Typography is applied to visual communication to convey design concept and information. Type appears as visual images, languages and symbolic forms to the audience. It works differently with other graphic elements as formal or conceptual aspects. In academic fields, however, students are often faced with difficulties understanding typographic roles in visual communication. Many instructors in academic fields provide students various exercises and lectures in order to achieve the goal of successful typography education. However, this author has observed a common problem from students throughout typographic experiments. Students have shown a lack of knowledge of design composition in typography and it often affects unproductive progress in their idea development. This often occurred as a major problem with understanding fundamental theories in typographic roles such as type usages as image, symbol and language. This paper will introduce a case study with a typographic methodology and experiments with successful achievement in learning and teaching typography.
|Keywords:||Typography, Design Composition, Design Pedagogy|
Assistant Professor, Department of Art, College of Fine Arts, University of Nevada, Las Vegas, Las Vegas, NV, USA
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