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  1. art 127 :: graphic symbolism week 5 :: b

  2. :: in-class examples • Canon logo • http://www.canon.com/about/mark/index.html • http://www.canon.com/about/mark/origin.html • http://www.canon.com/about/mark/transit.html

  3. :: today’s agenda • in-class demonstration • Manipulating shapes • in-class activity: • work on the initials assignment • work on your sketches • work digitally in Illustrator

  4. :: homework due next week :: 9.27.05 • “Lettermark”* • purpose/objective: • To understand the demands of developing and executing a mark that is based on letterforms and to incorporate curves. • To experiment with negative/positive space relationships. • To explore the concept of reduction while designing a mark. • assignment: Focusing on contrast and figure/ground relationship (positive and negative shapes), design a visually interesting logotype that intergrates the initials of your first and last na,es (two letters) into a unified whole. The letters should be based initially on these five typefaces: Garamond, Baskerville, Bodini, Century Expanded, and Helvetica. The lettermark must contain curves and the letter must “read” in consequtive order: first initial first, then the last initial. You may incorporate either serif or sans serif, uppercase or lowercase, roman or italic, condensed or expanded, bold of light, or a combination of any two. Black and White only. • format: Execute one design for each of the above themes. • sketches: black and white only (no pencil; black marker is ideal); any size sketch is ok – the ideal is to have one sheet of paper with multiple squares/sketches on it; use black marker on white paper; 8.5” x 11” paper will work fine) • final lettermark design in two formats: to be handed in digitally as both an illustrator file (.ai) and an image (.gif); document setup: CMYK, 8.5” x 11”) • *assignment adapted from: • Susan Merritt’s Lettermark assignment – San Diego State Universitysource: Resnick, Elisabeth. Design for Communication: Conceptual Graphic Design Basics. Hoboken, NJ John Wiley & Sons. Pp.43-48

  5. :: post mortem • How smoothly did today’s class run? • What slowed us down? • What did we skip over? • How can we be more efficient in the future?