Cultural Logo Design
By Jennifer Szeto, December 31, 2008
- High School
Common Core Standards
Anchors for Reading:
Integration of Knowledge and Ideas:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Anchor standards for Speaking and Listening:
Comprehension and Collaboration:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Presentation of Knowledge and Ideas:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Anchor standards for Language:
Conventions of Standard English:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- recognize that images or pictures may represent and symbolize an idea or word
- identify popular symbols in American Culture and distinguish between an original idea and a cliché
- understand the importance of simplification or abstraction in Logo Design
- assess the success of student Logo Designs in communicating identities
a variety of Logo Designs
computer with Internet access (and Microsoft Word)
white sketch paper
9 x 9 white drawing paper
black Sharpie markers (thin and ultra thin)
- Client: The person or company for which designers may work
- Logo: a graphical element created to identify organizations or companies
- Graphic Design: the area of artistic which focus on visual communication and presentation.
- Logotype: a uniquely set and arranged typeface
- Typeface: set of one or more letters, in one or more font sizes, designed with stylistic unity
- Typography: the art and techniques of arranging Type
- Culture: a way of life of a group of people- the behaviors, beliefs, values and symbols that they generally accept, generally without thinking about them, and that are passed along by communication and imitation from one generation to the next
- Visual Culture: an area of study concerned with everything we see, have seen, or may visualize-maps, websites, television, photographs, furniture, utensils, gardens, dance, buildings, etc. (Studying visual culture involves investigating, analyzing and understanding the history and meanings of what we see.)
- Symbol: something such as an object, picture, written word, sound, or particular mark that represents something else by association, resemblance, or convention.
- Abstract: (in art) means when the subject is represented by shapes and patterns rather than by a realistic likeness
- Mood Board: a collection of images, colors, textures, and words which inspire a designer and help to create the mood or feel for a design project usually pinned to a wall or board
2. If given more time, how might you change or work to improve your DESIGN?
3. Please score your efforts using the guidebelow for each topic: 20-Extraordinary 17-Good 15-Average 13-Below Average 10-Poor
Completion of Requirements by the Deadline
Knowledge and Awareness of New Understandings (Key Concepts, Techniques, Vocabulary
Effort & Hard Work: Student took his/her time & worked diligently, exhibits Personal Growth
Craftsmanship: Careful and Skillful Work, all Materials were handled correctly and responsibly
Creativity and Originality: Student worked through Ideas using the Design Process
Enrichment Extension Activities
1. Develop the logo designs further by doing color versions using tempera paints. (Exact copies can be made with tracing and transferring process using ebony pencils and tracing paper). Assign Color schemes (example: monochromatic and complementary) for students to experiment with. Discuss the effect of color on their designs.2. Develop the logo designs further by scanning them into the computer and creating a variety of tags or stickers to be put on fake products. Discuss the effect of size and placement of logos for effectiveness and impact. 3. Have students collect Logos from their daily life (cereal band logos, recording company logos, clothing brand logos etc.) Discuss what makes some logo designs more successful or memorable or unique.
I am currently teaching this lesson with my ninth graders. I think many students have a hard time coming up with ideas which are not clichés are ideas that are completely unique. This may be a result of how much visual stimulation they have been ‘assaulted’ with at such an early age and in an age of unlimited visuals (video games, television, internet, etc.) I also had students collect found logos from their daily life and post them up on an ‘Inspiration Wall’. This wall has become a great visual to inspire us and draw upon and talk about as well as serve as physical proof that students were and are thinking about issues of symbols, culture, and identity outside of class.