Typographic Lines

Typographic Lines

Textual basics in designing type

Big Idea:

Using contour line with a base understanding of typography and its use of line.

Description of Setting:

High School Art Classroom, 30+ students, 9 tables, 35 chairs, 2 sinks, projector

Public School, Fall Semester, 1st Quarter

45 minute class periods

Art History:

Artists that helped create typography and design: Max Miedinger, Claude Garamond, John Baskerville, Matthew Carter

Through typography we see line as a priceless way of creating text based design. This in turn creates an appreciation for the written word.

Goal and Outcomes:

Students will use line in the creation of typography

Students will use different types of line to create feeling in font

Students will understand the character of line and its expressive quality

Students will create in a group or on their a new typeface.

Students will then create a poster explaining that typeface

Students will write a paper explaining how they feel line interacts with the written word.

Students can make common relations between line in design and in art.

Students will be able to connect what they see in typography to graphic examples of the past and today

Students will be able to relate the common words associated to each assignment to different elements of design.

Students will be able to discuss the anatomy of typography and how it works in todays society to tell stories.

Students will write a artist statement explaining their artwork and the idea behind their final project.

Positive Critique will be had at end of project.

Discussion pertaining to the silhouette project in class. Is it art? How did it make you feel? Does this give you opportunities to express yourselves in other ways?


Typography everywhere, books, posters, paper, writings

Pencils, pens, ink pens, drawing paper, graph paper (depends on choice of medium), computers, illustration program, ipads

24 x 24 wooden board, nails, hammers or screws, screw driver, string or fishing line of different colors, sizes, and style.

Projector and images typographers, printing press, newspapers, websites.

Management Procedure:

Students will arrive on time and take there seats for attendance. Students will stay attentive and quiet while working.Students will not text on cell phones. Students will raise hand with questions. Students will respect one another and the work that is being created. Students will give positive feed back.

Instructional Process:

Students will walk into class and take their seats. The assignment on the board states find three different typefaces that you like in the next 10 minutes. The students will proceed to computers, books, really anything in the room that has a typeface and figure out their favorite. The class will return to their seats at the end of the ten minutes and we will discuss what typefaces they have chosen. We will dive deep into explanations of why they chose it, where would they use it, and how it makes them feel.

The students will then relate what they learned in the previous two lesson of line to typeface structuring and design. How does the line create an emotion in the font? What makes the relation of line and structure more coherent and meaningful to oneself?

Students will return the items they brought to there desk and a small presentation will occur. Students will learn a quick history of type why and how it has been used and where it is going today.

Students will then be given a piece of graph paper and are asked to recreate a font of their choosing.

Once they have recreated this font and it is approved by the teacher, they will be given the opportunity to create their own typeface. Time will be given for thought and invention. As ideas start flowing we discuss the relations of type and its aspect to our eye.

Throughout the process the teacher will ask questions and relate information that pertains to their designs.

Typefaces will take form and students will be allowed to work in groups or alone on this project. The project will then be formed on a computer and vectorized into an actual usable font that the students can see and use.

The final project will be two parts. First students will create a poster with either the computer or by artistically illustrating. They will explain their typeface, its use of line and expression. They will need to show the proper terminology when talking about kerning, base line, cap height ect….. Their focus is on design and relaying the sense of character their typeface will have and how it will be utilized in a communal environment.

A paper will be written by the students explaining how they feel line interacts with the written word.

The second part of the project will be to make their typeface come to life with line.  They will create their typeface using a phrase that best describes how they want their typeface to feel to the viewer. build it on a wooden board and string it together with different facets of line to show expression or control depending on what they want their end result to be.

Students will have the opportunity to pick an artist discussed to start there paper. This paper will help create an art history book and test material at the end of the year.

As the time nears end, the students will put away all material and find their table and wait for the bell patiently.

Student will leave the classroom courteous of one another.

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