DESMA 25 SEC 1 | SYLLABUS [ note: This is a living document, subject to change ]
Full Syllabus PDF Download

m / w 9 : 00 – 11 : 50am PDT
// Oct. 05–Dec 9 // Online //
Visiting Faculty: BETH ELLIOTT // beth@bedesign.me // 323.646.3040 //
T.A.: NICOLE LAMBROU // nlambrou@ucla.edu //

C O U R S E  O V E R V I E W

A I M S   Discovering typography and exploring it by following a step-by-step process of studying composition complexities. Being able to make clear choices and visualizing the process as a final presentation in a publication. Understanding typography, it’s legibility, classifications and meaning of form, from a FORMAL approach to an EXPRESSIVE approach. Learning to work with Adobe InDesign, in combination with other Adobe software programs, Photoshop and Illustrator. At the end of the course the student should have a working knowledge of the software and have gained basic knowledge about letter forms and the use of typography; being able to set up a grid, make perfect column setting, understand visual editing and the aesthetics of typography, as well as the ability to create meaningful relationships between content and form.

C L A S S  D E S C R I P T I O N   The class will include written assignments, typographic-based design assignments and a type history research project. The typographic exercises will progress from simple to more complex levels. Class time will be used for critique student work, typography and type history lecturers, research presentations, software demonstrations, and process workshops on book typography, printing, design, and other practical exercises.

F I N A L  P R O J E C T    The student will compile a bound PROCESS BOOK publication presenting a selection of all the work created, with 40 SINGLE COVERS, an ESSAY and research related CONTENT, including collected topic research and typography-related items.

G E N E R A L  C L A S S  R U L E S

C L A S S  S T R U C T U R E   Class time will be used for lecture, tutorials and to review work either as a class discussion, small group critiques or individual meetings. Every week you will have a new phase of the project due the following class meeting or week, depending on the assignment. Work is to be presented according to that session’s instructions prior to the 9am (PDT) start time.

The class will be using three Apps for online learning: Zoom, Concept Board and Pinterest. More information about each is provided in the Online Learning section of this document.

A T T E N D A N C E   You must attend each class. This class will cover a lot of material in a short period of time. There is little, if any, way to make up for a missed class. You are responsible for work due on the day you are absent and for projects given on the day you missed. If you will be late, unable to attend, or late with an assignment you must alert the T.A. and/or me, by text or email before class begins (contact info above) that either you will a) miss the class and the reason; or b) why you will be late to class. If you are having technical difficulties with the Zoom App, text the T.A. for assistance.

Class begins promptly at 9am. There is a 15-minute grace period. If you arrive between 9:15 and 9:30am, you will be marked tardy. Three unexcused tardies are equal to one unexcused absence. If you are later than 20 minutes you’ll be marked absent. Each unexcused absence will result in 1/3 grade point down on your final grade (A+ to A). Four (4) unexcused absences will result in a FAILED GRADE for the class (F). If you know you are going to miss class, send a notice to t.a. and/or professor.

Because of the unusual circumstances of online learning this quarter, situations may occur in which technological issues or other force majeure unexpectedly interrupt the class or make it necessary to cancel a class session. We will do our best to notify you as soon as possible by text or email if a class is cancelled. If a cancellation occurs, assignment due dates will be adjusted accordingly, as necessary.

E X P E C T A T I O N S   You must demonstrate through the readings, written assignments and design assignments (both process and end project), as well as through classroom critiques and discussion that you grasp the material being taught.

G R A D E S  Each class you will be evaluated on the following: class participation / presentation / organization and design skills. Project grading takes into account conceptual, technical, and formal development as well as rigor and creativity. Outstanding or exceptional work will receive As, good work will receive Bs, sufficient work that does nothing more than meet requirements will receive Cs. Your final grade is the average of all grades in combination with your attendance record.

C L A S S  P A R T I C I P A T I O N   Be respectful of others during critiques and take part in discussions. Please silence your phone while in class. No text messaging, iChatting, Skyping, etc or checking personal emailing during class.

Please observe appropriate Zoom etiquette by dressing as if you are in a classroom setting and remember you may be viewable, or heard, by the entire class, so consider your background and conduct yourself accordingly. Help conserve bandwidth and degradation in computer performance by muting your microphone when you aren’t contributing or presenting work and don’t watch other videos, listen to music on your computer or use applications not required for the class during class.

Ask questions, make comments, contribute to reviews! Learn from your peers, this is a team-effort! Presentations good and loud verbal presentations.

If you are having technical difficulties with Zoom, Concept Board, Pinterest, Adobe InDesign or another class-related App, contact the T.A.


e-mails / beth = beth@bedesign.me / nicole = nlambrou@ucla.edu
mobile / beth = 3 2 3 – 6 4 6 – 3 0 4 0

O N L I N E  L E A R N I N G

Ideally this class would be taught in-person, reviewing printed work produced to actual scale. Unfortunately, meeting in-person isn’t possible this quarter, so we are adapting the course as best as possible to remote instruction, leveraging a combination of online tools to make education more accessible and engaging while we are apart. The success of this class (and your work) depend not on making this a substitute for an in-person classroom, but a more open and compassionate learning environment. As our quarter progresses, we are open to dialogue about what is working and what isn’t about our current format.


We will be hosting the course remotely this quarter. In order to make the most of the format we will meet during class time on Zoom as a group. The format of our class will vary between meeting as an entire class and small breakout sessions to allow everyone to receive feedback on their work and develop presentation and critiquing skills. Since our class is a more intimate size, we encourage everyone to use their camera (if possible). Please note that the class sessions will not be recorded. This is due to the class critique structure and the importance of being present and participating in class discussions of the moments.

Z O O M  R E S O U R C E S

1. Sign up for a Zoom account through the UCLA SSO (ucla.zoom.us). This gives you a licensed Zoom account with no time restrictions of participant limits.

2. Access the Zoom Video Tutorials to learn how to get started or use a feature.


To facilitate our discussions, critiques and reviews we will use the online “whiteboard” program, Conceptboard. You will receive an email invitation to join the class whiteboard on the first day of class.

You can assess the software for free through the web app (Chrome Browser recommended), as well as smartphones and tablets.

By using Conceptboard we won’t have to share screen through Zoom and will all have the control to view a student’s work together. We can leverage this tool to aid in seeing the development of everyone’s work from class to class over the course of the project, taking notes and leaving comments. You will be responsible for posting your work to the class whiteboard prior to each class.

C O N C E P T B O A R D  R E S O U R C E S

1. Access our workspace for F20 | DESMA 25 Typography | Sec. 1 (you should’ve received an invite before class).

2. You can view and upload online (Chrome browser recommended). If you’d like, you can add Conceptboard to your Google Chrome extensions.

P I N T E R E S T  B O A R D

You can find design inspiration and research references for assignments on Pinterest. Personal accounts are free, set up an account and start building your very own swipe library! The following boards are starting points for exploration: Typographic Posters , Album Covers , and Typographic Editorial Design .

C L A S S  W E B S I T E

The F2020 25 Sec 1 TYPOGRAPHY website is available to you to reference the course syllabus, class schedule, reading assignments, class policies, and other support information. The website will also be used to archive your final work. The T.A. will assist you with instructions for uploading your project documentation and troubleshoot any problems you may have. You are responsible for documenting and archiving your finished projects in a timely manner at each project’s completion. Please provide a photo of yourself for the student page.

A D O B E  C R E A T I V E C L O U D  L I C E N S E

UCLA is in the process of negotiating a campus-wide license for use of their applications and fonts. You will be able to use your UCLA ID to login beginning in November. Between now and then an interim solution is soon to be announced. You will be contacted with more information as it becomes available.


Projects for this class are to be executed using a typeface family of fonts selected from a list of seven typefaces, all of which are available for free through Adobe. To use an Adobe font, you will need to activate the font through the Adobe Creative Cloud. Refer to the class TYPE GUIDE to learn which specific foundry cuts of the typefaces are approved for class, AND which fonts of the Typeface are approved for use.



If you are experiencing difficulties keeping up with the class due to a hardware limitation at home, please let your professor know as soon as possible so that we can work with DESMA to try and locate resources and workarounds for you. beth@bedesign.me / 3 2 3 – 6 4 6 – 3 0 4 0


We understand the classroom as a space for practicing freedom; where one may challenge psychic, social, and cultural borders and create meaningful artistic expressions. To do so we must acknowledge and embrace the different identities and backgrounds we inhabit. This means that we will use preferred pronouns, respect self-identifications, and be mindful of special needs. Disagreement is encouraged and supported, however our differences affect our conceptualization and experience of reality, and it is extremely important to remember that certain gender, race, sex, and class identities are more privileged while others are undermined and marginalized. Consequently, this makes some people feel more protected or vulnerable during debates and discussions. A collaborative effort between the students, t.a., and instructor is needed to create a supportive learning environment. While everyone should feel free to experiment creatively and conceptually, if a class member points out that something you have said or shared with the group is offensive, avoid being defensive; instead approach the discussion as a valuable opportunity for us to grow and learn from one another. Alternatively if you feel that something said in discussion or included in a piece of work is harmful, you are encouraged to speak with the instructor or T.A. *Statement adopted from voidLab at: https://github.com/voidlab/diversity-statement


Students needing academic accommodations based on a disability should contact the Center for Accessible Education (CAE) at 310-825-1501 or in person at Murphy Hall A255. In order to ensure accommodations, students need to contact the CAE within the first two weeks of the term.


UCLA prohibits gender discrimination, including sexual harassment, domestic and dating violence, sexual assault, and stalking. If you have experienced sexual harassment or sexual violence, there are a variety of resources to assist you.

C O N F I D E N T I A L  R E S O U R C E S CAREadvocate@careprogram.ucla.edu

You can receive confidential support and advocacy at the CARE Advocacy Office for Sexual and Gender-Based Violence, 1st Floor Wooden Center West, 310-206-2465. Counseling and Psychological Services (CAPS) also provides confidential counseling to all students and can be reached 24/7 at 310-825-0768.

N O N – C O N F I D E N T I A L  R E S O U R C E S titleix@conet.ucla.edu

You can also report sexual violence or sexual harassment directly to the University’s Title IX Coordinator, 2241 Murphy Hall, 310-206-3417. Reports to law enforcement can be made to UCPD at 310-825-1491. These offices may be required to pursue an official investigation.

Faculty and TAs are required under the UC Policy on Sexual Violence and Sexual harrassment to inform the Title IX Coordinator (a non-confidential resource) should they become aware that you or any other student has experienced sexual violence or sexual harassment.


UCLA is renowned for academic excellence, and yet we know that many students feel overwhelmed at times by demands to succeed academically, socially and personally. Our campus community is committed to helping all students thrive, learn to cope with stress, and build resilience. Remember, self-care is a skill that is critical to your long-term success. Here are some of the many resources available to you:

C O U N S E L I N G  &  P S Y C H O L O G I C A L  S E R V I C E S  ( C A P S ) https://www.counseling.ucla.edu/

Provides counseling and other psychological/mental health services to students. Crisis counseling is also available 24/7 at 310-825-0768.

A S H E  S T U D E N T  H E A L T H  &  W E L L N E S S  C E N T E R http://www.studenthealth.ucla.edu

Provides high quality and accessible ambulatory healthcare and education by caring professionals to support the academic success and personal development of all UCLA students.

H E A L T H Y  C A M P U S  I N I T I A T I V E  ( H C I ) https://healthy.ucla.edu

Provides links to a wide variety of resources for enhancing physical and psychological well-being, positive social interactions, healthy sleep, healthy eating, healthy physical activity and more.

C A M P U S  &  S T U D E N T  R E S I L I E N C E https://www.resilience.ucla.edu/

Provides programs to promote resilience and trains students to help support their peers.

E Q U A L I T Y,  D I V E R S I T Y  &  I N C L U S I O N https://equity.ucla.edu/

Committed to providing an equal learning, working and living environment at UCLA and supports a range of programs to promote these goals campus-wide.

U C L A  G R I T  C O A C H I N G  P R O G R A M https://www.grit.ucla.edu/

GRIT stands for Guidance, Resilience, Integrity, and Transformation. In this program, UCLA students receive individualized support from trained peer coaches to manage stress, foster positive social connections, set goals, and navigate campus resources.


UCLA is renowned for academic excellence, and yet we know that many students feel overwhelmed at times by demands to succeed academically, socially and personally. Our campus community is committed to helping all students thrive, learn to cope with stress, and build resilience. Remember, self-care is a skill that is critical to your long-term success. Here are some of the many resources available to you:

E C O N O M I C  C R I S I S  R E S P O N S E https://www.studentincrisis.ucla.edu/Economic-Crisis-Response

Provides support and guidance to students who have self-identified, or are identified by UCLA faculty or staff, as experiencing a financial crisis that impacts their academic success at UCLA.

B R U I N  S H E L T E R  http://www.bruinshelter.org/

Provides a safe, supportive environment for fellow college students experiencing homelessness by fostering a collaborative effort between universities, community-based organizations, and service providers.

T H E  C P O  F O O D  C L O S E T http://www.cpo.ucla.edu/cpo/foodcloset/

Provides free food for any UCLA student who may be experiencing hunger and/or struggling to attain food due to financial hardships.