Bev Facey Community High

COM2155: Design – Brand Identity

• Students are introduced to the value and importance of branding and the process of creating and establishing strong brands. Students work through the process of creating branding from planning, to the creation of a new, unique brand, through to creating touch points.
• Prerequisite: COM1035: Graphics Tools

Assignment 1 - Theory

Answer the following questions:

1. Explain the difference between brand and brand identity and how each is important.
2. Describe a brand’s primary functions; e.g., navigation, reassurance, engagement.
3. Define brand touch points.
4. Identify a variety of touch points and explain why and how a brand may use them; e.g., publications, speeches, packaging, experiences.
5. Examine the process used to establish branding, including:
   1. conducting research
   2. developing a strategy
   3. designing identity
   4. creating touch points
   5. managing assets
6. Discuss the value of characters used in brand identity; e.g., Michelin Man.
7. Evaluate and critique a brand; e.g., vision, meaning, authenticity, differentiation, longevity, coherence, flexibility, commitment, value, sustainability.

Assignment 2 - Create a Brand

1. Identify and interview stakeholders or target audiences.
2. State the mission and/or vision.
3. Conduct quantitative and qualitative market research; e.g., survey.
4. Create and justify name and tag line through research.
5. Write a creative brief outlining the basic precepts of the brand.

Assignment 3 - Logo

Design a logo with vector graphic software, considering:

1. various uses; e.g., black and white, spot colour, full colour
2. colour scheme
3. typography
4. application
5. presentation
6. touch points
7. legal needs; e.g., copyright, trademark

Assignment 4 - Branding Assets

1. Create a brand standards and guidelines document, containing:
   1. appropriate logo use
   2. visual style elements and how should be used; e.g., signature, colour palette, typography, tone of voice, graphic devices
   3. tagline application; e.g., “Freedom to create. Spirit to achieve.”
2. Create a minimum of four branded touch points, using appropriate software and equipment by:
   1. producing touch points following the guidelines and standards document for appropriate stakeholders/audience; e.g., letterhead, business card, packaging, advertising, favicon, Web site, signage
   2. making use of technological advances in media production; e.g., program integration
   3. combining media in a visually appealing composition and effective manner, where applicable

Assignment 4 - Presentation

1. Present brand touch points completed in this course to an audience.
2. Based on feedback and self-evaluation, rate yourself on a scale of 1 to 4 for each of the following:
   1. suitability
   2. clarity
   3. branding standards and guidelines
   4. how the elements and principles of design help facilitate good composition in his or her work
   5. the technical and creative aspects of the work; e.g., quality, uniqueness
   6. areas of concern or difficulty (if applicable)
   7. meeting school and community standards; e.g., appropriate language
   8. the use of tools and equipment

Assignment 5 - Skills and Career Checklists

Complete an Employability Skills Self-Assessment and a Personal Inventory Checklist.

Competencies and Skills

You will also be evaluated on your basic competencies such as your ability to:

• communicate
• manage information
• use numbers
• think and solve problems
• demonstrate positive attitudes and behaviours
• be responsible
• be adaptable
• learn continuously
• work safely
• work with others
• participate in projects and tasks

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Outcomes

The student will:

1. explain the difference between brand and brand identity and how each is important
2. describe a brand’s primary functions; e.g., navigation, reassurance, engagement
3. examine the process used to establish branding, including: conducting research developing a strategy designing identity creating touch points managing assets
4. identify and explore common brand touch points
   1. define touch points
   2. identify a variety of touch points and explain why and how a brand may use them; e.g., publications, speeches, packaging, experiences
5. create a brand
   1. identify and interview stakeholders/target audiences
   2. state mission and vision
   3. conduct quantitative and qualitative market research; e.g., survey
   4. write a creative brief outlining the basic precepts of the brand
   5. create and justify name and tag line through research
   6. design a logo with vector graphic software, considering:
      1. various uses; e.g., black and white, spot colour, full colour
      2. colour scheme
      3. typography
      4. application
      5. presentation
      6. touch points
      7. legal needs; e.g., copyright, trademark
   7. discuss the value of characters used in brand identity; e.g., Michelin Man
   8. evaluate and critique a brand; e.g., vision, meaning, authenticity, differentiation, longevity, coherence, flexibility, commitment, value, sustainability
6. manage branding assets
   1. create a brand standards and guidelines document, containing:
      1. appropriate logo use
      2. visual style elements and how should be used; e.g., signature, colour palette, typography, tone of voice, graphic devices
      3. tagline application; e.g., “Freedom to create. Spirit to achieve.”
   2. create a minimum of four branded touch points, using appropriate software and equipment by:
      1. producing touch points following the guidelines and standards document for appropriate stakeholders/audience; e.g., letterhead, business card, packaging, advertising, favicon, Web site, signage
      2. making use of technological advances in media production; e.g., program integration
      3. combining media in a visually appealing composition and effective manner, where applicable
7. identify copyright restrictions and permissions and put them into practice
8. present brand touch points completed in this course to an audience
   1. assess work regarding:
      1. suitability
      2. clarity
      3. branding standards and guidelines
      4. how the elements and principles of design help facilitate good composition in his or her work
      5. the technical and creative aspects of the work; e.g., quality, uniqueness
      6. areas of concern/difficulty (if applicable)
      7. meeting school and community standards; e.g., appropriate language
      8. the use of tools and equipment
   2. participate in peer/teacher assessment
   3. add this selected work to a portfolio
9. apply consistent and appropriate work station routines
   1. demonstrate good health and safety practices; e.g., posture, positioning of hardware and furniture
   2. demonstrate security for hardware, software, supplies and personal work
10. demonstrate basic competencies
    1. demonstrate fundamental skills to:
       1. communicate
       2. manage information
       3. use numbers
       4. think and solve problems
    2. demonstrate personal management skills to:
       1. demonstrate positive attitudes and behaviours
       2. be responsible
       3. be adaptable
       4. learn continuously
       5. work safely
    3. demonstrate teamwork skills to:
       1. work with others
       2. participate in projects and tasks
11. identify possible life roles related to the skills and content of this cluster
    1. recognize and then analyze the opportunities and barriers in the immediate environment
    2. identify potential resources to minimize barriers and maximize opportunities

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