Showing posts with label Eben Sorkin. Show all posts
Showing posts with label Eben Sorkin. Show all posts
1.09.2012
1.05.2012
11.27.2011
lapikon | Exhibition & Publication
Opening of the Ala ma font(a) final
exhibition of the workshop result – Martin Majoor, Anne Bessemans,
Filip Blazek, Eben Sorkin (on skype), Marian Misiak and the group of
workshop’s participants will take place on 11th of January 2012 at the Academy of Fine Arts in Katowice during III rd International Design Conference Agrafa.
There will be a publication lapikon accompaining the exhibition containing texts written by teachers and 15 examples of students typefaces created during the workshop.
9.14.2011
Sorkin nominated for ATypI Board
Graphic and type designer Eben Sorkin has been nominated for election to the ATypI Board at the Association's annual meeting in Reykjavík, Iceland on 18 September. read more>>
3.31.2011
Eben Sorkin's letter for the students
Dear Workshop students,
it was a great pleasure to get to meet you all personally and to have the short opportunity to discuss ideas with you all. In the humanities we do a great deal of our work through skill and intuition. These are of course very very wonderful things! I hope you are able to add critical evaluation of usefulness and in some cases even some awareness of the science of perception to strengthen your work still further. I hope you find the strategy of narrowing the project through aggressive project definition is one that you find helpful. I find that highly focused projects are often the most happy projects. Because of our short time our discussions were always more one way than I would have wished. I hope you will help me improve things by staying in touch as your project develop!
Best wishes!
-e.
it was a great pleasure to get to meet you all personally and to have the short opportunity to discuss ideas with you all. In the humanities we do a great deal of our work through skill and intuition. These are of course very very wonderful things! I hope you are able to add critical evaluation of usefulness and in some cases even some awareness of the science of perception to strengthen your work still further. I hope you find the strategy of narrowing the project through aggressive project definition is one that you find helpful. I find that highly focused projects are often the most happy projects. Because of our short time our discussions were always more one way than I would have wished. I hope you will help me improve things by staying in touch as your project develop!
Best wishes!
-e.
3.26.2011
Workshop with Ann and Eben
3.17.2011
First meeting 25–27.03
FRIDAY
12:00
Students introduce themselves to Ann & Eben and indicate what they want to accomplish.
12:10
Eben Sorkin Utility First: This is a very short presentation on why I am teach students to emphasize utility over aesthetics, not in absolute terms but in terms of sequence. I explain how this approach saves time overall and leaves more time to consider beauty/aesthetics.
Lunch Break
12:45
Eben Sorkin Lecture: The primacy of the context and the document. This is a talk about the importance considering the context first - purpose, audience/readership, document structure, technology used to image the letters and so on. This is the first step in making a utility oriented process and is geared towards a more precise and narrow definition of the project brief.
13:00
Document Project:
Students break into 3-4-5 groups and examine documents to recognize their structure and to characterize both their typographic needs as well as to analyze the relative success or failure of the solution. Students are asked to characterize the properties of the type used and to imagine if what properties might improve the result and why.
Break
14:00
Ann asks the students about their ideas about what might be good for children. A record of the ideas is kept.
14:15
Ann talks about her work and Sue Walkers work. The answers given are compared to this research to see if the ideas suggested are supported by research and to see which ones have not been addressed by research.
Break
15:00
Eben Sorkin Lecture: Recognition is the primary function responsible for speed in reading. Recognition also has its opposite: Crowding. An explanation of what crowding is is given and the experiment I am doing is presented.
15:45
Crowding related studies are read and an informal experiment with crowding is conducted using a white or blackboard.
END
SATURDAY
9:30
Ann & Eben present additional research including new Microsoft research on word and letter spacing and letter features. The goal is to make the material accessible and to let student begin to imagine what kind of research they might like to conduct and to make it clear that they can use research to improve their type design process and to focus it. Examples of common practices in type design which have an empirical character will also be discussed.
Lunch Break
13:00
Ann & Eben will each give talks on better defining legibility and readability. These talks are designed to help foster a critical awareness of what there terms mean.
13:30
Q&A on legibility
Break
14:00
Eben Sorkin: How to set deliberate priorities in your type design process to allow the work to be more efficiently, faster, and to better control the voice or feeling produced by your design. This lecture picks up where the lecture on utility leaves off and integrates the document discussions.
14:30
Discussion
Break
15:00
A discussion on the power of using Multiple master technology to answer questions quickly and precisely is explained. Students with Fontlab may try a practical example.
END
SUNDAY
9:30
Ann lectures on typography for children with low vision and compares the different kind of low vision which exist.
Break
10:45
An introduction to traditional optical adjustments and less discussed ones.
A discussion of the way that recognition/crowding might interact with letter spacing and the potential that contextual shaping may have in enhancing recognition.
12:00
Q&A Students are asked what they plan to do with the information.
END
12:00
Students introduce themselves to Ann & Eben and indicate what they want to accomplish.
12:10
Eben Sorkin Utility First: This is a very short presentation on why I am teach students to emphasize utility over aesthetics, not in absolute terms but in terms of sequence. I explain how this approach saves time overall and leaves more time to consider beauty/aesthetics.
Lunch Break
12:45
Eben Sorkin Lecture: The primacy of the context and the document. This is a talk about the importance considering the context first - purpose, audience/readership, document structure, technology used to image the letters and so on. This is the first step in making a utility oriented process and is geared towards a more precise and narrow definition of the project brief.
13:00
Document Project:
Students break into 3-4-5 groups and examine documents to recognize their structure and to characterize both their typographic needs as well as to analyze the relative success or failure of the solution. Students are asked to characterize the properties of the type used and to imagine if what properties might improve the result and why.
Break
14:00
Ann asks the students about their ideas about what might be good for children. A record of the ideas is kept.
14:15
Ann talks about her work and Sue Walkers work. The answers given are compared to this research to see if the ideas suggested are supported by research and to see which ones have not been addressed by research.
Break
15:00
Eben Sorkin Lecture: Recognition is the primary function responsible for speed in reading. Recognition also has its opposite: Crowding. An explanation of what crowding is is given and the experiment I am doing is presented.
15:45
Crowding related studies are read and an informal experiment with crowding is conducted using a white or blackboard.
END
SATURDAY
9:30
Ann & Eben present additional research including new Microsoft research on word and letter spacing and letter features. The goal is to make the material accessible and to let student begin to imagine what kind of research they might like to conduct and to make it clear that they can use research to improve their type design process and to focus it. Examples of common practices in type design which have an empirical character will also be discussed.
Lunch Break
13:00
Ann & Eben will each give talks on better defining legibility and readability. These talks are designed to help foster a critical awareness of what there terms mean.
13:30
Q&A on legibility
Break
14:00
Eben Sorkin: How to set deliberate priorities in your type design process to allow the work to be more efficiently, faster, and to better control the voice or feeling produced by your design. This lecture picks up where the lecture on utility leaves off and integrates the document discussions.
14:30
Discussion
Break
15:00
A discussion on the power of using Multiple master technology to answer questions quickly and precisely is explained. Students with Fontlab may try a practical example.
END
SUNDAY
9:30
Ann lectures on typography for children with low vision and compares the different kind of low vision which exist.
Break
10:45
An introduction to traditional optical adjustments and less discussed ones.
A discussion of the way that recognition/crowding might interact with letter spacing and the potential that contextual shaping may have in enhancing recognition.
12:00
Q&A Students are asked what they plan to do with the information.
END
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