After receiving feedback from the class critique I was able to start creating my 5 final designs that would respond to the suggested ideas, and furthermore become more effective when put into context.
The ideas that I would be using for the final stage of the project were; to alternate the serifs used on the typeface so they would look more "friendly", to consider wider kerning and to think about how the start and end letters in the logotype would look when finalised.
I chose this design as the first of my 5 final pieces because I think it work most successfully during the development stage of my project and received the most positive feedback when in group critique. It also helped me to gather new ideas from it, such as the use of the 'D' and 'E' overlooking the middle of the word in a way that communicated 'sheltering'.
Here you can see I created the logotype from the idea of having serifs on just one half of the letters, so that the text would appear more approachable and friendly.
I then created an alternative version of this logotype, in which I left the start and end letters with all their serifs so that the idea of 'sheltering' would be more exaggerated.
I also responded to a few suggestions that I should look at creating one of the logotypes using italics, which hadn't previously worked out as well as this. However, when looking at this logotype we can see there is slight angle differences in each letter which makes the word look almost mixed up. I included this piece because I would like to receive further feedback on whether it works effectively or not.
Finally, I chose to include this logotype, which overall is my favourite because the kerning looks a lot more comfortable than the other designs and the subtle change in the middle letter 'D' has worked well in accordance to the other letters that have been flipped on an angle. Once I receive feedback in my final group critique I will then find out which of my 5 logotypes has been the most effective and what changes could have been made during my process.
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