Adobe Font Folio 11.1.rar Hit
Harriet Wehrenberg
The typeface/font plays an important role in the brand for LWTech. It is the written and read voice of LWTech and must reflect the same values and identity that LWTech embraces. The voice, much like the visuals, must be consistent to the brand to create a relatable identity.
LWTech has adopted the use of the following sans serif typefaces for official use in print and digital: Futura STD, Myriad Pro, and Arial. These typefaces have been selected for their wide range of weights, obliques, condensed forms, versatility of languages, glyphs, and for excellent legibility.
The LWTech website uses Google webfont Roboto font family with a fall back to the browser's default sans-serif font. These fonts should only be used on the website. These are pre-programmed styles within our website. Web editors need not worry about setting the font style, nor should they be modifying font styles when editing web pages.
Only the Futura typeface (in this document the typeface Futura includes families Futura, Futura STD, Futura PT) is the foundational font used to accompany the LWTech symbol. Futura STD Heavy typeface is used in the LWTech logos and logotype (see Logos). Additionally, Futura STD Medium can only be used in the LWTech Program logos. No other typeface(s) can be used as a branded representation of LWTech in this way.
Futura, in addition to being the branded typeface for LWTech, is also excellent beyond logos and can be used for display and text. However, neither Communications & Marketing (C&M), nor Information Technology Services distributes this typeface for free, therefore an individual purchase of the license is needed.
The licensing agreement that LWTech has with Adobe for Creative Cloud is an institution-based one, where all faculty, staff, and students enjoying Adobe Creative Cloud via LWTech on-campus for work, are technically signing on through the single entity of LWTech. There is no Portfolio, Performance or Business Typekit plan through the LWTech entity. To gain access to those typekit plans, an individual plan needs to be purchased separately, established, and maintained.
Free alternatives for use in print are available, although these are not preferred (see previous section). These include (in preferential order): Myriad Pro and Arial, which are available on most operating systems.
Curriculum Innovations ; Immersed in Every Sense, Visiting Artist Series Our new visiting artist series, Immersed in Every Sense, funded by a Visiting Artist Grant from the Vice-Provost for the Arts and the Visiting Artist Fund from the Department of Art, Art History and Visual Studies, has given us the opportunity to bring visiting artists at different points in their professional careers into the classroom to present their work and meet with our students. It has connected our students directly to practicing artists from various art centers throughout the country, exposing them to what the artistic world has to offer beyond Duke. This series has benefited classes relating to the specific disciplines of the different artists, along with introducing our beginning students enrolled in ARTSVIS 54: Introduction to Visual Practice to the wide scope of artistic practices and offering our advanced students in ARTSVIS 169S Advanced Visual Practice, the upcoming 200S Capstone in the Visual Arts and the MFA students the chance to meet individually with these artists to discuss their current projects. In addition to classroom/student interactions, students also have the opportunity to attend a lecture by the artist about their work open to the general public. Fall 2011 artists included: Clement Valla, Eduardo Kac, Benj Gerdes, Jennifer Hayashida, Marc Handelman and Meridith Pingree.
Curriculum Innovations ; Revision of ARTSVIS 200S: Senior Capstone in the Visual Arts As the lone regular rank Visual Arts faculty teaching the during the spring 2011 semester, I oversaw 19 senior projects, four of these projects being Graduation with Distinction students and the remaining 15 being graduating seniors. The breadth of students projects done in this class was enormous, ranging from painting, artist books to animations and creating gaming applications for the iPad. In addition to the curricular changes that I made to the course, I stressed the professional skills that the students would need in an artistic working environment (digital graphic design presentation skills, writing skills, web-design skills and how to professionally document and display their work) through the development of documentation supporting their projects. In order to accommodate the individual needs of the different students outside of my area(s) of expertise, faculty from different visual arts and visual studies areas (Raquel Salvatella and Victoria Szabo) met with students during three class sessions to advise students on their projects. With this course designated as the culminating "art experience" at Duke it offered students the opportunity to created a related body of work throughout the semester, along with supporting materials documenting that project. In addition to their projects done in an area with prior artistic and course experience, students created supporting materials, documenting the project and its progress including a commercially printed catalogue documenting their project that conveyed influences, historical and social references and other influential materials developed in Adobe Illustrator, Photoshop and InDesign and individual WordPress websites displaying different facets of their process, research and project that were linked to our course web site. Students made monthly presentations on the progress of their projects, along with meeting with me weekly on an individual basis. Their semester's work culminated with an exhibition during graduation of their completed Capstone project. Two openings were held for the students, one for their peers and Duke community, with over 450 people attending and a second organized during graduation weekend for students, their families and members of our department. The success of this course has inspired us to teach both the Visual Art and Visual and Media Studies Capstone courses during the same time slot, with aspects of both courses taught together so that students have further interaction with the scope of their different projects. The rubric established from the 2011 Capstone class will continue to be used again due to its high level of success.
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