Logos and Representation

Logos and Representation

Lesson 2 of 6 in this unit

  • Secondary
  • Year 9 - 10
  • The Arts
  • Visual Arts
  • Economic
  • Design Thinking
  • ...

Lesson summary

Students will learn about the function of logos. They will examine famous logos used throughout history and learn about how these symbols are used to represent people, events, places and times. There are opportunities for students to sketch logos that represent themselves and their community.

Learning intentions:

Students will...

  • examine a variety of logos in regard to how they represent people, places, events
  • sketch a logo that represents themselves.

Success criteria:

Students can...

  • explain the function and representations of logos 
  • demonstrate their ability to sketch a logo that represents themselves.

Lesson guides and printables

Teacher Lesson Plan
Teacher Content Info

Lesson details

21st Century Skills

  • Communication
  • Critical thinking
  • Creativity
  • Empathy

Curriculum Mapping

Australian Curriculum (v9.0) content description: Visual Arts

  • reflect on the way they and other visual artists respond to influences to inspire, develop and resolve choices they make in their own visual arts practice (AC9AVA10D02)

General capabilities: LiteracyPersonal and Social CapabilityIntercultural UnderstandingCritical and Creative Thinking

Syllabus outcomes:

  • Visual Arts, Representation, Outcome 5.4: Investigate the world as a source of ideas, concepts and subject matter in the visual arts

Cross-curriculum priority: Sustainability

Relevant parts of Year 7-10 achievement standards: Students can evaluate how and why artists from across cultures, times, places and/or other contexts use visual conventions, visual arts processes and materials in their visual arts practice and/or artworks to represent and/or challenge ideas, perspectives and/or meaning. They evaluate how visual arts are used to celebrate and challenge perspectives of Australian identity. Students can draw on inspiration from multiple sources to generate and develop ideas for artworks. They document and reflect on their own visual arts practice. 

UN Sustainable Development Goals

UN SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Target 4.1 - By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

Target 4.5 - By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.

Target 4.7 - By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.

Resources Required

  • Access to AIME podcast 
  • Access to internet links embedded in the lessons 
  • Art supplies 
  • Visual Explainer
  • Device capable of presenting audio and video to the class
  • Student Worksheets - one copy per student
  • Writing materials

Additional Info

In the Making of a Hoodie Podcast, the host, Jack Manning Bancroft, gathers with groups of unlikely connections to dive deep on challenges, topics and issues, explore guest stories and design a hoodie together to collectively represent them.

Level of teacher scaffolding: Low - facilitation of discussion

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