9

Special Program in Arts

Quarter 1– Module 5
Media Arts
(The typographic considerations
for various types of printed
materials and medium)

CO_Q1_SPA_Module 5
 SPA– Grade 9
Media Arts
Quarter 1 – Module 5: The Typographic Considerations for Various Types of Printed
Materials and Medium

First Edition, 2020

Republic Act 8293, section 176 states: “No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.”

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Eugenio T.Arao II, Kenwee D. Alipato, Marty C. Luntad,

Ramarie C. Pasamante
Editors: Leo S. Dayot, Benilda M.Tambanillo
Reviewers: Paul Elijah G. Casiano, Kenwee D. Alipato
Illustrator: Jose KharloL. Gambale
Layout Artist: Roxan E. Del Castillo. Gilbert Paulo C.Pagapang
Management Team: Ramir B. Uytico,Pedro T. Escobarte
Elena P. Gonzaga, Donald T. Ginine
Allan B. Yap, Ermi V. Miranda
Althea V. Landar, Celestino M. Dalumpines IV
Ma. Lourdes V. Teodoro, Leo S. Dayot
Raymund L. Santiago, Roxan E. Del Castillo

Printed in the Philippines by ________________________

Department of Education –Region VI Western Visayas

Office Address:
Telefax:
E-mail Address:
 9
Special Program in Arts
Quarter 1 – Module 5
Media Arts

(The typographic considerations

for various types of printed
materials and medium)
Introductory Message

*For the facilitator

Welcome to the Special Program in Arts Grade 9 Alternative Delivery Mode

(ADM) Module on Media Arts (The typographic considerations for various types of
printed materials and medium)!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

*For the learner

Welcome to the Special Program in Arts Grade 9 Alternative Delivery Mode

(ADM) Module on Media Arts (The typographic considerations for various types of
printed materials and medium)!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!
 This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled into process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
 Answer Key This contains answers to all activities in the
module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module was designed and written with you in mind. It is here to help you master the Media
Arts The typographic considerations for various types of printed materials and medium. The
scope of this module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
Lesson 1 – The Typographic Considerations for Various Types of Printed
Materials and Medium . After going through this module, you are expected to identify
the typographic considerations for various types of printed materials and medium.
Directions: Read and analyze the following statements. Determine the correct term to which it refers.
Write the chosen letter on a separate sheet of paper.

What I Know

1. These are printed materials which may come in many shapes and sizes.
a. pages size
b. Standard Page Sizes
c. Margins
d. Column Widths

2. In many books, these appear to be planned like a picture frame around a rectangle of print.
a. pages size
b. Standard Page Sizes
c. Margins
d. Column Widths

3. This could depend on the size of the page, the width of the margins, and the nature of the
text.
a. pages size
b. Standard Page Sizes
c. Margins
d. Column Widths

4. These are seen commonly cut from much larger basic sheets that have been folded several
times.
a. pages size
b. Standard Page Sizes
c. Margins
d. Column Widths

5. These are words printed in capital letters which contain less-distinctive information per unit
of space than words set in lowercase characters of the same type size.
a. pages size
b. Standard Page Sizes
c. Margins
d. capital letters

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 SPA: MEDIA ARTS

Lesson (The typographic Considerations for Various Types of Printed

1 Materials and Medium )

In this lesson you will be able to learn about Typographic considerations for various types of
printed materials and medium. This lesson will help you to identify typographic considerations for
various types of printed materials and medium.
WORD PUZZLE

What’s In

Direction: Find the word(s) which you can find in the table below. Write the word(s) on a separate sheet
of paper.

P M A R G I N S T V
A C O L O R T P Y E
G A V R S A G A P R
E P W S N L G C E T
S I F D S U N I S I
S T A T D F W N I C
I A W I D T H G Z A
Z L E T T E R S E L
E T Y P E F A C E S

Notes to the Teacher

Let the learners answer the following activities that will challenge their
memory to identify and familiarize the lesson.

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 What’s New

Typography refers to the way in which written ideas are given a visual form, and can
radically affect how a design is perceived. It is a very powerful element in a publication. A
designer must create a hierarchy that is strong and consistent, containing all of the contents
in a well-organized design.

Typographical Considerations
Page Sizes

Printed materials come in many shapes and sizes. There are no specific rules or
guidelines that might suggest to writers, designers, or printers why they should choose one

What is It

page size in preference to any other

Standard Page Sizes

The page sizes that we commonly see are cut from much larger basic sheets that have
been folded several times. The present-day variety in page sizes results from the
manufacturers using different sizes for their basic printing sheets and folding them in
different ways.

Margins
In many books, the margins appear to be planned like a picture frame around a rectangle
of print. The space devoted to margins in this way could sometimes occupy as much as 50%
of the page. However, if you take a functional approach rather than an aesthetic one, it
seems to be fairly well agreed that a margin of about 10 mm is necessary at the top and the
bottom of the page.

Column Widths
The choice of column widths also depends on the size of the page, the width of the
margins, and the nature of the text. For printed text, it is normal to consider one, two, or even
three columns of print (depending on the page size).

Type Sizes
Several researchers have made suggestions concerning appropriate type sizes for
reading matter and have given advice on related issues such as line length and line spacing.

Typefaces
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 One particular source of confusion for novice designers is how to choose an appropriate
typeface from the bewildering range of typefaces currently available. For example, one
encyclopedia of typefaces published in 1930 listed over 2,350 entries. Today, it is estimated
that by now there must be several thousand typefaces available. Many desk-top systems
offer their users a huge variety of choice.
In practice, choosing a typeface really means:

1.Considering the purpose of the text

2. Making sure that the chosen sizes and weights required for the text (e.g., light, medium,
bold) are available
3. Making sure that the character set contains not only the commonly used signs but also any
additional special characters called for by the text

4.Considering how well particular typefaces will withstand repeated copying

Capital Letters
Words printed in capital letters contain less-distinctive information per unit of space than
do words set in lowercase characters of the same type size.

Italicized Letters
Sloping or "italic" characters were originally introduced into printed books in the 16th
century as a means of setting more characters to the line, the style of letters being more
compressed than the vertically drawn and rounded forms of the normal lowercase character
set. It is commonly believed that continuous italic text is harder to read than the more
conventional typographic settings

Color
Color can be used in textbooks in many different ways. Sometimes, for example, colored
headings are used simply to make the text more appealing. In other situations, subtexts may
be set in a different color in order to differentiate them from the main content.
There is actually a considerable amount of research on the effectiveness of color in
printed instructional text and this is an issue that is also prominent in current work with
multimedia . As it happens, there appear to be few clear generalizations that one can make,
but it does seem that:

*Readers have color preferences.

*Readers like additional color.

*Color can help learning

*Extra colors have to be used sparingly and consistently if they are not to confuse the
readers.
Certain combinations of colored inks on colored papers are more legible than others.
Thus, for example, black ink on white or yellow paper is generally preferable to red ink on
these colors, and black ink on dark-red or purple paper is generally to be avoided.

Spacing the Text

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 One of the main arguments in this chapter is that the way in which the designer uses the
space on the page greatly affects how easily the reader can understand and retrieve the
information from it. Although the text is important - one cannot do without it-I want to argue
that the clarity of the text can be enhanced by a rational and consistent use of the "white
space".
Vertical Spacing
The spacing of a page can be considered from both a vertical and a horizontal point of
view. Let us consider vertical spacing first. The argument here is that the underlying
structure -if complex text can be made more apparent to the reader by the consistent and
planned use of vertical spacing. In practice, this means that predetermined increments of
line space can be used consistently to separate out such components of the text as
sentences, paragraphs, and sub- and major headings.

Combining Vertical and Horizontal Spacing

For all texts, interrelated decisions need to be taken which depend on the nature of the
text. If the text consists of nothing but continuous prose, then (on a smallish page) a single-
column structure with normal paragraph indentation may be perfectly acceptable. If,
however, the text consists of numerous small elements, many of which start on new lines,
then using traditional indentation to denote new paragraphs can be misleading. It is for
reasons such as these that the use of line spacing rather than indentation to denote the start
of new paragraphs in instructional text.
Justified—text is aligned along the left margin, and letter- and word-spacing is adjusted so
that the text falls flush with both margins, also known as fully justified or full justification;
centered—text is aligned to neither the left nor right margin; there is an even gap on each
side of each line.
Unjustified-- type sets the type ragged on one side. This can also make for an attractive
and readable setting. In order to justify type, space is inserted between words and,
sometimes, letters, so that things line up.

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 What’s More

Activity 1.1 Understanding Typographic considerations for various types of printed materials
and medium

Directions: Complete the missing letter to form the correct term. Write your answer on a
separate sheet of paper.

1. P A E S I

2. C L R

3. M R I S

4. A I A L

5. S A N A R

What I Have Learned

1. Typography refers to the way letters appear on an object, whether it's a brochure or
on your computer screen.
2. There 11 typographic consideration namely: Page Sizes, Standard Page Sizes,
Margins, Column Widths, Type Sizes, Typefaces, Capital Letters, Italicized Letters,
Color, Spacing the Text, Vertical Spacing, Combining Vertical and Horizontal Spacing,

What I Can Do

“Fonts Have Feelings”

Typography is everywhere. It is used on this page, on your social media feeds, in
books, in advertising, and countless other places. Furthermore, the way characters or letters
are designed plays a big part in the message we receive. In short, fonts express emotions
and moods.
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Directions: Make a message depending on your mood that uses typography.
Rubrics in making font / typography

WEAK MODERATELY AVERAGE MODERATELY STRONG

CRITERIA
WEAK STRONG
1 pt. 2 pts 3 pts 4 pts 5 pts
1. creativity
2. impact
3. cleanliness

Assessment

Directions. Read and understand the following statements. Determine the

correct term to which it refers to. Write your answer on a separate sheet of paper.
______________ 1.These are characters originally introduced into printed books in the 16th
century as a means of setting more characters to the line, the style of letters being more
compressed than the vertically drawn and rounded forms of the normal lowercase character
set.
_______________2.These is words printed in capital letters contain less-distinctive
information per unit of space than do words set in lowercase characters of the same type
size.
______________ 3.This feature of texts can be considered from both a vertical and a
horizontal point of view.
_______________4.This is set when text is aligned along the left margin, and letter- and
word-spacing is adjusted so that the text falls flush with both margins, also known as fully
justified or full justification;
_______________5. This could depend on the size of the page, the width of the
margins, and the nature of the text.

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 15
What I Know
What's In
1. A
2. C MARGIN
3. D TYPFACES
4. B PAGE SIZE
5. D CAPITAL
LETTERS
VERTICAL
TYPE SIZE
SPACING
What's More What I Can Do Assessment
1. PAGE SIZE CRITERIA CAN BE FOUND IN 1. ITALICIZED
2. COLOR WHAT CAN I DO LETTER
3. MARGIN 2. CAPITAL
4. CAPITAL LETTERS
5. STANDARD 3. VERTICAL
SPACING
4. COMBINING
VERTICAL AND
HORIZONTAL
SPACING
5. COLUMN WIDTH
Answer Key
References

1. Bashkaran, Lakshmi 2006, What Is Publication Design?, RotoVision SA,

Switzerland http://repository.petra.ac.id/17921/1/Publikasi1_12005_4067.pdf

2. James Hartley, Designing Instructional Text , 2013

http://members.aect.org/edtech/ed1/27/index.html

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