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- Genre: Autobiographies
- Genre: Cartographic
- Creators: Arizona State University
Description
When cartographers and graphic designers create maps they choose typefaces. Often, serif and sans serif typefaces are paired together to represent different information on a map. Typefaces have a communicated tone and choosing the correct typeface combination to send the intended message can be challenging. The purpose of this study was to create an analysis of the aesthetic characteristics of typeface pairings to assist map creators when choosing typefaces. An online survey was utilized to collect responses from graphic designers who have been trained in at least one year or more in design from a higher education institution. There were 30 participants in the study and they scored 24 typeface pairings, 12 differentiating and 12 superfamily, on 48 maps. Scoring was done on eight aesthetic characteristics: friendly, whimsical, cheap, neutral, bland, corporate, serious and modern. The researcher conducted an analysis of each typeface’s microaesthetics and then compared these to the survey’s scored aesthetic characteristics. It was concluded that there are many factors that go into comparing the typeface pairings of serif and sans serif typeface combinations. However, a selection of a superfamily typeface pairing is better than selecting a differentiating pairing. Future research should focus on conducting studies with a varying amount of typeface styles. Also, to include less maps per survey and a survey completion status bar.
ContributorsFinden, Nathan (Author) / Ralston, Laurie (Thesis advisor) / Carrasquilla, Christina (Committee member) / Westover, William (Committee member) / Arizona State University (Publisher)
Created2018
Description
This dissertation is a visual and narrative-based autoethnography that narrates the lived educational experiences of the author from preschool through doctoral studies. The text portrays a story that explores issues of power, identity, and pedagogy in education. Told in narrative form, this project utilizes visual data, thematic coding, layering, and writing as a method of inquiry to investigate and more fully understand injustices found in the American education system. Findings show how the author’s identities of student, teacher, and researcher influence and impact one another, and lead to the development of a future vision of self.
By examining the author’s roles as a student, teacher, and researcher this study centers on conflicts and inconsistencies that arise at the intersections of self, community, institutions, and society. Included in the narrative’s analysis are issues related to positionality, visions of success, empowerment, resistance, neoliberalism, colonialism, psychological distance, and ideological purpose in teaching. The narrative concludes with the development of a personal vision of purposeful, empowering, liberating, and transformative pedagogy.
This study contributes its voice to conversations about inequity and inequality in education by asking the reader to examine conflicts, ask new questions, and critically engage with the dialogic text.
By examining the author’s roles as a student, teacher, and researcher this study centers on conflicts and inconsistencies that arise at the intersections of self, community, institutions, and society. Included in the narrative’s analysis are issues related to positionality, visions of success, empowerment, resistance, neoliberalism, colonialism, psychological distance, and ideological purpose in teaching. The narrative concludes with the development of a personal vision of purposeful, empowering, liberating, and transformative pedagogy.
This study contributes its voice to conversations about inequity and inequality in education by asking the reader to examine conflicts, ask new questions, and critically engage with the dialogic text.
ContributorsMazza, Bonnie Streff (Author) / Margolis, Eric (Thesis advisor) / Heineke Engebretson, Amy (Committee member) / Warriner, Doris (Committee member) / Arizona State University (Publisher)
Created2016