefore, I tried out more minimal headlines for my following layout designs to let them 'breath'. Also, I have learned to apply 'white space' in real life, as I believe we all need some space at times. It's okay to not be busy always. The freedom of emptiness is important as well.
Aside from this, I also learned about multiple alignments (Fig. 5.3). This type of alignment draws clear distinctions between different pieces of information. It is especially useful to document the conversation of two people in a question-and-answer session. To give emphasis to certain texts, I noticed Typographer will use different colours of text, which is one of the techniques mentioned during Typography text lecture part 2, on the two different types of sources. In Fig. 5.3, black is used for the questions, and red is used for the answers. That is because red is more eye-catching and will provide a better emphasis on the texts.
Week 6 (02/10/19)
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| Fig. 5.1 Book cover |
Since this week's assignment is about layout design, I decided to check out this book: The Layout Book (Fig. 5.1). This book explains the hows, whys, and why-nots of the placing of elements on a page or screen layout, which serves as the fundamental knowledge to create a good layout design.
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| Fig. 5.2 White space |
I find one of the sections in this book very interesting: white space (Fig. 5.2). While working on my first layout design, I tend to feel obliged that I have to fill up the entire spread. But after reading about white space, I came to realize that it is not a must to do so, but I should embrace this blank space as it is, according to a Swiss Typographer Jan Tschichold, 'the lungs of good design'. Readers might be facing issues with reading the text because there is a tendency of text looking too cramped without the presence of white space. Therefore, I tried out more minimal headlines for my following layout designs to let them 'breath'. Also, I have learned to apply 'white space' in real life, as I believe we all need some space at times. It's okay to not be busy always. The freedom of emptiness is important as well.
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| Fig. 5.3 Multiple alignments |
Aside from this, I also learned about multiple alignments (Fig. 5.3). This type of alignment draws clear distinctions between different pieces of information. It is especially useful to document the conversation of two people in a question-and-answer session. To give emphasis to certain texts, I noticed Typographer will use different colours of text, which is one of the techniques mentioned during Typography text lecture part 2, on the two different types of sources. In Fig. 5.3, black is used for the questions, and red is used for the answers. That is because red is more eye-catching and will provide a better emphasis on the texts.
Week 6 (02/10/19)
Book title - White Space is Not Your Enemy
Author - Kim Golombisky and Rebecca Hagen
Author - Kim Golombisky and Rebecca Hagen
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| Fig. 5.4 Book cover |
Aside from explaining about 'white space', another of my takeaway from this book is the brainstorming techniques to stimulate creativity. The first technique is fluent thinking. In the late 1960s and early '70s, Frank Williams and Bob Eberle, a couple of educators interested in stimulating creativity in schoolchildren, described "fluent thinking" as a way to generate many ideas quickly. The main objective of this technique is to focus on the quantity of the ideas instead of the quality of it.
The second technique is SCAMPER. This is an acronym and each letter stands for one thinking technique: Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, Reverse. So SCAMPER is a collection of these various techniques and a person can choose to use one or all of the seven methods for ideas generation. The third technique is Cubing. It refers to the six sides of a cube, which symbolizes thinking out of the box. The six sides are: describe it, analyze it, compare it, associate it, apply it, argue for or against it.
The second technique is SCAMPER. This is an acronym and each letter stands for one thinking technique: Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, Reverse. So SCAMPER is a collection of these various techniques and a person can choose to use one or all of the seven methods for ideas generation. The third technique is Cubing. It refers to the six sides of a cube, which symbolizes thinking out of the box. The six sides are: describe it, analyze it, compare it, associate it, apply it, argue for or against it.
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