Logo Remix Workshop

Desgn and visual communication class. I want the lesson to focus on logo refinement. This lesson get the students to get them to swap with a friend and finish off the logo using prompts. Gets them thinking not to be set on one concept Give them a starting point That they have already don -pass on next person,. Groups of four

I want it to include compitencies of tataiako, matauranga maor, te ao maori, te reo maori,

This is a very diverse class, using brain break in the middle, have high exectations

Café Design Assignment Brief Project Title: Kiwiana Café Project Overview In this project, you will become a brand designer and architect. Your challenge is to design a unique Kiwiana Café that celebrates New Zealand culture, humour, food, and identity. You will first create a strong café brand (including a logo and merchandise), and then design the physical café building, showing how the brand comes to life in a real space. By the end of the project, you will present your café as a complete design concept. This project will run for 9 weeks.

What is Kiwiana? Kiwiana refers to the objects, ideas, colours, foods, and symbols that are strongly associated with New Zealand culture — such as jandals, buzzy bees, pōhutukawa, rugby, pāua, L&P, fish and chips, beach culture, and native wildlife. Your café should clearly reflect New Zealand identity in a creative and thoughtful way.

Design Challenge Design a Kiwiana Café that has: A clear brand identity A logo and merchandise that suits the café A well-planned café layout A visually interesting exterior and interior design A consistent theme connecting the brand and the building

Project Stages Stage 1: Brand Design (Weeks 1–3) You will design the brand for your café. You will create: A café name A logo (hand-drawn and/or digital) A colour palette and fonts At least 2 pieces of merchandise (e.g. coffee cup, tote bag, t-shirt, menu, sign) Focus on: Target audience (Who is the café for?) Clear Kiwiana influences Consistent colours, shapes, and style

Stage 2: Café Design & Planning (Weeks 4–6) You will design the physical café space. You will create: A floor plan (bird’s-eye view) showing: Seating areas Counter / ordering area Kitchen or service space Toilets and storage (if included) Labels and basic measurements Notes explaining design choices Focus on: How people move through the space Functionality and comfort How the brand influences the layout

Stage 3: 3D Design & Visualisation (Weeks 7–8) You will bring your café to life using 3D drawings or models. You will create: A 3D exterior view of the café A 3D interior view showing furniture, colours, and atmosphere This can be done using: Hand-drawn perspective Digital design software Or a mix of both

Stage 4: Final Presentation (Week 9) You will present your completed café design. Your final submission will include: Brand board (logo, colours, fonts) Merchandise designs Floor plan 3D interior and exterior views A short written explanation of your design

Success Criteria You will be assessed on: Creativity and originality Clear use of Kiwiana themes Consistency between brand and building Quality of drawings and presentation Effort, development, and problem-solving Ability to explain your design choices

Key Skills You Will Develop Visual communication Branding and logo design Spatial planning 2D and 3D drawing Design thinking and creativity Presentation skills

Final Thought This is your chance to design a café that could exist in the real world — one that locals would love and tourists would remember. Be bold, be creative, and let your Kiwiana Café tell a story about New Zealand.

Overview

Students refine an existing Kiwiana Café logo through a structured group-of-four design critique and remix process. Each student passes their starting concept to another designer, who develops it using prompts about audience, purpose, visual communication and respectful representation of Aotearoa New Zealand. The lesson values iteration: a strong designer tests possibilities rather than becoming fixed on the first idea.

Learning intentions

Students will:

refine a logo for a clearly identified café audience and purpose
use visual elements such as shape, colour, typography, symbolism and negative space to communicate meaning
give and apply specific, respectful design feedback
consider te ao Māori, mātauranga Māori and ethical representation when using cultural ideas or symbols
explain how their design decisions strengthen the Kiwiana Café brand

Success criteria

I can identify the intended audience, feeling and message of the logo.
I can make at least two purposeful improvements to another student’s concept.
I can use feedback to create a more effective logo variation.
I can explain how my design choices connect to the café brief without stereotyping or misusing cultural imagery.
I can contribute positively through manaakitanga, listening and shared decision-making.

Curriculum links

Creating visual texts for a selected audience and purpose using language, structural and stylistic features.
Evaluating and revising the content, structure, style and language features of a visual text for effectiveness.
Understanding how visual texts communicate ideas, emotions and messages through design elements.
Applying ethical digital-media practices, including respecting intellectual property, recognising bias and representing diverse perspectives.

Lesson structure (60 minutes)

0–6 min · Hook and challenge. Open with the Kiwiana logo hook and learning intentions and show two simple logo versions: one cluttered and one refined. Ask, “What makes one easier to remember, recognise and trust?” Students complete a silent notice-and-wonder, then share one design feature they observed. Establish the expectation that today’s first idea is a starting point, not a final answer.
6–14 min · Direct teach: purposeful refinement. Use the logo design principles and cultural-care prompts to model a quick before-and-after refinement. Demonstrate checking: audience and purpose, recognisable silhouette, limited colour palette, readable type, visual hierarchy, scalability and originality. Briefly discuss Kiwiana as more than a collection of icons. Explain that mātauranga Māori and te ao Māori are living knowledge systems; students should avoid copying tā moko, iwi-specific patterns, sacred imagery or Māori words without understanding and appropriate permission. Encourage consultation with whānau or knowledgeable sources where relevant, and use te reo Māori accurately and respectfully.
14–18 min · Group roles and handover. Place students in groups of four. Each student places their existing logo concept, brief notes and any chosen name on the desk. Assign roles: kaitiaki of materials and cultural care, kaiwhakamātau (tester), kaiwhaikōrero (feedback speaker) and kaiwhakahaere (timekeeper); roles rotate during the process. Distribute the Logo Refinement Passport and explain that the original designer retains ownership while collaborators make suggestions and a labelled trial variation.
18–30 min · First remix round. Students pass their concept clockwise. Each new designer studies the brief and completes the worksheet prompts: “The audience may feel…”, “The clearest message is…”, “One feature to keep is…”, “One risk or confusion is…”, and “Try changing…”. They produce one fast thumbnail variation, not a finished artwork. The teacher conferences with groups, asking, “What evidence supports that choice?” and “How could this idea be more distinctive, inclusive or legible?” Students must make a constructive contribution rather than simply decorate the existing logo.
30–35 min · Brain break and reset. Pause for a short movement break: students stand, stretch, look away from close work and complete a 30-second breathing reset. Invite a quick pair-share using the sentence, “A possibility I had not considered was…” Students return materials to the correct owner and reset their group roles.
35–50 min · Critique, test and refine. Students return the concepts to their owners and explain the remix they received. Using the prototype testing feedback template, each group tests the four concepts against audience, message, originality, visual clarity and respectful cultural representation. Students select one promising direction, justify the choice, and create a more resolved logo refinement using pencil, marker or digital tools. The original designer decides what to adopt, adapt or reject, recording one reason for each decision. Expect precise craftsmanship and productive risk-taking.
50–60 min · Share and exit assessment. Groups display their starting and refined versions. Each student gives a 30-second explanation: “My logo is for…”, “The strongest change was…”, and “My next test will be…”. Finish with the Logo Refinement Passport reflection section. Collect passports and ask students to self-assess against the success criteria, naming one peer contribution they valued and one improvement for the next studio session.

Resources

the Kiwiana logo hook and learning intentions
the logo design principles and cultural-care prompts
the Logo Refinement Passport
the prototype testing feedback template
Students’ existing Kiwiana Café logo concepts and design briefs
A3 or A4 cartridge paper and tracing paper
Pencils, erasers, fine liners, rulers and coloured markers
Devices and suitable design software, where available
Projector or interactive display
Timer and group-role board

Assessment

Observe whether students identify audience, purpose and specific visual features during the handover and critique.
Check thumbnails and refined logos for purposeful changes, legibility, originality and respectful treatment of cultural ideas.
Use the Logo Refinement Passport and final explanation as evidence of design reasoning, response to feedback and next steps.

Differentiation

Provide the worksheet with icons, a worked example and sentence starters; allow students to respond through drawing, speech, typing or labelled notes, supporting UDL and EAL learners.
Offer a choice of hand-drawn or digital production, enlarged paper, pencil grips, pre-selected colour swatches and additional processing time for students with fine-motor, attention or sensory needs.
Conference with students who are stuck using three choices: simplify, combine or transform; do not solve the design for them.
Extend confident designers by requiring a black-and-white version, a small-scale test and a brief explanation of how their design avoids cliché or cultural appropriation.
Reinforce Tātaiako through tangata whenuatanga (belonging and identity), whanaungatanga (collaboration), manaakitanga (care and respect), wānanga (purposeful discussion) and ako (learning from one another). Recognise that students may have different relationships with Māori and Kiwiana references; invite multiple perspectives without requiring personal cultural disclosure.

Teaching Instructions