Graphic design education is a field of learning that develops conceptual thinking and visual meaning production skills through application-based work. The studio-based teaching structure provides a working environment that includes research, sketching, experimentation, critique, and reproduction stages, while the project-based approach allows students to develop design problems in stages based on specific content. This study addresses a poetry-based typographic static and motion poster design application conducted within the scope of the studio and project-based teaching model. Students performed conceptual analysis based on selected poetry lines, transformed these analyses into typographic arrangements, and transferred their designs from static posters to motion design concepts. The application, consisting of the stages of research, sketching, digital production, and motion design, enabled the reinterpretation of a textual expression on a visual surface and in the dimension of time. The study observed that students' abilities to establish a relationship between text and form, use typography as a means of generating meaning, and consciously develop design decisions were strengthened. Poetry-based typographic production offers a teaching model that concretizes the relationship between conceptual analysis and visual production in graphic design education.