Typography Image

Justification Activity
The primary goal of my unit of instruction is to provide learners with the theory, understanding, and mastery of the basics of design so that they may be used in future design compositions and assignments. Specifically, this unit of instruction will focus on three concepts that help provide a foundational understanding of design for each student. These three principles are balance and rhythm, proportion and dominance, and unity.


The intended users of this activity will be beginner art and design students in grades 9-12. Specifically, they will be able to read at a 9th grade reading level and possess intense focus, motivation, and adaptable social skills. Additionally, each learner is assumed to have a steady hand, a detailed-eye, and an overall interest in art and design. Lastly, each learner must have the ability to listen to and follow directions on concrete and abstract ideas.

Why I Think My Solutions Work

Overall, I believe my typography designs translate the intended meaning, motivation, and concepts to the specified users. In other words, I believe they do an excellent job of using text to graphically represent the concept behind the chosen word. Additionally, I believe they provide each learner with a better understanding of the terminology used in a particular area of the unit of instruction. In short, I believe the power of my typography design effectively translates my unit of instruction. For specific justifications, please read below:

Balance - Essentially, balance is an equilibrium that results from looking at images and judging them against individuals’ ideas of physical structures like mass and gravity. In other words, the concept of balance is the arrangement of the objects in a given design as it relates to their visual weight within a composition. Thus, to demonstrate the concept of balance, I choose the less distracting, sans-serif font Arial and alternated its letters between the sizes 60 point and 36 pointt to achieve a cohesive arrangement of various objects, in this case the different letters, to provide different, visual weight within the total composition.

  • Rhythm - Next, I dissected the word rhythm. In short, rhythm is the repetition or alternation of elements, often with defined intervals between them. Rhythm can create a sense of movement, and can establish pattern and texture. There are many different kinds of rhythm, often defined by the feeling it evokes when looking at it. For my typography example of rhythm, I choose to use the font DTNoted because it provided the musical aspect of rhythm we traditional think of when we visualize the word. Nevertheless, although it focuses on the musical side of rhythm, I still believe it does an amazing job of translating an alternation of elements, intervals, and ultimately a sense of movement.

  • Proportion – Specifically, proportion is the comparison of dimensions or distribution of forms. In essence, it is the relationship in scale between one element and another, or between a whole object and one of its parts. Differing proportions within a composition can relate to different kinds of balance or symmetry, and can help establish visual weight and depth. In my typography example of proportion, I used the rather thin, elongated font Bebas Neue because of its x-height. In short, I knew that its height would translate the scale between the object and one of its parts, and it would be easier for younger people to read (Lohr, 2008, p. 230).

Unity - The concept of unity describes the relationship between the individual parts and the whole of a composition. It investigates the aspects of a given design that are necessary to tie the composition together, to give it a sense of wholeness, or to break it apart and give it a sense of variety. Thus, reflecting on the definition of unity, I decided to illustrate the word unity in a circular or whole fashion. Using the structured font Code Pro Bold to assist readability, I thought that by using a circular presentation for unity each letter in the word would act as an individual part relating to the whole composition of the circle. Specifically, I increased the leading between the letters so that trying to read the word in a circular form would be less intimidating (Lohr, 2008, p. 234). In the end, I am pleased with the outcome.


After completing the initial activity of creating the typography graphics, I decided to reach out to one of my co-worker son’s, who happens to be a 10th grade art student, and get his initial impressions on my designs. In short, I wanted to record his thoughts and ideas about my creations. The following is his thoughts on each design:

  • Balance - He stated that he liked how the word translated balance by using different sized letters. Specifically, he thought, by beginning and ending the word with a larger letter, it made the composition whole. Ironically, he thought the design translated unity as well as intervals, but, overall, he believed it translated the word and meaning of balance.

  • Rhythm - Visually, he liked the concept of this design the best. In his mind, there was no more accurate a representation of rhythm than the musical notes and staff embedded within this font. He stated that he believed it showed a pattern or movement which perfectly matched the word. He also said the big, blocky letters meant that rhythm was the driving force behind the movement.

  • Proportion - Although he said it was simple in nature, he believed it did a great job of translating the meaning of proportion. He also noted that using one of the syllables of the word to make the change in size was very effective from an overall impact standpoint. Additionally, he also noted that the tall letters helped the effect make a bigger impression.

  • Unity – Lastly, he said this example reminded him of people holding hands. In other words, he said he thought it was a great example of unity because it had overtones of people coming together to a make a bigger picture. In his mind, it was typical of designs he had seen for global non-profits.

Changes I will make

After reflecting on the user test and the comments given to me by my co-worker’s son, I do not believe I will make any changes. In short, he saw exactly what I wanted him to see. Additionally, I believe my designs accurately and effectively translate the meaning of the words. Furthermore, I believe they are great visual tools to help me get across the particular principles of design to my intended audience. In the end, I believe they are a great supplement to my specific unit of instruction.


Lohr, L. (2008). Creating graphics for learning and performance: Lessons in visual literacy. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall.