Unit 4C www.aiga.

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Typography
Typography in Action | The Language of Type | Font Pairing and Hierarchy

National Visual Art Standards

VA:Cr1.1.Ia: Use multiple approaches to begin
creative endeavors.
VA:Cr7.1: Evaluate the effectiveness of an image or
images to influence ideas, feelings, and behaviors of
specific audiences.
VA:Cr8.1: Analyze differing interpretations of an
artwork or collection of works in order to select and
defend a plausible critical analysis.

Guiding Questions
• What role does persistence play in revising,
refining, and developing work?
• How does learning the language of typography
improve design skills?
FIGURE 1: The History of Typography in an animated short by Forrest Media (https://forrestmedia.org/video-
• How do designers grow and become
work/). It plainly explains the history of fonts and typography through paper-letter animation.
accomplished in art forms?
• How does collaboratively reflecting on a work Time Period: at least three classes, 45–60 minutes in length
help us experience it more completely?

Objectives Lesson Introduction

Students will… Part of being a graphic designer is understanding the language of
• Differentiate between serif, sans serif, slab serif, typography in order to use it expressively, improve understanding,
and script typefaces; and communicate more effectively. There are many terms that can
• Explain the effects of functional typography; be confusing or are outright incorrectly used, such as typeface and
• Identify experiences or products that
font. Typography surrounds everyone. Students need to look around
need redesign; and notice the typography that surrounds them, that they depend
on daily. They need to start seeing type in a new and different way—
• Apply the elements and principles of design to
real life problems; as a useful tool for communication. This unit section is designed to
encourage students to develop the desire to know and do more
• Critically evaluate completed design.
with typography and incorporate it more thoroughly into their
design projects. Like many learned skills, learning the language of
Vocabulary typography takes time and practice.
Alignment: is the arrangement of text in a straight
line, or in correct or appropriate relative positions ACTIVITY PROCESS
such as left, center, right, or justified.
Ascender: a part of a letter that extends above the Engagement (the hook—motivation and relevancy)
x-height, like on "b" and "d".
Typography surrounds us everywhere we go, but many people
Baseline: the line on which most letters sit.
have never thought about it, or don't even notice it. Ask students
Cap height: the height from the baseline to the top of to consider where in their lives they notice type and fonts. Clothing
the capital letters.
or energy drink brands? Video games? Ask if they can describe the
Centered alignment: type that is aligned in the center feeling the type they see everyday is meant to convey. Ask them to
and ragged on both the left and right sides.
look in their textbooks and notice how the information is displayed
Descender: a part of a letter that extends below the in terms of headlines, subheads, sidebars, and quotes. Comparing
baseline, like on "j" and "p". typography in textbooks will raise awareness of why the text is
presented as it is. Ask students if they think typography is an art form.

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Font: a complete set of metal type of one particular

face and size including upper case and lower case
characters. In digital type, a font refers to a complete
digital type file.
Justified alignment: type that is aligned on both the
left and right sides.
Kerning: adjusting the space between pairs of letters
so the space between the letters is visually balanced.
Leading: the space between lines of type, measured
in points from baseline to baseline.
Left aligned: the most typical alignment. Type that is
aligned on the left side and ragged on the right.
Line length: the length of a line or block of text, best
to be between 45 to 85 characters long.
Pica: 1/6 of an inch. Line lengths are measured in picas.
Point: 1/72 of an inch in type measurement. Type and
rules are measured in points.
Right aligned: type that is aligned on the right side
and ragged on the left.
Sans Serif: without serifs. FIGURE 2: Star Tribune sports page. There are many examples of different types and styles of typefaces being

Sans Serif
used on this one newspaper page, but note that a serif typeface is being used for the main body text. Serif
typefaces tend to be easier to read at small sizes, in turn making the text more comprehensible.

Script: designed to look like handwriting, script fonts day 1

express elegance when used in moderation.

Script The History of Design

The History of Typography by Forrest Media (see Figure 1) is an
Serif: a small decorative line added as embellishment online video that gives a quick and fun history of typography and
to the basic form of a character. introduces many of the vocabulary words used in this section. As
students watch the video, have them write down terms they may
Serif not know. Afterwards, review unit vocabulary to reinforce the terms.
Invite students to do their own research and find other videos about
Typeface: a particular design of type, including all of
the sizes and variations, like bold and italic. typography to share with the class (this could be done as homework).
X-height: the height of a lower case x in a typeface.
Serif, Sans Serif, and Script (see Figure 6)
Materials Serif typefaces have small projecting features at the end of strokes,
added as an embellishment to the basic form of the character. Serifs
• Colored markers
were needed when type was chiseled into stone, before paper was
• Glue sticks or double sided tape invented. In practice, serif typefaces feel timeless, elegant, trustworthy
• Pencils and retro. Most newspaper and magazine text is set using serif
• Tracing paper typefaces because they are easier to read, especially when there is a
lot of text set at small sizes (see Figure 2).
Figures Sans serif typefaces lack serifs, and therefore feel cleaner, simpler
1. The history of Typography and more modern on the page. Sans serif fonts are easier to read on
2. Star Tribune sports page a computer, because the square nature of the pixel makes the subtle
curves on serif type hard to render.
3. Example of Assignment 3
4. Example of page one of the twenty-five page
The combination of serif and sans serif typefaces can be used in
Handout 4C.1_Font Pages.pdf headlines, subheads, and lists. They complement each other and can
help organize information in a way to make it more understandable
5. Typeface Anatomy—Basic parts of a typeface
for the reader.
6. Examples of graphic design using serif, sans serif,
and script typefaces Script typefaces are reminiscent of hand writing and lettering. They
7. Type size measurement
try to bring the same authenticity that hand writing creates. They are
often used sparingly in combination with other typefaces.
8. Example of a pica ruler
9. Example of alignment

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Art Context, Cultural

Connections and Relevancy
The average person is exposed to over ten thousand
ads per day. These all contain typography that helps
deliver the intended message. Learning the language
of typography will raise awareness of the typography
that is literally everywhere, and better understand its
effect on people.

Handouts
• Handout 4C.1_Font Pages.pdf
• Handout 4C.2_My Name Is.pdf
• Handout 4C.3_Typeface Anatomy.pdf
• Handout 4C.4_Pica Ruler.pdf
• Handout 4C.5_Alignment.pdf
• Handout 4C.6_Star Tribune Sports.pdf
FIGURE 3: Example of Assignment 3.

Assignment 3—My Name Is

synopsis: Students will practice choosing typefaces to express
meaning. They will also learn to better understand how to make
typeface choices.
objective: Students will be able to distinguish serif from sans serif
typefaces, and practice the use of script typefaces.
process:
1. Play the online game: I Shot the Serif, (http://www.tothepoint.co.uk/
more/fun/shoot_the_serif/). To play, students determine which
letters are serif fonts and shoot them for points. You can use the
flipped classroom format and have them play the game ahead
of time to understand the difference between serif and sans serif

Bickham Script
typefaces, while having fun doing it. [Hint: They can play as many

ABC DEF GH
times as they want to raise their score.]
2. Print out several copies of Handout 4C.1_Font Pages.pdf (see

IJKLMN OPQ
Figure 4) for students to share (digital copies work if applicable)
and one copy each of Handout 4C.2_My Name Is.pdf. Each student

RSTU VW X YZ
will also need a sheet of tracing paper. Ask them to analyze the
typefaces in Handout 4C.1 and choose at least one serif, one sans

1234567890!@#$%^&
serif, and one script typeface. They will choose which typeface best
expresses each instance of "My name is…" and "I am a…" from

*()_+:;”’<>?,./
Handout 4C.2, and trace their name in the space provided (or they
can trace on tracing paper and glue or tape it onto a sturdier sheet

abcdefghijklmno
of paper). They will complete four of the eight examples of their
choice (see Figure 3).

pqrstuvwxyz
3. When they are finished, ask students to evaluate their work and
put their best work on the board. Take a few minutes to look at the
examples. The best work will be the one that best expresses the
intended "occupation". Ask which ones are the most expressive
typographically and why. Use the terms of the elements and
principles of design to critique each others' work, and use as many
typography terms as possible.
FIGURE 4: Example of page one of the twenty-five page Handout
4C.1_Font Pages.pdf.

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4. After the critique, students will redo one of their examples to

improve it. Or, they could start from scratch with one they hadn't
previously done.

Adaptations and Accommodations

I Shot the Serif is a Flash game, but it is also a free download in
the Apple App store, so it could be played on iPads or iPhones.
Assignment 3—My Name Is could also be done on the computer.

Extensions
Extra credit: make up your own “I am a…”, or complete all eight of
the examples. If they want more, students can research and break
down serif typefaces into their appropriate historical category of
Old Style, Transitional, or Modern, as referenced in the History of
Typography animation.

Homework or Independent Work

If students want to get more practice using type terminology, http://
www.pentagram.com/what-type-are-you is a four question quiz about
their typographic personality that is fun to do, and gives information
about fonts at the end.

Closure
Ask students to select the I am a... that they think is the best one. Have
them ask other students which one they think is best and why, using
the terminology of the elements and principles of design. Examples
of why a design is the best it could be: this one has great movement,
this one has a rhythmic composition. Is it the one they did at the end
in order to improve on their previous work? Do they see improvement
in their work from the first to the last? Are they using the vocabulary
of the elements and principles of design?

Check For Understanding

While students are working on their My name is... and I am a...
assignment, check to see that they have used the serif, sans, and
script fonts and are able to use the terms correctly.
a
www.fontshop.com toll free at 888 ff fonts 415.252.1003

t ype anatomy
Quick Reference
Ascender

Handglovery
Stem Terminal Ear Bowl Eye Shoulder Serif cap-height

x-height

baseline
Crossbar Counter Aperture
Bracket Axis Overshoot
FIGURE 6: Examples of graphic design using serif, sans serif, and Link/Neck Loop/Lobe Tail

script typefaces. Descender

ascender axis bowl

Typeface
The upward vertical stem on some An imaginary line drawn from top to The curved part of the character that
lowercase letters, such as ‘h’ and ‘b’, that bottom of a glyph bisecting the upper and encloses the circular or curved parts

Anatomy
extends above the x-height is the lower strokes is the axis. (counter) of some letters such as ‘d’, ‘b’, ‘o’,
ascender. ‘D’, and ‘B’ is the bowl.
baseline
aperture The imaginary line upon which the letters bracket
The aperture is the partially enclosed, in a font appear to rest. The bracket is a curved or wedge-like
somewhat rounded negative space in connection between the stem and serif
— Basic parts some characters such as ‘n’, ‘C’, ‘S’, the of some fonts. Not all serifs are
lower part of ‘e’, or the upper part of a bracketed serifs.
of a typeface double-storey ‘a’.

FIGURE 5: Typeface Anatomy—Basic parts of a typeface (see Handout 4C.3_Typeface Anatomy.pdf), ©2010
FontShop International, www.fontshop.com/education.

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day 2
Typeface anatomy
Understanding the anatomy of a typeface can help students conduct
more productive critique and discussion about type. There are many
intricate details when one looks closer at a type character itself (see
Figure 5 and Handout 4C.3_Typeface Anatomy.pdf). Looking at the
handout, when comparing serif typefaces to sans serif typefaces,
it's evident that serif typefaces in general have smaller x-heights
and longer ascenders and descenders. The cap height is generally
shorter than the length of the ascender. In addition, the letter "o" dips
below the baseline just ever so slightly. Knowledge of the anatomy
of typography will help students look at a typeface more critically
and make better informed decisions when selecting a typeface
for a project. It will also help them verbally explain why they chose
a particular typeface to express a certain feeling or personality.
Assignment 4 introduces students to the basic typography terms they
need to know in order to use type purposefully in graphic design.

Assignment 4—Type Anatomy

objective: Students will learn the most important typeface anatomy
terms so they can compare and contrast the qualities of serif and sans
serif typefaces in selecting a font for a design.
process:
1. Print out Handout 4C.3_Typeface Anatomy.pdf (see Figure 5) and
make a copy for each student.
2.  Have students work alone or in pairs to find and circle the following
terms: ascender, baseline, cap height, descender, serif, and
x-height (see Figure 7).
3. Ask them to take out Handout 4C.1_Font Pages.pdf and select one
serif and one sans serif typeface, and compare and contrast the
x-heights and length of ascenders and descenders between the
two typefaces. When they are done, ask several individuals or pairs
to report what they have discovered in comparing and contrasting.

Adaptations and Accommodations

This could also be a group project to accommodate students who
may not be able to physically circle the terms.

Extensions
Students can turn the Handout 4C.3_Typeface Anatomy.pdf into a

Typography
work of art by highlighting extra terms they find interesting, and
doing so artistically.

Homework or Independent Work

Students can continue to add to their typography photo collection

Typography
by snapping a shot of inspiring typography anytime they see one.
They can also cut out inspiring typography from newspapers and
magazines and make a typographic collage for a typography journal.

FIGURE 7: Type size measurements. The term type size originates Closure
from the time in history when characters of type were cast in metal and
measured from the top of the ascender to the bottom of the descender, Put up a printout of a serif and sans serif typeface from the Handout
plus a little. Both of the words "typography" are 40 point type with 48 4C.1_Font Pages.pdf on the board. Ask for volunteers to use a ruler
point leading (space between lines of type).
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and draw in the x-height, baseline, and cap height, using a ruler and
a pencil.
Type Measurement 6 Picas = 1 Inch 72 Points = 1 Inch 12 Points = 1 Pica

0 1/2 1 11/2 2 21/2 3 31/2 4 41/2 5

Inches

Checks For Understanding

Points

Picas
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

After the students have compared and contrasted serif and sans
Type Measurement 6 Picas = 1 Inch 72 Points = 1 Inch 12 Points = 1 Pica

FIGURE 8: Example of a pica ruler (see Handout 4C.4_Pica Ruler.pdf).

0 1/2 1 11/2 2 21/2 3 31/2 4 41/2 5

serif typefaces, they should have discovered that x-heights are

Inches

Points

Picas
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 often shorter in serif typefaces than that of sans serif typefaces, and
Type Measurement 6 Picas = 1 Inch 72 Points = 1 Inch 12 Points = 1 Pica ascenders and descenders are often shorter in comparison to the
x-height in sans serif typefaces than serif typefaces. If they get stuck,
Alignment
0 1/2 1 11/2 2 21/2 3 31/2 4 41/2 5
Inches

Points
ask them to compare and contrast x heights, then ascender and
descender length.
Picas
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Left | Centered | Right | Justified

Left

Lesson Assessment Based On Objectives

Left alignment is the easiest to read, Centered
probably because we read from left to
right. Left alignment is your “go to,” your
“workhorse.” You want to watch your
Centered type is used when you want to create an
line endings with left alignment, though.
Ideally there isn’t a lot of difference from
illusion of stability, say, in an ad for a bank, or formality,

Did students identify the required terms on their Type Anatomy

one line ending to the next. This is called
a rag, as in flush left, ragged right. If you like in an invitation. It’s hard to read, so use it when you
do have a line that is way shorter than the
don’t have much text. An invitation is the perfect excuse to
handout? Were they motivated to find and learn more terms? Did
others, you can add or take away tracking,
the space between the words and letters,
to even things out. For example, the first use a script font, slowing the reader down to
line of this paragraph is a bit shorter than

they participate in the assignments? Do they know the terms in this

it could be, and 5 points of tracking on comprehend the information presented.
that line would make it blend in with the
others.

assignment well enough to use them in their comparisons?

You can delineate your paragraphs by
indenting the first line, or with space Alignment Assignment:
before or space after each paragraph. This photo of the sports
page of the Minneapolis-
based Star Tribune
contains examples of all

day 3
Justified four alignment styles.
Justified text is used when there are a Circle and label each, and
lot of words to read, like in newspapers, comment on why you think
magazines, or books. Justified text is the designer chose that
aligned on both the left and the right, style of alignment, and if
which makes organized columns of text, it makes the page better
but can sometimes result in a lot of space organized and easy to

Introduction
between words, as in the first three lines of skim.
this paragraph.
Justified type is useful in organizing a page
with a lot of content that is mainly text, and
in combination with the other methods of

Typography has its own measurement systems of points and picas.

alignment, can make a lot of information
easily readable.

There are twelve points in a pica, six picas in an inch, and 72 points
Right
Right alignment can be used in arty
situations, like posters, poems, or to

in an inch (see Figure 8). Font size is measured in points from the top
create a look that is edgy and different
than the norm.
Use it sparingly, though, because it is
harder to read than left aligned type.

of the ascender to the bottom of the descender (see Figure 7). The
space between the lines so that the ascenders and descenders don't
FIGURE 9: Example of alignment (see Handout 4C.5_Alignment.pdf). touch is called leading, a term that goes back to when type was set in
metal, and strips of lead were inserted as space between lines of text.
Alignment is the arrangement in a straight line, often next to a
margin. Left aligned type is most common and the easiest to read.
Justified alignment can seem formal. Centered alignment is often
used for minimal amounts of type such as wedding invitations or in
an ad. Right aligned type needs to be used sparingly. Because the
Western world reads from left to right, aligning type on the right
makes it more difficult to read. However, right aligned type can
also symbolize edginess or forward thinking because of the slight
discomfort we feel while reading it.
Kerning is the term for adjusting the horizontal space between pairs
of letters to make them more legible. Designers kern headlines and
large display type to make it more legible and easier for the reader
to understand the content. By kerning type, a designer seeks to make
the spaces between the letters visually equal, not mechanically equal,
in the way that a computer spaces letters . Assignment 5 introduces
students to type measurement, alignment, and kerning.
Line length is also important to consider because reading too long
of a line of text will cause the reader to have to move his or her head,
which is uncomfortable for the reader and can cause lines to be
skipped or doubled. As such, lines that are too long slow down the
speed of a reader. Conversely, a line that is too short will break up
words that are normally read together.

Assignment 5—Measurement, Alignment, and Kerning

objective: Students will learn how type is measured, the different forms
of alignment, and how to kern type.

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process:
1. Print, cut out, and hand out a copy of Handout 4C.4_Pica Ruler.pdf
for each student. Ask them to study the pica ruler. Ask: how many
points are in a pica? In an inch? How many picas are in an inch?
Explain that sometimes designers need to divide an inch into tiny
increments and that a finer measurement system was adopted to
address that issue. That system consists of points and picas.
2. Put a copy of Handout 4C.5_Alignment.pdf on the board and mark
it with left, right, centered, and justified alignment. Explain what
each of the terms means.
3. Students can work individually, in pairs, or groups of three. Give
each group a printout of Handout 4C.6_Star Tribune Sports.pdf
(see Figure 2). Ask them to find as many examples of alignment
on the page as possible, and circle and mark them. Next, ask them
to use their pica rulers cutouts to measure the line length of all of
the columns and write the results directly on the page. Ask each
student in the group to use a different colored marker and draw a
line to where their eye goes first, second, and third in the page.
4. Ask: are all of the columns the same width? Which column on the
bottom does your eye go to first? Explain that left alignment is
the most used style of alignment when there is not a lot of text to
read. Justified is used in newspapers and magazines to organize
large blocks of text and make it easier to read. Centered alignment
is used for small blocks of text, like in ads or invitations. Right
alignment is hard to read, but can be used to create a feeling of
edginess, because it takes us out of our comfort zone of reading
from left aligned to ragged right.
5. Optional: Have students play the kerning game (http://type.
method.ac/) in class or at home. The object of the game is to move
the letters (kern) so the space between them is visually equal.
Players get points for being accurate. Encourage students to play
more than one time and report their high score to you.
6. Trace a quote. Ask students to search for a quote that they find
powerful enough to inspire change in people. They can also do an
image search of "inspiring typography" to get some inspiration.
Have them sketch out different layouts and alignments of how they
would hand draw the quote.

Ask, which typeface(s) would help express the main idea? Which
alignment would best serve the quote? Once they have a rough
design that they want to use for the finished product, students
can choose to either hand letter the quote, or use the font pages
printout to trace it. For this assignment, students can use any
typeface or combination of typefaces they feel best expresses the
meaning of the quote.
7. When they are done, put the quotes up on the wall and critique.
Ask, which are the best at expressing or even enhancing the
message of the quote. What could have been done to improve the
quote's messaging?

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8. Give students time to rework their quotes based on the feedback

they got from their classmates. Have them compare and contrast
the old and new quotes and ask:
⋅⋅ How many ways did you try it before it turned out the way you
wanted it?
⋅⋅ What do you plan to do next?
⋅⋅ Are you satisfied, pleased, or ecstatic with what you made?

Adaptations and Accommodations

The quote assignment could be done on a computer.

Extensions
If students want more, they could design a typographic tattoo.

Homework or Independent Work

Ellen Lupton is a curator of contemporary design at the Cooper-
Hewitt National Design Museum in New Your City and director of the
Graphic Design MFA Program at Maryland Institute. Visit her book's
website (Thinking with Type) at http://www.thinkingwithtype.com/.
This is a great resource for all things typography.

Closure
Have a final critique on the Assignment 5 quotes. Each student gets
up and explains what they were attempting to communicate. Fellow
students can contribute positive feedback that use the elements and
principles of design to make suggestions for improvement.

Check For Understanding

As students are working on their quotes, ask, why they choose that
typeface(s)? What does it express? Why was that alignment and letter
spacing selected?

Lesson Assessment Based On Objectives

Students should be assessed on their ability to demonstrate an
awareness and proper use of The Language of Type in their own
work and the work of other artists and designers. The correct use of
unit vocabulary in class dialog and in written reflection should be
accurate and appropriate to the work they make and see. All work
produced in and out of class—as well as student writing—should be
collected and analyzed. (See Unit 4D Rubric.docx for assessment and
rubric ideas. Customize to meet class specific assessment needs.)

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AIGA Minnesota Innovate grant funded project

www.aigaminnesota.org

AIGA is the profession’s oldest and largest professional member-

ship organization for design—with 70 chapters and more than
25,000 members—they advance design as a professional craft,
strategic advantage, and vital cultural force. From content that
defines the global practice to events that connect and catalyze,
they work to enhance the value and deepen the impact of design
across all disciplines on business, society, and our collective future.

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