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Identity
- 2. HOW CAN WE CREATE A SAFE SPACE IN A CLASSROOM USING DESIGN THINKING?
- 3. USING BRANDING TO LEARN ABOUT IDENTITY
- 4. USING BRANDING TO LEARN ABOUT IDENTITY
- 5. USING BRANDING TO LEARN ABOUT IDENTITY
- 6. USING INDENTITY TO LEARN ABOUT BRANDING
- 7. A Brand (or Branding) refers to the perceived image and subsequent emotional response to a company, its products and services.
- 10. Branding is about creating a customer experience.
- 11. Identity is the visual manifestation of a brand. This includes what is often defined as image and all visual cues.
- 15. A company owns its identity. The consumer owns its brand. That is to say, a brand is only how that organization is perceived in the mind of its audience.
- 17. Okay, enough of this boring business talk...
- 18. Identity helps members of the group to be more aware of individual and collective perspectives. Mapping Identity for Curriculum Work - Kristin Congdon, Marylyn Steward and John White
- 19. Identity provides a means to intentionally reconsider the social and cultural dimensions of our lives that will bring into classrooms. Mapping Identity for Curriculum Work - Kristin Congdon, Marylyn Steward and John White
- 20. AUTHENTICITY
- 21. I can be myself and be more authentic with others. A positive view of LGBTQ Embracing Identity and Cultivating Well-Being
- 22. Self-awareness, personal insight, and growth. A positive view of LGBTQ Embracing Identity and Cultivating Well-Being
- 23. Freedom to create new rules. A positive view of LGBTQ Embracing Identity and Cultivating Well-Being
- 25. 5 WEEKS
- 27. DESCRIPTION
- 28. DESCRIPTION How do we use the process of design to learn about ourselves? Branding and identity is often mentioned with marketing, however, knowing your identity can apply to individuals too. Students will use the process of designing an identity of a company, to visually design their own identity and write about it. Students may further learn about their own identity or start thinking about it. This 5 week project will allow students to share their own identity; whether is through race, socio economic status, religion, sexual orientation or gender. When students have the ability to talk about their identity in a classroom, it creates a safe space where we can learn from each other.
- 29. OBJECTIVES
- 31. OBJECTIVES learn about yourself open up discussions
- 32. OBJECTIVES learn about yourself open up discussions speak about identity
- 33. OBJECTIVES learn about yourself open up discussions speak about identity create a safe space
- 34. OTHER OBJECTIVES learn about branding
- 35. OTHER OBJECTIVES learn about branding learn illustrator
- 36. OTHER OBJECTIVES learn about branding learn illustrator learn about form, colors, and typography
- 37. OTHER OBJECTIVES learn about branding learn illustrator learn about form, colors, and typography participate in critiques
- 40. W = Writing RI = Reading: Informational SL = Speaking and Listening
- 41. SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
- 42. SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
- 43. MATERIALS
- 50. other materails because I couldn’t design cool icons
- 51. other materails because I couldn’t design cool icons scissors rulers x-acto knife stapler
- 52. ACTIVITIES
- 53. WEEK 1 First week includes activities and icebreakers that would help students get to know each other and feel comfortable in the classroom. Students would be asked to share with the class 3 words that best describes themselves. Students will research photos and text and use these photos to create a mood board. Teens would learn more about what branding is through presentations.
- 56. WEEK 2 Introduce students to identity. Learn about racism, LGBT, disabilities, feminism, and oppression through multiple of readings. Students will map out their own identity and share with class.
- 57. advertising annual reports brand strategy company packaging public relations product design promotions identity design brand identity
- 58. gender occupational geography identity religious ethnic economic age political mapping identity for curriculum work
- 59. WEEK 3 Students will use Adobe Illustrator to visually design a logo that best represents themselves and their identity by using the 3 words from their mood boards (It’s okay if words change). Students will participate in critiques and have the opportunity to present their designs.
- 61. WEEK 4 Students will write a journal or a story that allows them to speak of their identity in a way the design was not able to. Stories or journals about student’s identity can empower peers and teacher. Students will also create their own “mission statement” (artist statement). “This is who I am and this is why it’s important..”
- 62. WEEK 5 Students will create a booklet of their stories / journal and their logo to present to class. Students would be asked to write a reflection of the project. Reflection papers can help the teacher know what the students learned doing the project or it may help by receiving feedback from students.
- 64. Students will be assessed on their logo and journal. Other assessments include participation, critiques and creativity. The classroom’s main priority is when students learn and grow through practice. Therefore, the most important factor is the student’s progress.