V.T404

Logo Design for a Team or Club

Logo Design for a Team or Club

Students will design a new logo for a school team or club. The students will present rough sketches to the team or club member(s) and/or advisor(s) and use their feedback to inform the design process. The students will present the final logo design in a hallway exhibit and publish the new logo on letterhead, cards, T-shirts, or in the yearbook, or on a website.

This assessment has four parts to it:
o Part 1–Assessment Questions (Day 1)
o Part 2–Logo Research, Team or Club Selection, and Preliminary Sketches (Day 1)
o Part 3–Presentation to Advisor for Feedback (Day 2)
o Part 4–Refinement, Publishing, and Exhibition of Logo (Days 3–5)

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.


These are analytic rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

TEACHER SCORING RUBRIC

  • Dimension
  • Compositions

    The successful arrangement of elements and principles of design to create four preliminary logo sketches and then one final logo design that visually identifies a school team or club.

  • Craftsmanship

    The successful handling of materials to demonstrate purposeful technique and manipulation of media.

  • Creativity

    The successful use of problem solving to invent interesting adaptations and representations of the team or club logo.

  • Communication of Content

    The logo successfully communicates content visually. The content is informed by the likes/dislikes, and wants/needs of the team or club represented.

  • 1
  • 2
  • 3
  • 4
  • Two or fewer different preliminary sketches are completed with partial to unsuccessful arrangement of simplified line, shape, and color elements of a logo. A final refined logo composition is completed but may not be published and exhibited. There is no evidence that the composition represents the chosen school team or club.

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  • Three or four different preliminary sketches are completed with somewhat successful arrangement of simplified line, shape, and color elements of a logo. A final refined logo composition is completed, but may not be published and exhibited. There is little evidence that the composition represents the chosen school team or club.

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  • Four different preliminary sketches are completed with somewhat successful arrangement of simplified line, shape, and color elements of a logo. A final refined logo composition is completed, published, and exhibited. There is some evidence that the composition represents the chosen school team or club.

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  • Four different preliminary sketches are completed with successful arrangement of simplified line, shape, and color elements of a logo. A final refined logo composition is completed, published, and exhibited. The composition is illustrated in an appropriate size and space according to what it is published on. The composition successfully represents the chosen school team or club clearly.

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  • Novice or beginning performance of skills and technique are evident. Color is timid without outlines. The design is unclear or complicated. Folds, holes, stray marks, tears, smudges, smears, un-erased pencil lines, or other uncontrolled application of media is evident.

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  • Emergent or somewhat competent of skills and technique are evident. Markers and/or colored pencils are used in the final logo design to express some bold, hard-edge colors with firm outlines. The design is somewhat clear and uncomplicated.

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  • Proficiency of skills and technique are evident. Markers and/or colored pencils are used in the final logo design to express some bold,
    hard-edge colors with firm outlines. The design is clear and uncomplicated.

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  • Mastery of skills and technique are evident. Markers and/or colored pencils are used in the final logo design to express bold, hard-edge colors with firm outlines. The design is clear and uncomplicated.

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  • Artwork created proposes clichéd or formulaic solutions that show little to no evidence of the individual creating the work of art. The logo design imitates or replicates designs of the past or does not address the creative problem at all.

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  • Artwork created proposes solutions that are adapted or predetermined with little evidence of the individual creating the work of art.

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  • Artwork created proposes interesting solutions that are adapted or predetermined with some evidence of the individual creating the work of art.

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  • Artwork created proposes new and interesting solutions that are imaginative and show evidence of the individual creating the work of art. The new logo design is influenced by previously created logos but does not replicate or imitate them. Design solutions are fresh and unanticipated.

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  • Content created is unclear or lacking the communication of ideas intended by the artist or desired by the audience. The chosen team or club cannot be identified with the design.

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  • Content created somewhat communicates ideas intended by the artist. A few ideas that were expressed in the audience feedback data collected were taken into account.

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  • Content created generally communicates ideas intended by the artist through a visual design. Some ideas that were expressed in the audience feedback data collected were taken into account.

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  • Content created effectively communicates ideas intended by the artist through a visual design as they were expressed in the audience feedback data collected. The logo unifies, distinguishes, and celebrates the group it represents.

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TEACHER SCORING RUBRIC—ASSESSMENT QUESTION 2

  • Dimension
  • Example(s) of Customer Wants, Needs, and Identity

  • Example(s) of Informed Design Choices

  • 1
  • 2
  • 3
  • 4
  • Student gives an incomplete explanation. Wants, needs, or aspects of a customer’s identity are not addressed.

    N/A at this time.
  • Student somewhat explains an example(s) of a want, need, or aspect of a customer’s identity.

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  • Student explains an example(s) of a want, need, or aspect of a customer’s identity.

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  • Student clearly explains an example of an appropriate and realistic want, need, or aspect of a customer’s identity.

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  • Student does not provide examples or details to support their ideas. Elements and principles of design are not referenced. The design choice is not informed.

    N/A at this time.
  • Student uses one example of a design choice that somewhat references an element(s) and/or principle of design. The design choice is somewhat informed by a want, need, or aspect of a customer’s identity.

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  • Student uses one or more examples of design choices that reference the elements and/or principles of design.
    The design choices are informed by a want, need, or aspect of a customer’s identity.

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  • Student uses one or more examples with detail of design choices that reference the elements and/or principles of design. The design choices are informed by a want, need or aspect of a customer’s identity.

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