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Showing posts from February, 2020

NM3217 In-Lecture Exercise E

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Typography Case Study What seems to be off about this particular typographic representation? All letters are in capital letters and slab serif typefaces makes this particular typographic seem to be off. Having all capital letters means that the letters all  have the same relative height and same relative width, and blocky shape. This makes it difficult for the eyes to flow through the text, and makes the text seem overbearing. The slab serif typeface makes creates a loud bold image as well. Thus, using all caps and slab serif typefaces decreases readibility of the words. Central alignment is used, but it is the weakest and the hardest alignment as it makes it hard to read. This is because there is no consistent starting and stopping point for each line so your eyes take a moment to adjust in each line, making this particular typographic representation seem very off. The leading is low which makes the words seem crammed, decreasing readibility of the words. ...

NM3217 In-Lecture Exercise D

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Composing Compositions The item I have chosen as the subject is my computer mouse. Picture 1: The picture is a close up shot taken at a low angle. The angle makes the audience perceive the mouse as powerful and that it is not like any simple mouse that we can find outside. The close up makes the audience pay attention to the details of the mouse, how dirty it is on the sides of the mouse, which show how worn it is with use. Picture 2: The picture is a extreme long shot taken at a high angle. The angle makes the perceive the mouse as small and insignificant. The extreme long shot emphasises on the idea of space and vastness, that the mouse is the only one on the table with no other object to be used with it. Picture 3: The picture is a medium close up shot taken at a canted angle. The angle used here makes the audience think feel that the mouse is cool, and is thought provoking as to why it is shot in this angle. The medium close up shot...

NM3217 In-Lecture Exercise C

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Signifier – A stack freshly sliced tomatoes put together to show the Heinz tomato ketchup bottle The signified – The tomato is used to emphasise the freshness and healthiness of the ketchup, and that the ketchup was just produced with fresh tomatoes. You get the full flavour of the tomatoes in Heinz ketchup. Moreover, the words "No one grows Ketchup like Heinz" below indicates that the taste from other ketchup brands might not be that real, and this Heinz ketchup is better than other brands as it is made of real tomatoes. Also, the green stalk on top also emphasises the freshness of the product, as green is connected to nature, hence pushing the notion that Heinz only uses natural ingredients rather than artificial chemicals in making the ketchup.

NM3217 In-Lecture Exercise B

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This picture is drawn by soosh, an illustrator with an account name @Vskafandre on Instagram and Youtube, displaying her artworks.  The picture shows a parental relationship between a father and his daughter, and both of them are sleeping on a bed. The parental relationship are presented as a loving one, where the father can be seen giving his daughter the most space on the bed, and sleeping on the edge of the bed. This is despite the fact that the father is of a much bigger size than the daughter. This shows how the father wants to provide as much comfort for his daughter as much as possible by giving her more space to sleep, hence displaying his consideration and love towards her as he does not minding how he might be uncomfortable due to him sleeping in such a narrow space. Moreover, the father and daughter are lying back to back, therefore emphasising that both the father and daughter rely on each other and there is a strong bond between them. The relationshi...

NM3217 In-Lecture Exercise A

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The device that enhances my creativity is the Apple Ipod Classic , as shown in the picture below. Descriptions as to how it works is as following: The wheel as shown in below the screen contains a scroll wheel and clickable buttons. To move through individual buttons on the menus, move the thumb around the wheel. An example of a menu screen is as shown figure 2. When you have arrive on the button you would like to select, click the wheel to activate the button when you have reached the button in the menu. The "Menu" button on the wheel allows you to get to the previous menu you were in. To play or pause a song, press the "Play/Pause" button. To skip a song, press the "Next" button. To go back to the previous song or replay a song, press the "Previous" button. To change volume of the music, move your finger around the wheel when the screen shows the music you are currently listening to (as shown in the figure1). Turn clockw...