Creative learning activity
Logo and Brand Identity Design
Invent a name for your stuffed-animal company and draw a simple logo!
Materials and setup
- paper
- markers
- computer or phone for color references (optional)
How this changes by age
Pre-K (ages 3–4)
Invent a name for your stuffed-animal company and draw a simple logo!
Steps
- Pretend your stuffed animals are a company. What's the company name? (Silly is great — 'Bear Town', 'Fluffy Friends'.)
- Pick one favorite color.
- Draw a simple logo: one shape (heart, star, circle) with the company name next to it.
- Show your logo to a grown-up and tell them what your company sells.
Learning objectives
- Connect a name and a picture to a pretend business
- Make a simple color choice for a brand
- Talk about what a 'company' is
Kindergarten (ages 5–6)
Invent a pretend business, design a logo with a symbol and two favorite colors, and add a tagline.
Steps
- Pick a pretend business: a bakery, a toy shop, a dog-walking service. What's its name?
- Choose your two favorite colors for the brand.
- Draw a logo using one symbol (a paw print, a cookie, a star) plus the business name in your two colors.
- Make up a tagline — a short sentence that tells people what the business does ('The yummiest cookies in town!').
- Show your logo and tagline to a family member and explain your choices.
Learning objectives
- Invent a business concept and give it a name
- Use color and a symbol intentionally in a logo
- Write a short tagline that describes a business
Early elementary (ages 6–8)
Design a complete brand for a real or imagined family business: name, tagline, logo, color palette, and mockups on a sign and a t-shirt.
Steps
- Pick a real or imagined family business (a parent's hobby, a sibling's lemonade stand, a dream pet store). Define what it sells and who its customers are.
- Brainstorm 3 possible business names. Pick the best one.
- Write a tagline (1 short sentence).
- Design a logo that combines a symbol and the business name. Sketch 2 versions, then pick your favorite.
- Choose a color palette of 3 colors that fit the business mood.
- Draw mockups showing how the logo would look on a storefront sign and on a t-shirt.
- Present your brand to a family member and explain your color and design choices.
Learning objectives
- Develop a complete brand concept including name, tagline, and visual identity
- Apply color and symbol choices that match a business purpose
- Visualize a brand across multiple real-world surfaces
Upper elementary (ages 8–10)
Design a complete brand identity for a real or imagined family business. Interview the owner if there is one, build a strong brand kit, present it, and iterate based on feedback.
Steps
- Choose a real or imagined family business: a parent's side gig, a sibling's lemonade stand, a neighbor's pet-sitting service with permission, or a business concept from your own family. If a real owner is involved, interview them about who they serve and what feeling the brand should give people.
- Develop the deliverables: a business name (or refined version of the existing one), a tagline, 3 logo variations (full logo, simplified mark, monogram), a 5-color palette, and mockups of a business card, a storefront sign, and product packaging.
- Sketch first, then create polished versions on paper or with markers.
- Present your complete brand identity to the business owner, or to a trusted family reviewer if the business is imagined. Walk them through every choice and explain why.
- Take notes on their feedback — what they love, what doesn't fit, what they'd change.
- Iterate once: revise the weakest deliverables based on that feedback and present version 2.
- Reflect: what did you learn about designing for a customer instead of only for yourself?
Learning objectives
- Deliver a complete brand identity system for a business concept
- Interview a business owner or design reviewer to gather brand requirements
- Iterate on multi-part design deliverables based on feedback
Safety and evidence note
Read the full activity before beginning. An adult should supervise tools, heat, food, outdoor work, movement, and experiments as appropriate. Completion records that the activity was done; the child’s explanation, work sample, photo, or demonstration is stronger evidence of learning than a completion check alone.
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