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Objectives
The first important part of a brand is its identity. This is what we encounter and what we consider a brand.
Creating a brand identity is also one of the most interesting components of branding.
The first lesson in this topic is Brand Elements. In this lesson, we will learn about:
Brand names
URLs
Colors
Logos and Symbols
Text
Photography
Brand Mantra
Slogan
Packaging
Jingles
Consistency
Choosing Brand Elements
Do you know that brands we can observe people? If you look closely, you can assign some human characteristics to brands.
In this, second lesson, we will learn about:
- what is the personality of the brand
- five basic personalities that are part of the framework
We understand that brands are important and in this, in the third lesson we will learn the importance of brand to companies and consumers.
Some things that can be branded are very obvious while others are not.
In this, the fourth lesson, we will learn:
- how to brand commodities
- what is b2b branding
- what is hightech branding
- what is nonprofit branding
- how to brand a place (cultural and historical heritage)
The main objectives of this topic are described in the following video:
Lesson 1. Brand ElementsPulsa para colapsar
| L1 Brand Elements | |||||
|---|---|---|---|---|---|
| Type | Materials | Description | Student Workload | Where does the student work? | What to do in class? |
| T2L/T2T | Video T2.L1. Brand Elements (lesson content in pdf, video, video content in pdf) | An introduction to creating a brand identity and its components | 10' | at home or in the classroom |
Solve doubts about previous Activities T2.L1
Explain Video T1.L1 or solve doubts
Do Activity T2.L1.1 in the classroom. Suggest that students write instructions for completing the Creating brand identity
Propose the Extra activity EA.T2.L1.1. |
| T2T | Activity T2.L1.1. Creating brand identity (activity factsheet in pdf, video, video content in pdf) | Each student need to create his own brand and brand identity | 2h | at home or in the classroom | |
| S2P | Extra activity EA.T2.L1.1. Discover brand identity elements for cultural heritage (activity factsheet in pdf) | Each student need to find examples of brand identity elements for cultural heritage | 30' | at home | |
Lesson 2. Brand PersonalityPulsa para colapsar
The following table shows all the materials prepared for the teacher to learn (T2L) and for the teacher to take them to the classroom (T2T, S2P) for Lesson 2 of Topic 2. Brand Identity. The description of the different types of materials (T2L, T2T, S2P) can be found here. For each material, teachers can find in this table: its description, the student workload, and where the student works. Additionally, recommendations about what to do in the classroom are included (remember that one lesson corresponds to one class of the teacher with her/his students). Follow the links in the table to discover what O-City has prepared for you:
| L2 Brand Personality | |||||
|---|---|---|---|---|---|
| Type | Materials | Description | Student Workload | Where does the student work? | What to do in class? |
| T2L/T2T | Video T2.L3. Why do brands matter (lesson content in pdf, video, video content in pdf) | What kind of personalities can brands have | 8' | at home or in the classroom |
Solve doubts about previous Activities T2.L2.1
Propose the Extra activity EA.T2.L2.1. |
| S2P | Extra activity EA.T2.L1.1. Discover brand identity personality of cultural heritage (activity factsheet in pdf) | Each student need to identify the personality of cultural heritage | 30' | at home | |
Lesson 3. Importance of BrandsPulsa para colapsar
The following table shows all the materials prepared for the teacher to learn (T2L) and for the teacher to take them to the classroom (T2T, S2P) for Lesson 3 of Topic 2. Brand Identity. The description of the different types of materials (T2L, T2T, S2P) can be found here. For each material, teachers can find in this table: its description, the student workload, and where the student works. Additionally, recommendations about what to do in the classroom are included (remember that one lesson corresponds to one class of the teacher with her/his students). Follow the links in the table to discover what O-City has prepared for you:
| L3 Importance of Brands | |||||
|---|---|---|---|---|---|
| Type | Materials | Description | Student Workload | Where does the student work? | What to do in class? |
| T2L/T2T | Video T2.L4 Importance of brands (lesson content in pdf, video, video content in pdf)) | The basic significance of the brand for users and companies | 5' | at home or in the classroom |
Solve doubts about previous Activity T2.L4.1
Propose the Extra activity EA.T2.L3.1 |
Lesson 4. What can we brandPulsa para colapsar
The following table shows all the materials prepared for the teacher to learn (T2L) and for the teacher to take them to the classroom (T2T, S2P) for Lesson 4 of Topic 2. Brand Identity. The description of the different types of materials (T2L, T2T, S2P) can be found here. For each material, teachers can find in this table: its description, the student workload, and where the student works. Additionally, recommendations about what to do in the classroom are included (remember that one lesson corresponds to one class of the teacher with her/his students). Follow the links in the table to discover what O-City has prepared for you:
| L4 What can we brand | |||||
|---|---|---|---|---|---|
| Type | Materials | Description | Student Workload | Where does the student work? | What to do in class? |
| T2L/T2T | Video T2.L4. What can we brand? (lesson content in pdf, video, video content in pdf) | Learning brand possibilities | 20' | at home or in the classroom |
Solve doubts about previous Activity T2.L4.1
Propose the Extra activity EA.T2.L4.1. |
| S2P | Extra activity EA.T2.L4.1. Discover cultural heritage that can be branded (activity factsheet in pdf) | Each student need to find examples of brand identity elements for cultural heritage | 30' | at home | |