TG1WTF: What the Font? Making and Using Typefaces

Module code: TG1WTF

Module provider: Typography; School of Arts and Comm Design

Credits: 20

Level: Level 1 (Certificate)

When you'll be taught: Semester 2

Module convenor: Dr Rob Banham, email: r.e.banham@reading.ac.uk

Pre-requisite module(s): This module is not available to to students in the Department of Typography and Graphic Communication. (Open)

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 20 May 2024

Overview

Module aims and purpose

You are surrounded by fonts. Social media, text messages, email, branding, advertising, websites, books, magazines … Human (and machine) communication relies extensively on fonts, but what do you really know about them? How and why are new fonts created? And is it ever OK to use comic sans?! This module will introduce you to the world of typeface design, exploring the history, theory, and practice of making and using fonts and giving you the opportunity to design a typeface of your own. No background in design is required. 

Aims:  

• To provide an introduction to the history and theory of typeface design for a variety of scripts and languages from around the world. 
• To consider the impact of technology on the appearance of typefaces. 
• To explore key concepts such as typeface personality, legibility, and accessibility. 

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Have a broad overview of developments in typeface design from 1420-2020
2. Appreciate the influence of font choice in graphic design
3. Demonstrate understanding of typeface classification and personality
4. Appreciate the challenges of creating new fonts

Module content

The module will begin by looking at where our alphabets come from, the basic form of letters in the Latin alphabet, and the influence of different tools for making letters on font design. We will then explore how fonts changed in appearance, and why, between 1420 and 2020. In doing so we will consider the impact of new technologies and new media, the contributions of important innovators and pioneers, and the impact of colonialization. The core of the module will focus on how we can understand and analyse the influence that fonts can have on the people who read them and on a practical exploration of font creation.     

Teaching on this module will consider the development of fonts from a global perspective, looking at scripts and languages from different cultures and regions. The module will also explore issues of colonialism in relation to the creation of new fonts. 

Structure

Teaching and learning methods

Teaching will be through a mix of pre-recorded lectures and interactive practical classes. 

Study hours

At least 20 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative assessment will usually fall into two categories: 

• Tasks and feedback that link directly to final assessment, allowing you to build relevant skills and measure your progress towards assessed work. 
• Tasks and feedback that feed into wider learning around the topic being covered. The skills and insights you acquire should help you achieve well in assessed tasks, but application of this leaning may be interpreted, rather than simply repeated. 

Formative feedback will often include: 

• Verbal feedback in class. 
• Written comments on a piece of work. 
• Self, peer of staff assessment against a mark scheme. 

Formative feedback will be given: 

• At scheduled feedback/studio sessions 

Reassessment

Additional costs