Thursday, 23 November 2017

OUGD501 - Creative AI : On the Democratisation and Escalation of Creativity

Creative AI : On the Democratisation and Escalation of Creativity by Roelof Pieters and Samim Winiger


Defining creativity objectively is difficult however studying creativity has meant different industries have been able to use creative processes at scale.
Engelbart believed that computers could become extensions of our thinking and his aim was to raise the potential of humans.
Tools have been used to increase creative possibilities for thousands of years.
Originally mastering a creative skill was only available to a few, however with technology creativity is easily accessible.
Technology makes it possible for people to put more time into being creative.
Lowering what is needed to master a skill means that people are able to experiment more and  undertake complex tasks.
Creative skills are more accessible through the use of Assistive Creation Systems.
Platforms for collaboration make it easy to learn new skills.
Technology is accelerating the time it takes to learn a skill and democratising creativity.
Assisted Creation Systems allow people to spend more time being creative, whilst making lowering the price of creativity.
Engelbart wanted to increase collective intelligence of groups making them more creative.
Creativity is a collaborative process that is helped by technology.
Escalating creativity allows creativity to be highly accessible, therefore redefining skill levels and what design is as a whole.
Technology allows a wider amount of possibilities and time between intention and finalisation is lowered.
Generative Creation techniques are allowing the democratisation of creativity allowing the amount of time it takes between idea and product to be lowered. 

OUGD501 - The Do - It - Yourself Lobotomy

The Do - It - Yourself Lobotomy by Tom Monahan

To be successful in business today you have to be an effective idea generator
There is a need for constant creative thinking within the industry.
Creative thinking is no longer restricted to certain people, companies or disciplines.
Within the information age access to technology has meant knowledge has become available to everyone no longer the few.
Being successful creatively does not mean regurgitating other peoples ideas but instead creating their own ideas.
Within business there is value seen in original thinking however it is seen as difficult to achieve.
High technology is reducing the need for left brain jobs so right brain thinkers are sort after.
Imagination is more important than ever because many left brain jobs are being taken by high technology.
The constant accessibility of knowledge in the information age can lead to blocks in creativity.
By letting go of what is known and wondering about other ways, creativity can then occur.
Thinking in the known does not lead to new ideas, however considering the unknown leads to creativity.
Willing ideas does not work instead the known has to be let go of.
By knowing lots there is little room for imagination.

To be creative a problem is needed to for a solution to be found.
If there is already a solution to a problem then wondering about a better answer is what creative people do,

Change creates problems that need to be solved creatively.


Techniques

Probing questions allows for things outside the known to be imagined.
Asking a question early allows the subconscious to work on the problem.
100MPH thinking focuses on coming up with a large amount of ideas in a short amount of time. By aiming for a quantity of ideas, quality will be found. The speed of generating ideas allows judgement and fear to be navigated around.
180 Degree thinking involves looking in the opposite direction to the what is first considered allowing for predictable patterns to be broken and creative outcomes to be produced.
Intergalactic Thinking is looking for ideas outside of the known home galaxy and making links between them and you own galaxy.  
Collaborate with a Genius involves going to an excellent mind within your own field and asking how they would approach this.
Conceptual Solitaire is a individual brainstorming session that involves writing out the problem then rewriting it in a list format, whilst leaving a keyword within the new version, to create different perspectives on the topic. By putting effort into the problem then this can help solve or make progress towards the solution.   


If creative techniques are not used then they are lost.
The repetition of creative techniques leads to new habits.
The more the tools are used then they will start to become unconscious.

It is wrongly considered that to be creative means being active in the process of generating ideas, however stimulating creativity is just as important.
Observing and wondering / questioning what, why and how things are and how they could be better rather than taking them as they are is important for creativity.
Listening actively without distraction to a speaker allows your mind to be engaged.
Thoughts while listening can be jotted down as a gist rather than writing the whole thing down.
Jotting down ideas when they are thought of means they are not forgotten.
Accidental Genius is when things happen accidentally, having an open mind to these can make you more creative.
Planning too much means that better ways of doing things might be missed.
If something happens that wasn't expected don't dismiss it as wrong.
The rational mind always goes to what you know already. 
Original ideas don't always make sense and others may not see the benefit of the new idea, however this does not mean it isn't a good idea. 
By enlarging the acceptable range, past what feels comfortable, a greater amount of ideas can be evaluated. This enlargement also makes the original range less scary.


Five Greatest Barriers to Creativity

New ideas bring fear because they are in the unknown, however this fear also suggests that the idea is new.
Fear of what others think and of failure stops new ideas from moving forwards. 
Judgment of ideas both of others and our own particularly in the idea generation phase can stop ideas from being developed.
Being attached to an idea and not exploring other, possibly better ways of doing things can be detrimental to creativity.
When successful ideas or styles are held onto this stops creative growth.   

Wednesday, 22 November 2017

OUGD501 - Questioning Creativity

Debates in Art and Design Education Questioning Creativity by Olivia Gude


pg 37 
There is an emphasis now in education for creativity.
Creativity is understood by other fields as the process of creating things on demand.
However there are many other aspects to creativity and factors that affect it, such as insight, culture and ethics.

pg 38 
Teaching creative process rather than artistic process has been brought on by the need of creativeness and ideology shift in wider society.
Creative process is more practical and has wider applications thn artistic process which aims to radically rethink and change perspectives.
There has been a move to teach creative approaches to solve problems.
Understanding both ways of thinking and ways of making allows students to engae with what is given to them.
Curriculum focus on creating students who can meet needs of modern society and help economic growth.
Need workers to use new technologies to compete individually.
Curriculum provides tools to solve problems posed by teachers / employers.

pg 39 
Not a focus on teaching knowledge but enabling the creation of new knowledge.
Knowledge about the discipline however provides tools for further use.

pg 40 
Playing is defined as a pleasurable investigation and aims to connect unconscious aspects.

pg 41 
Being able to accept uncertainty and openness of design / art and not shutting down ideas because of this uncertainty.
To make meaning in art / design there must be understanding of other aesthetic practices which helps broaden ideas, rather than viewing it as a solely intellectual exercise / problem.
Different approaches and aesthetic practices can be combined to create and shape future cultures.

OUGD501 - The Hijacking of creativity: The dilemma of contemporary art education

Debates in Art and Design Education

The Hijacking of creativity: The dilemma of contemporary art education by Jan Jagodzinski 


pg 23 
Originally arts education was humanist in approach with self expression at the centre.
Humanist techniques such as ddrawing, printmaking etc considerd old fashioned unless explored with digital technologies which have increasingly become part of education.
Arts education is being used for capitalist purposes and is being pushed to satisfy industry / job expectations.

pg 24
Arts have to be seen as useful to the economy to continue getting funding.
Designers have skill sets aimed at industry .....
Design education provides a skill set aimed at industry with digital technologies important and necessary.

pg 26 
Curriculums encourage discipline, perserverence and promotion.
The industry looks for the most productive and creative.
In Finnish education there is less focus on testing and more freedom to explore allowing for the more divergent thinking that is needed within industry.

pg 27 
'immaterial labour' (knowledge, information, imagination, ideas) is needed for capitalism to thrive.

pg 28 
Technological and economic successes linked to creativity.

pg 29 
Creativity has been turned into a technique so it is 'open' to anyone.

pg 32
The idea of transcendence has created impossible definitions and expectations for creativity.
This elevation of creative thinking and the need for transcendence fuels the fear of not making it.

OUGD501 - The Democratisation of Design and Design Learning

The Democratisation of Design and Design Learning: How do we educate the next generation designer by Katja Flieschmann


All aspects of design are changing because of the democratisation of design, including how it is produced, accessed and learned.
Open online courses enable everyone access to free design education.
Online design services mean that more people are moving into the designers domain.
Democratisation of technology allows everyone to become a designer.
The industry is becoming more competitive wit the rise of online design services.
Technology enables the public to have a go at designing.
The changes in the industry question how design is practiced and by who.
Questions are being raised about how and by who design is being practiced.
Democratisation of technology enables people to have a voice.
Online marketplaces for graphic design have meant the relationship between designer and client has been minimised.
Social media has allowed users access to different parts of the design process democratising creativity.
Access to online marketplaces means little distinction between ameteurs and professionals.
Community workshops have allowed proactive consumers access to technologies giving them the ability to create.
The DIY culture of production has affected many areas of design allowing the public to create what they want.
Design education has to adapt to reflect how design is changing.
MOOC's question how design is being taught and learned.
Face to face learning is needed in design education which cannot be provided by online courses.
The thinking and concept of a solution is the foundation and future of design.
Problems are becoming more difficult so students need a broad knowledge and skill set to respond.
Multidisciplinary education and engagement with other disciplines are needed in a changing profession.
Through access to technology the skills of a graphic designer are devalued.
Learning about the design fundamentals is critical to design education.
Technologies effect on design education is seen as a threat not an enabler.
Collaboration and flexibility of a student is improved by teamwork. 
Critical and creative thinking are vital for students to be equipped for a changing industry.
There needs to be a focus on critical and creative thinking in design education now and in the future.
Educators do not see the democratisation of design learning as a threat to the current system. 

Tuesday, 21 November 2017

OUGD501 - Steal Like an Artist

Steal Like an Artist by Austin Kleon 

Studying and taking inspiration from a range of other people allows for ideas to be created.
Nothing is original and things always come from somewhere, instead new work is built on what came before.
By accepting that originality is not possible, influence can be embraced to allow creativity.
Ideas are a mix of multiple ideas and are the sum of influences.
The computer has taken away the feeling that designers are making things.
Motion in the creative process allows for creative thinking.
Bringing analogue tools into the creative process allows for play which increases enjoyment and improves the work.
Computers can be alienating because they distance the designer from the process of making.
The computer is effective at editing and publishing ideas but not generating them.
The computer is not good for generating ideas because it encourages perfectionism and editing of them before they are formed.
Analogue processes leave physical traces of the process whereas digital does not.
Knowing what to leave out and having constraints creates freedom from limitless possibilities. 

OUGD501 - Creativity is Not a Trait. It's a Habit

Creativity is Not a Trait. It's a Habit by Srinivas Rao



The creative industries as well as others look for people who are creative
It is a desirable thing in business
Creativity has to be practiced regularly
The productivity and consistency of a person is more valuable than individual projects
By practicing you become more engaged and passionate about the subject leading to the creation of more meaningful work
The constant and repeated practice changes creativity from a habit to a skill
 Creativity involves discipline and routine which are all things that can be controlled
Creativity is a habit rather than a trait

OUGD501 - The Democratisation of Design

The Democratisation of Design by Joshua Taylor

Design needs to be redefined as a way of thinking that solves problems creatively, rather than viewing design solely as a technical skill. 
Wants to educate non designers on how design solves problems. 
A multidisciplinary approach is need within design. 
Suggests design has been turned into a design process rather than a way of thinking that anyone else can use. 
The availability of design tools and their ease of use has increased.
Designers sometimes want to own the design process for self gratification.
Wants to share tools and knowledge with people who want to know more. 
Designers do not have ownership over design, it is not a physical thing but a way of thinking.
By making other people better designers businesses and design teams will be more successful.
When everyone in a company is better at design thinking then collectively people are more successful.

Tuesday, 25 April 2017

OUGD401 - Context of Practice Lecture 15

Semiotics


Semiotics is the 'science' of studying signs.
How language works as a systems - Ferdinand de Saussure (Swiss Linguist)
How things mean what they mean

Structuralism
- understand rules of language
- post modernism got rid of structuralism so we don't have it now

Sign
- Semiotics is the study of signs
- A sign is anything that conveys meaning e.g. colour, intonation. They are moments of communication

Sign = signifier and signified
Signifier evokes meaning or is an utterance - flick of brush etc
Signified is the experience for receivers

A sign combines the sender and receiver
It is an arbitrary relationship
There is no innate meaning in anything just social constructs. We are socially conditioned to understand them e.g. red means stop at the traffic lights

Everything means nothing

How signs relate to other signs are called codes

Barthes (1957)
Denotation is the literal meaning of something - conscious level
Connotation is the cultural associations - subconscious level
With connotations we forget why they mean things e.g. why is black bad?
Signs signify on both these levels

A code is a system of symbols and signs
If we unravel the meaning in language by understnading the written and spoken material, we can also unravel meaning in cultural practices if we take culture as operating like a language.

Can disrupt intuitiveness

Codes found in all cultural practices e.g. drawing, speaking etc
In order to makes sense of cultural artifacts we need to learn and understand their codes
We need to acknowledge that codes rely on shared knowledge.

Saussure defined two ways in which signs are organised into Codes
- Paradigm - A set of signs from which one is to be chosen
- Syntagm - the message into which the chosen signs are to be combined
All messages involve selection (from a Paradigm) and combination (into a Syntagm)

Codes are signifying systems
- they have a number of units to choose from (Paradigmatic dimension) which are combined by rules or conventions (Syntagmatic dimension).
- When we communicate we select from a paradigm. All units in the paradigm must have something in common. Each of the units in a paradigm must be clearly distinguished from the others.
- Paradigm - alphabet - signifiers - each letter - makes a syntagm
- meaning because of shared code
- code only valued in that culture
- destabilises truth to universal truth
- You never do something that is you. You can never invent something . You just arrange things that already exist - a paradigm of choices - changes syntagmatic structure, which changes the message.

Once a unit has been chosen from a paradigm it is combined with other units. This combination is called a syntagm. A sentence is a syntagm of words or interior design is a syntagm of choices from the paradigm of chairs, wallpaper etc

Paradigm is a choice - syntagm is the relationship

Syntagmatic analysis aims to establish the 'surface structure' of a text and the relationships between its parts. The study of syntagmatic relations reveals rules underlying the production and interpretation of texts.

Semiotics calls everything a text

Paradigmatic analysis
Paradigmatic analysis is a structural technique which seeks to identify the various paradigms which underlie the 'surface structure' of a text. This aspect of structural analysis involves a consideration of the positive or negative connotations of each signifier (revealed through the use of one signifier rather than another), and the existence of 'underlying' thematic paradigms. Paradigmatic analysis involves comparing and contrasting each of the signifiers present in the text with absent signifiers which in similar circumstances might have been chosen , and considering the significance of the choices made.

When we recieve messages we accept the dominant (hegemonic) reading , negotiated reading or Oppositional (counter - hegemonic) reading.

Dominant (Hegemonic) reading
- reader fully shares the text's code and accepts and reproduces the preferred reading (a reading which may not have been the result of any conscious intention on the part of the authors) 
- the code seems 'natural' and 'transparent'

Negotiated Reading
- the reader partly shares the text's code and broadly accepts the preferred reading, but sometimes resists and modifies it in a way which reflects their own position, experiences and interests (local and personal conditions may be seen as exceptions to the general rule) 
- this position involves contradictions

Oppositional (Counter - Hegemonic) Reading
- the reader, whose social situation places them in a directly oppositional relation to the dominant code, understands the preferred reading but does not share the text's code so rejects this reading
- has an alternative frame of reference  

Monday, 24 April 2017

Sunday, 23 April 2017

OUGD401 - Module Evaluation

Module Evaluation


Within Context of Practice I have enjoyed the flexibility of the module. The initial quotes were quite daunting particularly because many of them I knew little about, for me the Erik Spiekermann technology question was the only one that jumped out. Writing the first essay as a general overview of the issue allowed me to then pick out elements I wanted to explore further. From this the following essay acted as a way of filtering the subject down to the specific thing I wanted to look at, which in a wider context is a small part of the whole subject. It was nice to be able to do what we wanted, no matter how specific, as long as what we were doing was backed up with research and could be justified.
 
The module has allowed me to adapt the work to something I find interesting and I have been able to explore more interactive responses within my project work. There has not been as much freedom within Studio Practice to create three-dimensional work, which is something I did a lot of during Foundation and was something I enjoyed. I explored modular typography in physical forms on Foundation and within this created some of my best work from that year, so it has been interesting to further develop my ideas around the subject. Although only one idea was produced for the final outcome some of my other ideas I hope to expand on at a later date.

Process and techniques has always engaged me so reading about the wider subject of the handmade has been interesting. Finding the right material has been particularly time consuming and it has been difficult to find critical texts on the handmade, particularly recent ones. I found that short essays or website were much easier to digest than whole books, so this helped me to find the information in the shortest way possible.  

Sometimes it has been difficult to know how to structure the essay writing, although I have found that there is no set way as long as connections are being made. Writing succinctly has be quite difficult as it can be hard to get everything in. I have found that planning essays is important as it has allowed me to order my points better. Bullet pointing ideas has enabled me to make link between point much easier rather than jumping straight into the writing, which would take twice as long.


The COP Lectures have given me a better understanding of key themes within design. It was only really on Foundation that I discovered design, previously I had only studied Fine Art, so it has been interesting to learn about theories and the history of design. The lectures are not just focused on communicative design either, they have included examples from other disciplines such as architecture which has allowed me to understand the content in its wider context and exposed me to other ways of working. 

Reflective Practice Essay Format

Essay Paragraph Notes 


The aim of the project was to create a tool designers could use to create more experimental typography. The outcome produced is a sketchbook of original grid systems which can be used to create modular letterforms. 

Analysis against context and reading


Focus to increase experimental design in typography – engage more with process – Chen Design Associates – designers more engaged with the process of making

- Creative Bloq – comments how improvisation within handmade techniques leads to more interesting results as the designer becomes responsive and influenced by the process of the work, meaning there is less control

Working with grids – creates structure – restrictions – less control but more control in some senses-  but flexible – sketchbook format encourages experimentation – not a focus on the end product – supposed to be used in a rough way – sketchbooks seen as initial ideas – less pressure – hand-drawn easily adaptable – create multiple variations quickly and easily – grid system provides prompts – restriction encourage problem solving especially when trying to create a full alphabet so it is consistent – control over which parts to use – after which grids and structure provides control for continuing the design

- Chen design associates suggest that designers are more engaged with the process of making when using analogue techniques and this connection is retained within the work

Interactive – need to engage with piece in order to use it – physically drawing
Mass distribution of digital design 1970s - Odling Smee comments on how this type of design became a mass market style that was seen everywhere with little individual personality at the time , which led to the rise in experimental techniques

- Font Generator
The use of such a format makes the viewer feel more engaged with the work, and as an object it would encourage interaction and play through curiosity and interest, as well as previous understanding.

The designer hands over creative responsibility to the viewer allowing them to take ownership of the tool to create their own work. As Hubner et al (2009) infers, involvement with a physical work creates an experience for the viewer. By creating things for themselves this evokes a sense of achievement and provides an experience making the work more meaningful.



Rise of digital design – decline in skill – increase understanding – encourage traditional

- Use of constraints – in designing – design challenge – encourages problem solving

- Traditional approach to design – increases fundamental skills – better knowledge of the make up and forms of letters

- Understanding of typographic forms – forces designers to consider characteristics across an alphabet

- Using modular typography – difficulties when designing a whole typeface – characteristics need to be balanced – certain letterforms need adjusting – if to be readable – creating certain letters much harder – curved letters need to be slightly bigger to look the same size as other squarer letters –
Increase understanding – Beirut et al has written that within typography, traditionalists predict a decline in standards with the increased accessibility of digital tools which allow typography to be made and used by anyone

- Grids use modular typography – sketching designs allows better understanding of the composition of letterforms – difficulties with modular type – problem solving needed – adjustments needed e.g. balance etc – when creating passages of text – need to understand kerning etc  

- More skill – Odling Smee accessibility to computers has led to drawing skills being replaced by computers, which has meant the craft within the creation of the work has been lost, reducing respect for the design process – use of pre - created design elements ‘are often a camouflage for a lack of creativity’ and mean designers have lost an understanding of the basic tools and principles within graphic design creation.

- ‘Designers have lost an understanding of the basic tools and principles that they are using as graphic designers’

Bodoni Typeface - Maker created the tool and mapped out each individual letter – will have an intimate knowledge of the typeface and its anatomy – the machine mechanics created by her allow complete understanding and control over the tool – not always the case with computers as a majority of people do not know the complete workings of the tools they use

- Creating own typography – something original – not just using standard typefaces

  
DIY approach – limit need for computers – many type generators – bring into familiar format – not expensive or need for specialist equipment – format already used

- Encourages hand rendered sketching rather than a focus on the finished product

- Bierut et al suggested that digital tools allow typography to be used and made by anyone, whereas in contrast handmade design needs specialist materials and tools which are not easily accessible
Sketchbook format – frequently used in design community – traditional analogue technique – accessible 

- Font Generator
Bierut (1994) suggested that digital tools allow typography to be used and made by anyone, whereas in contrast handmade design needs specialist materials and tools which are not easily accessible. However, in this case it is shown that through a DIY approach, simple tools for creating handmade typography can be produced making typography accessible in this way also. This being said computers remain the most widespread and mainstream tool within the industry because of their versatility and ability to perform multiple functions.

- Risatti writes about Aristotle and his groupings of knowledge, theoria or theoretical knowledge , praxis or pratical knowledge and poiesis which is knowledge of making, producing and creating something – provides format that is used and simple to use for a variety of people – basic approach to typography – little understanding needed – how to work a grid – common knowledge – has practical and theoretical knowledge – can draw easily – no skill needed apart from drawing – modular type basic – formulate basic concepts easily – room for more eleaborate designing for the more experienced


Combination of techniques needed – combine – digital and handmade - needed to make final - handmade for generation – create something different – ‘reactionary use of tech’

- Creative Bloq suggests that through improvisation and adaptation digital and handmade can inform and work together to create interesting design

Tool primarily used for experimentation and exploring initial ideas – once frame work achieved – design would need to be refined and digitalised on the computer – so it can be used more widely – can make further alterations – e.g. to increase legibility etc – most probably would be used in conjunction with the computer to create the final outcome  - creating standardised grid system scale – helps transfer of design to computer – know the scale will be the same – initial use of restrictions leads to more original and exciting outcomes later one – helps with the generation of ideas 

Analysis against the brief


Bring the construction of type into a physical format
- Compact and familiar format for designers
- Encourages hand rendered sketching rather than a focus on the finished product

By engaging physically with the process of creating the work, more control,understanding and experimentation during the process , more original outcomes
- Flexibility – can adapt them further – gives designer creative control over how they want to use them – use of multiple elements allows for creative choice over which bits are used or ignored
- Understanding of typographic forms – forces designers to consider characteristics across an alphabet
- Encourages interaction – physical interaction with piece – created for designers to use

Allow construction of multiple letterforms
- Restrictions and rules can be applied – to create consistency across the designs
- Overlapping shapes – more options to play with – able to use in multiple directions – reflecting and layering allows for more outcomes – easier to create reflected type
- Full alphabet constructed out of each grid – consistency determined by level of restriction used between elements

Compact to increase practicality and ease of use
- Thicker lines improve usability – breaks grids up into modules – easier to visualise – could have thicker lines for shapes rather than modules

Suitable for a range of ages and degrees of professionalism
- Format suitable for students and professionals
- Compact and familiar format for designers
- Use of modular format provides a way experimenting with type design – suitable as an introductory into type design – suitable for range of audience
- Sketchbook format – appropriate for all levels of professionalism – something they already work with – understood and easy to use
- Some designs may be more complicated to find type from
- Neutral look – applicable for a wider audience

Should be able to be physically engaged with in order to create typography 
Engage them with the experimental construction of type
- Some designs may be more complicated to find type from
allows for adaptation and easy modification
- Although structured grid system – variety of possible outcomes – flexible enough to be used in an experimental way
- Options for construction – from geometric forms – can be as simple or elaborate as possible
- More elaborate designs – allow for more abstract designs


Reflective Practice Essay Notes

Initial Notes


Evaluate success against brief
Aim of the project to create a tool in which designers could use to create more experimental typography
Bring the construction of type into a physical format
By engaging physically with the process of creating the work, more control,understanding and experimentation during the process , more original outcomes
Allow construction of multiple letterforms
Compact to increase practicality and ease of use
Suitable for a range of ages and degrees of professionalism
Should be able to be physically engaged with in order to create typography 
Engage them with the experimental construction of type

- Use of modular format provides a way experimenting with type design – suitable as an introductory into type design – suitable for range of audience
- Restrictions and rules can be applied – to create consistency across the designs
- Use of constraints in designing – design challenge – encourages problem solving  
- Encourages hand drawn designing
- Compact and familiar format for designers
- Overlapping the shapes creates more shapes – more options to play with
- Some designs may be more complicated to find type from
- Format suitable for students and professionals
- A5 makes it more portable than the previously proposed notepad
- Sketchbook with grid systems used to create modular typography from geometric shapes
- Overlapping shapes – more options to play with – able to use in multiple directions – reflecting and layering allows for more outcomes – easier to create reflected type
- Sketchbook format – appropriate for all levels of professionalism – something they already work with – understood and easy to use allows for adaptation and easy modification  - encourages hand rendered sketching rather than a focus on the finished product
- Traditional approach to design – increases fundamental skills – better knowledge of the make up and forms of letters
- Although structured grid system – variety of possible outcomes – flexible enough to be used in an experimental way
- Full alphabet constructed out of each grid – consistency determined by level of restriction used between elements
- Options for construction – from geometric forms – can be as simple or elaborate as possible 
- Flexibility – can adapt them further – gives designer creative control over how they want to use them – use of multiple elements allows for creative choice over which bits are used or ignored
- More elaborate designs – allow for more abstract designs
- Thicker lines improve usability – breaks grids up into modules – easier to visualise – could have thicker lines for shapes rather than modules
- Neutral look – applicable for a wider audience  
- Not technically three-dimensional object – still having to engage with the product in a physical way though – hand drawn – using traditional techniques – increases understanding of design – physical format
- Understanding of typographic forms – forces designers to consider characteristics across an alphabet   
- Use of shapes – restricts from grids – push people to use what they have in front of them – lead to more experimentation
- Using modular typography – difficulties when designing a whole typeface – characteristics need to be balanced – certain letterforms need adjusting – if to be readable – creating certain letters much harder – curved letters need to be slightly bigger to look the same size as other squarer letters - 


Analyse work: In relation to context – how does it relate to context ?
- Work aims to increase experimental design in typography – through the use of sketching
- Initial quote by Spiekermann questions designers new found interest in analogue techniques – handmade – haptic and three dimensional aspects of type and design
- More engagement when working physically 
- Mass distribution of digital design 1970s – Odling - Smee comments on how this type of design became a mass market style that was seen everywhere with little individual personality at the time , which led to the rise in experimental techniques
- Modular design
- Encourages interaction – physical interaction with piece – created for designers to use

- Increase understanding – Beirut et al has written that within typography, traditionalists predict a decline in standards with the increased accessibility of digital tools which allow typography to be made and used by anyone
- Grids use modular typography – sketching designs allows better understanding of the composition of letterforms – difficulties with modular type – problem solving needed – adjustments needed e.g. balance etc – when creating passages of text – need to understand kerning etc  

- More skill – Odling - Smee accessibility to computers has led to drawing skills being replaced by computers, which has meant the craft within the creation of the work has been lost, reducing respect for the design process – use of precreated design elements ‘are often a camouflage for a lack of creativity’ and mean designers have lost an understanding of the basic tools and principles within graphic design creation.

- Creative Bloq – comments how improvisation within handmade techniques leads to more interesting results as the designer becomes responsive and influenced by the process of the work, meaning there is less control
- Working with grids – creates structure – restrictions – but flexible – sketchbook format encourages experimentation – not a focus on the end product – supposed to be used in a rough way – sketchbooks seen as initial ideas – less pressure – hand drawn easily adaptable – create multiple variations quickly and easily – grid system provides prompts – restriction encourage problem solving especially when trying to create a full alphabet so it is consistent – control over which parts to use – after which grids and structure provides control for continuing the design

- Chen design associates suggest that designers are more engaged with the process of making when using analogue techniques and this connection is retained within the work
- Interactive – need to engage with piece in order to use it – physically drawing

- Creative Bloq suggests that through improvisation and adaptation digital and handmade can inform and work together to create interesting design
- Tool primarily used for experimentation and exploring initial ideas – once frame work achieved – design would need to be refined and digitalised on the computer – so it can be used more widely – can make further alterations – e.g. to increase legibility etc – most probably would be used in conjunction with the computer to create the final outcome  - creating standardised grid system scale – helps transfer of design to computer – know the scale will be the same – initial use of restrictions leads to more original and exciting outcomes later one – helps with the generation of ideas
 
- Risatti writes about Aristotle and his groupings of knowledge, theoria or theoretical knowledge , praxis or practical knowledge and poiesis which is knowledge of making, producing and creating something
 – provides format that is used and simple to use for a variety of people – basic approach to typography – little understanding needed – how to work a grid – common knowledge – has practical and theoretical knowledge – can draw easily – no skill needed apart from drawing – modular type basic – formulate basic concepts easily – room for more elaborate designing for the more experienced

- Bierut et al suggested that digital tools allow typography to be used and made by anyone, whereas in contrast handmade design needs specialist materials and tools which are not easily accessible
- Sketchbook format – frequently used in design community – traditional analogue technique – accessible  

Study Task 8 - Final Outcome

Rationale and Reference to Research

The outcome is a A5 sketchbook of original grid systems which can be used to create modular typography. The grids are made up of basic geometric shapes which are rotated and layered to form modules. All the grids allow for modular construction in all directions and allow flow between modules. As a result of overlapping the geometric shapes to create the modules this also provides further shapes and more possibilities to create with.








The cover design aims to be neutral and appealing to both genders aswell as a range of abilities through the use of colour and minimalist design. The design on the cover was created through layering a module from each of the grids within the book to create a simple design that reflected the content of the sketchbook and placed emphasis on the grids within. The logotype has geometric elements derived from Futura such as a circular ‘O’, whilst uses the uniformity of Helvetica to
reflect a regularity and modular block appearance. Helvetica’s ‘D’ was adapted to better reflect the   curvature seen in Futuras ‘O’. The terminals in Helvetica’s ‘S’ were shortened so they curved less and looked more angular. Uppercase letterforms have straighter forms when compared with lowercase so better reflect the blocky, modularity of the grids within the sketchbook. 








The format aims to encourage experimentation through the traditional sketching  process as a way of generating ideas for modular typography. The gridded structure and restrictions of the shapes forces the user to work in a certain way however the grids provide many possibilities, as well as being flexible enough to be adapted in new ways. During research it was found that there were many digital tools and creators for modular typography online such as Fontstruct,however little in the way of creating this kind of typography easily in a traditional sense. 

Grid systems available are restricted to a few, which then have to heavily adapted to create modular type from. Instead the sketchbook aims to bring physical modular experimentation into a compact format.  







The work uses a compact and familiar format that designers, from all levels of professionalism will have worked with, making it easily understood. It allows for easy modification of designs and encourages hand rendered sketching, making it physically engaging,  rather than a focus on the finished product. This traditional approach to design increases fundamental skills and allows for a better knowledge of the make up of letterforms, whilst encouraging problem solving through the use of constraints. The tool allows multiple letterforms to be created through the variety of shapes within each grid. This also provides the user the ability to construct full alphabets, the consistency of which would be determined by the level of restriction applied.

The outcome aims to increase engagement with experimental the experimental creation of type, through the use of a traditional process. Chen Design Associates agree that designers are more engaged with the process of making when using analogue techniques and that this connection is retained within the work.

The work acts as an alternative to digital tools for modular typography online, such as Fonstruct and updates the familiar format of grids, allowing for a DIY approach to design, aswell as removing the need for expensive materials. This availability of a traditional technique to create typography contrasts Beirut (1994) who suggests that digital tools allow typography to be used and made by anyone, whereas in contrast handmade design needs specialist materials and tools which are not easily accessible.

It was suggested by Odling - Smee that designers have lost an understanding of the basis tools and principles that they are using as graphic designers. The outcome uses a traditional approach to design which improves fundamental skills by increasing understanding of typographic forms, encouraging problems solving through grid restrictions and promoting idea generation through sketching.   

Study Task 7 - Development

Final Layout Refinements 



Layout


In previous designs the logotype and combined module had been placed together, however this looked awkward despite the logotype reflecting the thickness of the module outline. Instead the elements were separated but placed centrally, which allowed the module design to look more refined creating a more minimal appearance. The module was altered slightly because one of the grids was removed from the book because of its complexity. A tag line was added beneath the logotype, 'Modular Grids foe Experimental Type'  to briefly explain what the sketchbook is for, otherwise it may just be considered a colouring book without context.









Stock Choice

The audience for the sketchbook is designers of all degrees of professionalism, from students to people in the industry. This includes both genders and a wide range of ages so the colour of the stock needed to be neutral. In Graphic Design Surveyed it was found that the highest percentage age group for both males and females in the industry was 20s, with the second highest being in their 30s.











White was tried to further emphasise the clean feel to the design. Green grey is quite a natural colour with an added warmth which makes it appealing . Mango was also experimented with because yellow orange is considered to be gender neutral however this shade is quite bold which may be less suitable for older people. The green grey has quite a rustic feel that doesn't detract from the elements on the cover making it the most appropriate stock to use.