Académique Documents
Professionnel Documents
Culture Documents
Together these modules combine under the umbrella of COM2155 Design Brand Identity. That module gives a
framework for the other modules to sit in. They are all supporting classes and give purpose to each other. They
allow students to see how the modules can work together and will also allow students to learn about several
aspects of New Media.
School:
o This module introduces students to many branding buzz words, allowing for greater literacy in terms of business and
design. It also introduces them to terminology and technology relevant to AV production. They will walk out of this class
being able to speak the language of professionals in the field.
o Safety aspects of these modules include the following two SLOs.
Demonstrate good health and safety practices; e.g., posture, positioning of hardware and furniture.
Demonstrate security for hardware, software, supplies and personal work.
It is important for students to not only have good posture and positioning when working in order to alleviate further
health concerns, but students also need to be responsible for their work on their computer. Making sure everything is
backed up, programs are treated with respect, and supplies are treated with care is an important aspect of design.
Rationale:
Students:
o Vision
In CTS students can be engaged in learning activities that allow them to explore their interests, passions, and skills in
practical and purposeful ways.
Through these modules, students can discover their interests in media, design, and communication, particularly as
they are related to branding, graphic design, and video production.
o Philosophy & Rationale
CTS is designed to allow for students to prepare themselves for the workplace or further education. They can explore
their interests in an engaging way, connect with the community, and manage their transition. The program in general
is there to facilitate career development for students. It allows students to make decisions as to what they would like
their future career to be and to take modules/classes that direct them to these goals. It gives students the confidence
they need to make that transition from high school.
In these modules students will be able to choose a company to brand that reflects their interests. This method allows
them to personalize their learning and make it relevant to what they may want to transition to post-high school. They
can manage this transition by taking the skills pathway available and/or using this module towards their high school
completion. These modules also introduce students to various formats of media and allows them to identify the one
that might interest them most. The modules will contribute towards the ability of students to develop the confidence
they need to make this transition as they cultivate their abilities, interests, and passions.
o Relevance
Students who have an interest in graphic design, video production, marketing, or have an entrepreneurial mindset
may be interested in taking this course as it is directly related to those careers. Graphic designers and those involved
in TV production need to be aware of the strategy behind the development of a brand as much as marketers do.
Those who intend to create their own business would find this module beneficial, particularly the copyright laws
associated with branding as well as the strategy, vision and mission, and primary function of a brand. It would also be
of interest to understand the strategy behind brands.
o Student Engagement
One of the best parts about this module is the flexibility and choice it allows. Students can cater to their interests as
they experience creating a brand about something that interests them. If they are of an entrepreneurial mindset,
this can head start their planning and ideas for a future business. This choice allows them emotional/intellectual
safety or the freedom to take risks as well as the ability to have their own personal response.
Before students even begin creating their brand, however, they need to conduct market research as well as be
aware of the needs and perceptions of stakeholders. This can bring them into contact with culture and community
as they determine what brands are appropriate for their surroundings.
Authenticity is a huge aspect of this module and CTS in general. The whole program is designed to align itself with
student interests and what is relevant to them. This keeps the modules from being inconsequential, contrived, or
meaningless.
Teacher:
o How will my specialized knowledge enrich student learning within this module?
My two main areas of interest as well as areas of study are marketing/branding and new media. I took communication
arts CTS classes when I was in high school and they directed me towards both the skills competition and my university
studies. Because Ive had this experience, I can relate to the needs of the students. I also have an understanding and
passion for the material which makes it more engaging and relatable for the students. It is a topic that I can talk about
and integrate stories from my own personal experiences with the content matter. My passion for the topic and the
flexibility and choice these modules allow will enrich student learning.
o How will my module design promote success for all students?
Students will be given choice when it comes to what they do their project about. This promotes student
engagement. Students can create a brand for something that interests them.
Students will receive ongoing feedback throughout the duration of the semester allowing them to receive feedback
for learning.
These modules will be scaffolded in such a way that they all will fit into one module, Brand Identity. This provides
context for the other modules. Students will complete skills necessary to create touchpoints and logo before
actually working on them. These formative assessments will prepare them for their projects, but even at the point
where it is being assessed summatively, there will be check-in points where they receive formative assessment.
Students will also have their choice of branded touch points to create. This will allow them to use various modalities
that they can work with best.
While some aspects of my module plan focus on writing or talking, these can easily be interchanged for those who
do not do well with certain modalities. For example, a student who has a hard time reading and writing may wish to
make a video or audio journal instead of a written one.
o How does my module design actively support/embed/mobilize provincial policies and initiatives?
High School Completion Strategic Framework (HSC)
o Tracking Progress: This module will allow students to find purpose in school as they think beyond high school.
This is a module they can be directed to if they believe it is something that interests the student and will prevent
them from dropping out.
o Student Engagement: Students will have the opportunity to have an input in their learning in these modules
allowing for greater engagement.
o Successful Transitions: If students are interested in this pathway these modules will not only give them an idea of
what is ahead of them, but also allows them to take the Skills pathway if they would like.
o Partnerships: This module includes collaboration with the community as students conduct market research to
determine the best strategy for their brand.
o Positive Connections: Im hoping that I would create a positive connection with my students and help my students
develop relationships with members of the community that can help facilitate their vision for the future.