SUP

alex flores
HOW CAN WE CREATE A SAFE SPACE IN A
CLASSROOM USING DESIGN THINKING?
USING BRANDING TO LEARN ABOUT IDENTITY
USING BRANDING TO LEARN ABOUT IDENTITY
USING BRANDING TO LEARN ABOUT IDENTITY
USING INDENTITY TO LEARN ABOUT BRANDING
A Brand (or Branding) refers to the perceived
image and subsequent emotional response to
a company, its products and servi...
Branding is about creating a customer experience.
Identity is the visual manifestation of a brand.
This includes what is often defined as image and
all visual cues.
A company owns its identity. The consumer owns its
brand. That is to say, a brand is only how that organization is perceiv...
Okay, enough of this boring business talk...
Identity helps members of the group to be more aware
of individual and collective perspectives.

Mapping Identity for Curr...
Identity provides a means to intentionally reconsider
the social and cultural dimensions of our lives that
will bring into...
AUTHENTICITY
I can be myself and be more authentic with others.

A positive view of LGBTQ Embracing Identity and Cultivating Well-Being
Self-awareness, personal insight, and growth.

A positive view of LGBTQ Embracing Identity and Cultivating Well-Being
Freedom to create new rules.

A positive view of LGBTQ Embracing Identity and Cultivating Well-Being
EARLY HIGH SCHOOL
5 WEEKS
5 WEEKS
40 minutes
DESCRIPTION
DESCRIPTION
How do we use the process of design to learn about ourselves? Branding and identity is
often mentioned with ma...
OBJECTIVES
OBJECTIVES

learn about yourself
OBJECTIVES

learn about yourself

open up discussions
OBJECTIVES

learn about yourself

open up discussions

speak about identity
OBJECTIVES

learn about yourself

open up discussions

speak about identity

create a safe space
OTHER OBJECTIVES

learn about branding
OTHER OBJECTIVES

learn about branding

learn illustrator
OTHER OBJECTIVES

learn about branding

learn illustrator

learn about
form, colors, and
typography
OTHER OBJECTIVES

learn about branding

learn illustrator

learn about
form, colors, and
typography

participate in critiq...
COMMON CORE STANDARDS
COMMON CORE STANDARDS
W = Writing RI = Reading: Informational SL = Speaking and Listening
SL.11-12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitativel...
SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in pres...
MATERIALS
MATERIALS

computers
MATERIALS

computers

illustrator
MATERIALS

computers

illustrator

printer
MATERIALS

computers

illustrator

printer

folders
MATERIALS

computers

illustrator

printer

folders

pencils
MATERIALS

computers

illustrator

printer

folders

pencils

paper
other materails because I couldn’t design cool icons
other materails because I couldn’t design cool icons
scissors
rulers
x-acto knife
stapler
ACTIVITIES
WEEK 1
First week includes activities and icebreakers that would help students get to know each
other and feel comfortable...
WEEK 2

Introduce students to identity. Learn about racism, LGBT, disabilities, feminism, and
oppression through multiple ...
advertising
annual reports

brand strategy

company

packaging

public relations

product design

promotions
identity

des...
gender
occupational

geography

identity

religious

ethnic

economic

age
political

mapping identity for curriculum work
WEEK 3

Students will use Adobe Illustrator to visually design a logo that best represents themselves
and their identity b...
brief
research
refrence
sketching
&

conceputalising
reflection
revisions

presentation
delivery
support
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 ab...
WEEK 5
Students will create a booklet of their stories / journal and their logo to present to class.
Students would be ask...
EVALUATION / ASSESSMENT
Students will be assessed on their logo and journal. Other assessments include
participation, critiques and creativity. Th...
Identity
Identity
Identity
Identity
Identity
Identity
Identity
Identity
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linkedin: www.linkedin.com/in/alexisflores/
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Identity

  1. 1. SUP alex flores
  2. 2. HOW CAN WE CREATE A SAFE SPACE IN A CLASSROOM USING DESIGN THINKING?
  3. 3. USING BRANDING TO LEARN ABOUT IDENTITY
  4. 4. USING BRANDING TO LEARN ABOUT IDENTITY
  5. 5. USING BRANDING TO LEARN ABOUT IDENTITY
  6. 6. USING INDENTITY TO LEARN ABOUT BRANDING
  7. 7. A Brand (or Branding) refers to the perceived image and subsequent emotional response to a company, its products and services.
  8. 8. Branding is about creating a customer experience.
  9. 9. Identity is the visual manifestation of a brand. This includes what is often defined as image and all visual cues.
  10. 10. 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.
  11. 11. Okay, enough of this boring business talk...
  12. 12. 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
  13. 13. 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
  14. 14. AUTHENTICITY
  15. 15. I can be myself and be more authentic with others. A positive view of LGBTQ Embracing Identity and Cultivating Well-Being
  16. 16. Self-awareness, personal insight, and growth. A positive view of LGBTQ Embracing Identity and Cultivating Well-Being
  17. 17. Freedom to create new rules. A positive view of LGBTQ Embracing Identity and Cultivating Well-Being
  18. 18. EARLY HIGH SCHOOL
  19. 19. 5 WEEKS
  20. 20. 5 WEEKS 40 minutes
  21. 21. DESCRIPTION
  22. 22. 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.
  23. 23. OBJECTIVES
  24. 24. OBJECTIVES learn about yourself
  25. 25. OBJECTIVES learn about yourself open up discussions
  26. 26. OBJECTIVES learn about yourself open up discussions speak about identity
  27. 27. OBJECTIVES learn about yourself open up discussions speak about identity create a safe space
  28. 28. OTHER OBJECTIVES learn about branding
  29. 29. OTHER OBJECTIVES learn about branding learn illustrator
  30. 30. OTHER OBJECTIVES learn about branding learn illustrator learn about form, colors, and typography
  31. 31. OTHER OBJECTIVES learn about branding learn illustrator learn about form, colors, and typography participate in critiques
  32. 32. COMMON CORE STANDARDS
  33. 33. COMMON CORE STANDARDS
  34. 34. W = Writing RI = Reading: Informational SL = Speaking and Listening
  35. 35. 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.
  36. 36. 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.
  37. 37. MATERIALS
  38. 38. MATERIALS computers
  39. 39. MATERIALS computers illustrator
  40. 40. MATERIALS computers illustrator printer
  41. 41. MATERIALS computers illustrator printer folders
  42. 42. MATERIALS computers illustrator printer folders pencils
  43. 43. MATERIALS computers illustrator printer folders pencils paper
  44. 44. other materails because I couldn’t design cool icons
  45. 45. other materails because I couldn’t design cool icons scissors rulers x-acto knife stapler
  46. 46. ACTIVITIES
  47. 47. 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.
  48. 48. 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.
  49. 49. advertising annual reports brand strategy company packaging public relations product design promotions identity design brand identity
  50. 50. gender occupational geography identity religious ethnic economic age political mapping identity for curriculum work
  51. 51. 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.
  52. 52. brief research refrence sketching & conceputalising reflection revisions presentation delivery support
  53. 53. 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..”
  54. 54. 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.
  55. 55. EVALUATION / ASSESSMENT
  56. 56. 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.

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