11. Identity is the visual manifestation of a brand.
This includes what is often defined as image and
all visual cues.
12.
13.
14.
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.
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
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.
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.
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.
54.
55.
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.
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.
