Overall objectives:

1 - This CU intends that the students have the perception and specific knowledge in typography and its impact and importance in designing graphic products.
2 - It intends to give the basic notions on typography history, the evolution of the types and types families, the structure of a type, its anatomy and printing proceedings.
3 - Help to establish rules of reading, space grammar and visual ordinance by typography.
4 - Understand the power of the graphic manipulation as an artistic storytelling.
5 - Understanding the difference between titles, text, subtitles and visual narratives;The importance of a grid, and its multiple use in different contexts.

Syllabus:

1 - Typography History. From Gutenberg to the digital fonts.
2 - Anatomy of a type.
3 - Typographic Families.
4 - Printers. From the rotative printer to the offset and digital printing.
5 - Composition grids to different supports. The poster and editorial design.
6 - Choosing fonts to determinate purposes.
7 - Reading mechanisms, its relevance in the communication mean.
8 - Text analysis and behaviour.
9 - Contemporary Typography. Analysing trends.
10 - Designing a type face.

Literature/Sources:

Veronique Vienne;Steven Heller , 2012 , 100 Ideas that Changed Graphic Design , Laurence King
E. Lupton , 2010 , Thinking with Type , Princeton Architectural Press
R. Bringhurst , 2013 , The Elements of Typographic Style , Hartley & Marks Publishers
J. Kane , 2012 , Manual dos Tipos , ustavo Gili - Barcelona
P. Dawson; S. Coles , 2013 , The Field Guide to Typography: Typefaces in the Urban Landscape , Thames and Hudson Ltd

Assesssment methods and criteria:

Classification Type: Quant Dec (0-10)

Evaluation Methodology:
In the theoretical part of the course, the teaching methodology follows de dialogical method of explaining and teaching the contents. Analyses of the best practices and case­studies. In the theoretical­practical part we intend to follow the design practice and learning by doing approach. The final grade consists of a component of 20% continuous evaluation (individual) and an 80% component on theoretical and practical tests. These remaining 80% are divided into 4 evaluation moments, which may vary in weight, depending on the type of work proposed to students.This UC follows Model B in accordance with the UMa Student Assessment Regulations. However, these criteria are defined by meeting the deadlines in the ?Regulamento de Avaliação e Aprendizagem dos Alunos da UMa? and communicated, in writing to all students, the Course Director and the President of the Conselho Pedagógico Universitario.