TypeSpatial

Bridging 2D & 3D skills: Exploring Typography as a Tool for Community Building and Emotional Connections.

This pedagogical investigation explores a typographic project integrating 2D and 3D design principles to foster empathy and drive social change. By transitioning from print-based typography to 3D placemaking installations, the project bridges graphic design (GD) and spatial awareness, encouraging students to engage with social issues. Rooted in themes of hope and empathy, it aims to promote inclusivity, particularly for students navigating mental health challenges and social justice concerns. Since students reported a lack of confidence in their 3D skills due to limitations in the current GD curriculum, and that few projects utilize 3D typographic placemaking to enhance engagement, this study examines how such an approach deepens students' understanding of design principles, spatial awareness, and typography’s role in fostering inclusivity.

Typography plays a key role in social communication by reflecting cultural and political meanings and linking ideologies with social practices (Zhou, 2020; Chernyavskaya, 2022). Research highlights typography as a powerful tool for cultural expression (Santos, 2019) and interactive engagement (Abdul Kadir et al., 2020). Physically, 3D typography enhances engagement and helps students integrate 2D and 3D concepts. However, many educators and industry experts noted a lack of 3D design skills in the field (ElKashif, 2023). Studies suggest that spatial awareness, a core concept for 3D design skills, can be developed through 2D-to-3D transformation exercises (Lord, 1985), highlighting the need for this investigation. 

My research focuses on enhancing education by helping students develop 3D skills

In the first phase (Figure 1), students create typographic 2D posters using phrases like “Grow through what you go through” and “Stand up, speak out, make change,” reflecting on the power of words to shape attitudes, foster empathy, and build resilience. This phase helps students become more aware of typographic principles and provides an opportunity to explore how type conveys a message through visual elements such as color, hierarchy, contrast, and composition. By understanding how these elements influence readability, tone, and emotional impact, students gain a deeper appreciation of typography’s role beyond aesthetics, recognizing its function in communication, advocacy, and storytelling. This foundational phase prepares them to transition into 3D applications by first mastering how type conveys meaning in a 2D space.

The second phase (Figure 2) shifts focus to 3D design, challenging students to transform their typographic composition into 3D models that can be viewed from multiple perspectives. This process encourages them to rethink and refine their designs, exploring innovative ways to structure their messages in 3D. Using Adobe Illustrator’s 3D tools, students develop prototypes for 3D printing, allowing them to visualize their designs as sculptures, experiment with structure and scale, and navigate the complexities of transitioning from 2D-to-3D forms

Finally, in the placemaking phase (Figure 3& 4), students integrate their 3D typographic designs into virtual representations of a physical environment on the college campus. This stage encourages students to explore typography beyond the printed page, examining its role in shaping spatial experiences and user interactions while fostering community engagement across various media. Students reflect on how their typographic messages interact with their surroundings and human-scale experiences by considering key factors such as scale, materials, spatial relationships, and contextual relevance. Using Adobe Dimension, students experiment with materials, color, light, shadow, and surrounding elements to visualize how their designs interact with physical space and people. This process cultivates a mindful approach to perspective, enhancing students’ design thinking and equipping them to address social issues more effectively.

My Current Research

As technology evolves, integrating emerging tools like Artificial Intelligence (AI) has become essential in the design process. However, the rise of AI introduces several challenges, including risks of bias, copyright issues, and ethical concerns. AI systems can perpetuate biases through flawed or biased data, leading to unfair outcomes. Additionally, AI may unintentionally infringe on intellectual property rights, raising concerns about copyright theft. To navigate these challenges, designers must understand the limitations of AI, ensure the use of diverse and inclusive data sources, and comply with copyright laws.

I am currently collaborating with graphic design educators at the University of North Dakota to explore and develop better solutions to these challenges posed by emerging AI tools. Our focus is on equipping students with the skills to use AI responsibly as a tool while making them aware of its pros and cons. We aim to empower students not only to effectively apply AI in their design work but also to critically evaluate the output generated by AI and understand the influence of the input they provide to these systems.