Welcome to tianlan’s Blog

  • Methods of Iterating

    Draft 1

    Draft 2

    Rationale for the Inquiry

    Lacking prior experience in typeface design, I opted to eschew digital software in favor of investigating the discipline’s absolute historical foundations.

    In my first tutorial, Zarna asked me why I chose stone carving over digital software, aside from just the historical aspect. I told her that working on a computer feels like designing a typeface, but stone carving is different, it allows me to physically experience the process of a typeface being created from the very beginning.

    Through research into stone carving pedagogy, I identified a prevalent trend: the letter ‘R’ is frequently selected as the inaugural exercise for novices. This practice is notably visible in documentation from the Royal Academy of Art, The Hague (KABK), where workshop walls display a proliferation of student-carved ‘R’s.

    This pedagogical preference is theoretically grounded in Father Edward Catich’s The Origin of the Serif. Catich posits that the ‘R’ serves as the definitive technical assessment, acting as a morphological microcosm of the Latin alphabet. It synthesizes three distinct structural components: the vertical stem (akin to ‘I’), the curved bowl (as seen in ‘P’ or ‘B’), and the complex diagonal leg. Consequently, mastery of the ‘R’ implies a transferable proficiency applicable to the remainder of the alphabet.

     TypeMedia graveyard, at the Royal Academy of Art in The Hague.
    Rev. Ed-ward M. Catich. The Ori-gin of the Serif: Brush Writ-ing and Ro-man Let-ters. Dav-en-port, Iowa: The Cat-fish Press, St. Am-brose Col-lege, 1968

    The copy piece

    Informed by this rationale, I resolved to center my initial enquiry on the letter ‘R’. However, distinguishing my approach from the traditional Roman style, I selected a specific Gothic ‘R’ located at St Mary the Virgin Church in Manchester. This selection was strategic; unlike Roman monumental capitals, Gothic script is fundamentally calligraphic in origin. It was conceived for the fluid dynamics of the quill pen rather than the rigid subtraction of the chisel.

    Translating this form into stone necessitates the transposition of fluid, pen-based gestures into unyielding matter. This approach tries to critically examine the material tension inherent in preserving calligraphic nuance through the subtractive process of carving.

    Exercise of the Trajan R

    To replicate the intricate strokes of Gothic script, I chose to begin practising the most fundamental carving techniques with Trajan.

    Tools used for stone carving from left to right: saftey goggles, a dummy hammer, a lime stone block with transfer paper covered, a pencil, a 12mm chisel and a 6mm chisel

    I traced the letter “R” from Trajan’s Column onto the limestone block using transfer paper and a pencil, and drew the centre lines of the strokes.

    This was necessary because the carving would proceed from the central axis outwards towards both sides of each stroke.

    The Gothic R

    I was unable to find the exact Gothic typeface that carved on St Virgin’s Church, so I reproduced it to transfer it on the brick.

    I’m glad that stone carving is not too hard for me 😀

    By moving from the ‘native’ Trajan to the calligraphic Gothic R, it uncovered the rigid constraints of the medium. I found that while Roman capitals flowed naturally from my chisel, the Gothic forms forced me into a tedious process of sculpting negative space. This experience redefined typography for me as the fossilized memory of the tool that created it, whether that tool is a chisel, a quill, or any software.

    Second Week’s Tutorial

    Sharing my stone carving results with the group and Zarna elicited some unexpected reactions. They were surprised that instructional manuals for stone letter carving even exist. Interestingly, we discussed how these pedagogical resources seem exclusively dedicated to Roman Serif capitals. When asked if a Gothic guide existed, I confirmed it didn’t. In its absence, I appropriated the Trajan stroke order, specifically the bottom-up sequence (Tail → Lobe → Stem). This logic proved effective; it naturally accommodated the wrist’s torque, allowing for smoother execution of the curves.

    While the feedback regarding content and linguistic bias was valid, Zarna’s advice to ‘keep constants’ resonated most deeply. It connects directly to our understanding of Conditional Design: randomness is not about abandoning control or allowing arbitrary outcomes, but rather defining the specific scope in which variation occurs. This insight compels me to approach next week’s iterations with a much more rigorous framework.

  • Methods of Translating

    Screen recording for pg. 20 of Midpoint Assessment

    Screen recording for pg. 23 of Midpoint Assessment

    Screen recording for pg. 24 (left) of Midpoint Assessment

    Screen recording for pg. 24 (right) of Midpoint Assessment

  • Methods of Investigating

    A path in Kensington Garden between Lancaster Gate and Porchester Gate, the path faces the park and backs onto the street.

    Week 1 24/9-25/9

    Along this path, there are six benches. I measured the distance between each bench and the gate by counting my steps, using these measurements to create an overhead map.

    Then, I sat on each benches, naming A-F, two initial investigation methods were conducted: sound map and note-taking.

    A

    Driven by pure curiosity, I record any sound I can hear.
    I centered myself and used hand-drawn graphics to rapidly document the types of sounds I could hear over a period of time. At the same time, I recorded natural sounds in red and unnatural sounds in blue.

    At first, I simply taking down all of the sounds that I can hear, for example, the steady rhythm of footsteps or the not-so-pleasant bird call.

    B

    Perceive sound types and actively distinguish them through graphical means and note-taking.
    The sound of leaves rustling in the wind is recorded as the waveform. Bird calls primarily follow a
    V-shaped pattern, with adjustments made for distinct vocalizations, for instance, the o v o v call is clearer than the v v v v call.

    As I took notes, my attention to sound gradually shifted from nature to human voices.

    C

    My attention began to transcend the sense of sound.
    The sharp, raucous honking of cars made me record their sounds as wwww, while all wheel-related noises were captured as ➰➰➰➰.

    I began to record things beyond sound, the yellowish-green of leaves illuminated by sunlight, and branches twisting like snakes.

    F

    I noticed that my mood alters my attention to things.
    The crow’s call was first transcribed by me as ▵–▵–▵–, owing to its long notes and brief intervals.

    My cheerful mood led me to notice the similarity between pigeons and cats: they both pretend to be busy.

    D

    A more refined notation system.
    I used ●●●● to denote the rapid footsteps of running and ○○○○ for the leisurely pace of strolling. For the first time, I began annotating the origins of these symbols beside them, to better understand my own intuitive notations.

    I notice how the height of the bench affected my observation, subtly altering my field of vision and posture.

    E

    The rhythmic quality of the sound is particularly noticeable upon my investigation.
    The bird call notation system has been updated as follows: Initial v v v v, clearer and fuller o v o v, crow’s ▵–▵–▵–, magpie’s x x x x, and sharper w w w w.

    Despite the seeming randomness of individual occurrences, their recurrence and rhythm exposed an underlying order so rigid that it felt uncanny rather than harmonious.
    Conclusions on my 2 investigation methods.

    Feedback

    I do feel that the spatiality in the sound map are not the most crucial element. I concur with this suggestion and put it into practice the following week.
    I also agree that I should combine both investigation methods: the visual form of the sound map with the contemplative note-taking.

    Week 2 26/9-3/10

    I want to express the regularity of the rhythmic patterns within this cite through rhythmic stave, which could be considered as an upgrade of the sound map that abandoned its spaciality.

    Through note-taking, I have once again summarised the limited types of sound present within this site, and aim to express them through rhythmic notation: footsteps, birdsong, rustling leaves, the sound of wheels, horns, conversation, the crunch of grass, and aircraft noise.

    Storytelling rhythmic stave with more notations

    The horizontal axis of the chart represents time, while the vertical axis represents pitch. I employed more specific, narrative-driven notations to convey my findings. For instance, when mentioning pigeons, I drew bird claws; when describing an infant’s cry, I depicted teardrops.

    Storytelling rhythmic stave with typography

    I placed the experiences from the six benches along the same time vector, abstracting the benches into the vertical axis. I no longer attempted to use graphic symbols but instead employed pure typography to narrate the events unfolding at this site.

    Rhythmic stave with simplified notations

    I placed the natural and unnatural sounds in the upper and lower sections of the stave respectively, as I found that natural sounds often have a higher pitch than unnatural ones. At the same time, I began to emphasize the use of position, space between symbols to express the rhythm of each sound type.

    Rhythm recorded with spacebar

    I wrote a simple programme that allows me to press the spacebar when I hear a sound, thereby generating a black bar. By employing a layout that compresses the black bars, I demonstrate how the greater the temporal scale, the more I disregard minute sounds, instead focusing on the rhythmic patterns of larger systems.

    Feedback

    Based on the feedback, although I conducted numerous visual experiments, it appears I failed to clearly articulate during the presentation what new insights I gained through these visualisations.

    Week 3 3/10-10/10

    I want to summarise and articulate the critical findings I have gained over these three weeks in a clearer visual format, the digital archive https://lgtopg.cargo.site(please view in chrome), thereby establishing a coherent knowledge framework.

    Following three weeks of investigation, the critical findings I have gathered can be summarised in three points:

    1. The sound map from the first week recorded less the types of sounds and more the limits of my own perception, for I could only document one thing at a time. Yet as pedestrians passed me, leaves were also falling.
    2. The spatial rhythm of the bench placement coincidentally resonated with the site’s sonic cadence. The sound rhythm near the gate, predominantly derived from the street, felt more compact. This coincided with the benches near the gate being arranged in a tighter formation.
    3. Sound enabled me to perceive events unfolding behind me, revealing numerous surprises beyond my field of vision.

    To better demonstrate how I uncovered these intriguing critical insights through the investigation process, I made hyperlinks for each investigation method mentioned on the summary.

    At the same time, I devised some typographical effects to more vividly convey the literal meaning of the text.

    The contents are arranged chronologically, documenting my investigative process.