Illustrations

58Pearson Brand Guidelines 2016 Illustrations

Use illustrations selectively. They are not navigational tools or interpretations of data, but illustrated expressions of complex themes to be used when and where photographic imagery will not suffice.

It’s always a good idea to include an accompanying copy line to avoid misinterpretation.

When to useUse in print and in digital applications to create tension and pace with photography and text. Illustrations also work well in physical environments such as on aspirational posters.

When not to useDon’t use illustrations in very small sizes–they are not icons or infographics.Don’t use them on their own without an accompanying message nearby to provide context.

That programme has been all about setting Pearson up to be able to demonstrate the impact of what we do in education around the world. It is about enabling us to do right across Pearson the thing that we have done increasingly well in many parts of the company, and which our stories of people learning all help to demonstrate.

That is, we stand at the intersection of new technology (with its ability to engage, personalise and diagnose) and new, more eff ective, ways of teaching. This position allows us to develop products and services that enable the benefi ts of richer, deeper learning to be more widely felt.

We’ve had to conduct this accelerated programme of change whilst dealing with cyclical and policy related forces in our biggest markets, which I described in last year’s report, and which continued to hurt us in 2014. In spite of these challenges, I’m pleased to report that we did meet the fi nancial expectations that we set publicly for the company at the start of the year. Overall, at a time of much internal disruption and upheaval, we put in a generally good competitive. I’m pleased to report that we did meet the fi nancial expectations that we set publicly for the company at the start of the year. Overall, at a time of much internal disruption.

“ Our programme has been all about setting Pearson up to be able to demonstrate the impact of what we do”

That programme has been all about setting Pearson up to be able to demonstrate the impact of what we do in education around the world. It is about enabling us to do right across Pearson the thing that we have done increasingly well in many parts of the company, and which our stories of people learning all help to demonstrate.

That is, we stand at the intersection of new technology (with its ability to engage, personalise and diagnose) and new, more eff ective, ways of teaching. This position allows us to develop products and services that enable the benefi ts of richer, deeper learning to be more widely felt.

We’ve had to conduct this accelerated programme of change whilst dealing with cyclical and policy related forces in our biggest markets, which I described in last year’s report, and which continued to hurt us in 2014.

Reasons to integrate teaching methods

01 Up to be able to demonstrate the impact of what we do in education around the world. It is about enabling us to do right across Pearson the thing that we have done increasingly well in many parts.

02 Demonstrate the impact of what we do in education around the world. It is about enabling us to do right across Pearson the thing that we have done increasingly well in many parts.

That programme has been all about setting Pearson up to be able to demonstrate the impact of what we do in education around the world. It is about enabling us to do right across Pearson the thing that we have done increasingly well in many parts of the company, and which our stories of people learning all help to demonstrate.

That is, we stand at the intersection of new technology (with its ability to engage, personalise and diagnose) and new, more eff ective, ways of teaching. This position allows us to develop products and services that enable the benefi ts of richer, deeper learning to be more widely felt.

We’ve had to conduct this accelerated programme of change whilst dealing with cyclical and policy related forces in our biggest markets, which I described in last year’s report, and which continued to hurt us in 2014. In spite of these challenges, I’m pleased to report that we did meet the fi nancial expectations that we set publicly for the company at the start of the year. Overall, at a time of much internal disruption and upheaval, we put in a generally good competitive.

Learning curve– Education

Taught Well– Careers

A to B to C– Learning

New School– Policy

ISSUE 01 – 24

Illustration by Lucy Vigrass

Enabling people all over

the world

to learn

Illustration by Lucy Vigrass

Learning transforms individuals, communities, and societies. In places where learning flourishes,so does society as a whole.

Framed pictures

Digital - Website

Digital - Web banner

Print - Brochure

Themed message to interpret Illustrated interpretation

Welcome to the world of learning

Tell me more

Legal | Accessibility | Privacy policy

HelpHi, Jane

This website uses cookies. Continuing to use this website gives consent for cookies to be used. For more information please see our cookie policy. © Pearson

Menu

Home > Why we do it

Who we areThe world of education is changingmore rapidly than ever, and atPearson we’re looking to the future

Why we do itHelping prepare young futures

How we do itA story of the power of education

Welcome to Brand.Pearson.hub. Here, you’ll find lots of information about Pearson, ourproducts, and impact in the community. Tools needed to create your own assets using our visual identity. As well as getting involved with campaigns through our spotlight section.

Welcome to Brand.Pearson.hub. For all of us at Pearson,and for the millions of people around the world who useour products and services, learning is a journey —a never-ending road of discovery, challenge,inspiration, and wonder.

Come on in to theworld of learning

Pearson has always had one goal, one ideal that we always strive for.

That every child deserves the right to education, to learn and to flourish in

life. We bring together the latest thinking, new practices, and the best minds

in the business to help people every day to grow and share knowledge.

Who we are

Our storyOur audiencesOur people

Talking aboutour business

How we do it

Products & servicesOur efficacy promiseOur learners

Why we do it

Get to know oursocial impact

Project literacy

Stories of impact

Brand toolkit

Brand at a glance

Guidelines

Assets & templates

Images &illustrations

Pearson recruitment fair2016 4

A worldof learningis just a few clicksaway.Were looking for the brightest people with the most curious minds to help us help theworlds learners pearson.com/careers

Digital - Brochure

IllustrationsWhen to use

59Pearson Brand Guidelines 2016 Illustrations

Illustration is an important part of our brand, and it’s an effective tool for interpreting complex themes. We have created a library of brand illustrations from our approved roster of illustrators which you can download from the hub.

Commissioning brand illustratorsAs well as using illustrations from ourlibrary, you can commission new work from our approved brand illustrators. A brief template has been created and should be used for any new requests.

Commissioning alternative illustratorsPlease, for any commissions, consider our roster illustrators first. They have been carefully selected to complement our visual identity. However you may also commission independent illustrators. Any illustrations created this way must be approved by the central brand team, please email brandhelp@pearson.com.These illustrations must also follow the guidance outlined in our brief template.

CreditingRemember to always credit illustrators forthe use of their images, to find out more,see page 60.

Lauren Rolwing Nashville, Tennessee

Represented by YCN Talent

Contact: studio@ycn.org

laurenrolwing.com

Kanae SatoTokyo, Japan

Represented by ARTas1®ARTas1.com/kanae_sato

Contact: Paul Whitneypaulw@ARTas1.com+ 1 (310) 961-1695

kanaes.com/gallery

Ben WisemanBrooklyn, New York

Represented by himself

Contact: Ben Wisemanbmwiseman@gmail.com

benwiseman.com

To download illustrations, please click the folder above.

To download the Pearson illustration commissions brief template, please click the folder above.

Lucy Vigrass London, England

Represented by Outline Artistsoutlineartists.com/lucy-vigrass

Contact: Camilla Parsonscamilla@outlineartists.com+ 44 (0) 208 451 3400

lucyvigrass.co.uk

Tang Yau HoongKuala Lumpur, Malaysia

Represented by himself

Contact: Tang Yau Hoongtangyauhoong84@gmail.com

tangyauhoong.com

IllustrationsCommissioning

60Pearson Brand Guidelines 2016 Illustrations

1 2

33

Charley Harper Ben WisemanJodie WightmanLucy Vigrass

Ms Sato Niki RobsonOliver JeffersTang Yau Hoong

Appendix

Contributors

ArticlesAndy Smith page 21 ‘The Art of Language’www.andysmithwrites.au

Guy Debore page 62 ‘The Society of the Spectacle’www.guydebore.co.uk

Hilary Mantel page 03 ‘The History of life’www.guydebore-longmanspublishing.co.uk

IllustrationsBenWiseman page 61, 10www.benwiseman.com

Lucy Vigrass page 61, 9www.lucyvigrass.co.uk

Tang Yau Hoong page 241, 24, 18, 8www.tangyauhoong.com

PhotographyKatie Willson page 2-5www.katiewilsonphotgraphy.com

Open doors Open mindspearson.com

Illustration by Tang Yau Hoong

Illustration by Lucy Vigrass

We’re legally obligated to credit all illustrations on the brand hub. You don’t have to show all the illustrator’s contact details, but you must at least show their name. Here are some ways to credit them.

1. Digital rolloverThe best way to credit in digital applications is by creating an alt-tag image rollover containing the illustrator’s name. Use for: Social media headers, digital ads, and websites.

2. Credit on the illustrationWhere possible, you should credit an illustrator on their illustration. Use Open Sans in a legible font size along the side or bottom of the illustration. Remember to use only text and background colors that pass accessibility. See page 43.Use for: Pop-up banners, magazine spreads, and posters.

3. At the beginning/end of a documentIf space is limited, you can credit the illustrator on an inside front cover or in an appendix or index of contributors. Use for: Animations, publications, magazines, and films.

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

Typeface exploration - TESTS

2A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N GA L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N GA L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A Life ofLearning.Xerem ea im ne corem ipsa quo beatur sum eat ped magniam hition commoluptam fugia dolecer essimus moluptium, to dolore non reic.

Working to promotea positive change.

Suntem quos restiur adiores minulpa que verferitem vel magnam, occum et erissitem cum

sit hit porest essit aditam harcietur sequod ut evelige ntemquas doluptur, sus ention pra

quisti dolum non consequ iatiis aut everiae corehenist fugiate dolupta tionemp oristrum

quaecus apedis est, nonet, nonsequ atistiandi cus alia sequo omnis apisquidero quas

quam volorum facest peles aut qui rempore stibus elecea nusa qui nima quossus.dolupta

vit doles delescipsun

Nurturing creativity across a breadthof demographics

Link to page

Ideas statistic Analytic statistic Campaign statisticSub-header

Xerem ea im ne corem ipsa quo beatur sum eat ped magniam

hition commoluptam fugia dolecer essimus moluptium, to dolore non

reic. eat ped.

Sub-headerXerem ea im ne corem ipsa quo beatur sum eat ped magniam

hition commoluptam fugia dolecer essimus moluptium, to dolore non

reic. eat ped.

Sub-headerXerem ea im ne corem ipsa quo beatur sum eat ped magniam

hition commoluptam fugia dolecer essimus moluptium, to dolore non

reic. eat ped.

Link to page

65% 90% 65%

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

Typeface exploration - TESTS

2A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N GA L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N GA L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A Life ofLearning.Xerem ea im ne corem ipsa quo beatur sum eat ped magniam hition commoluptam fugia dolecer essimus moluptium, to dolore non reic.

Working to promotea positive change.

Suntem quos restiur adiores minulpa que verferitem vel magnam, occum et erissitem cum

sit hit porest essit aditam harcietur sequod ut evelige ntemquas doluptur, sus ention pra

quisti dolum non consequ iatiis aut everiae corehenist fugiate dolupta tionemp oristrum

quaecus apedis est, nonet, nonsequ atistiandi cus alia sequo omnis apisquidero quas

quam volorum facest peles aut qui rempore stibus elecea nusa qui nima quossus.dolupta

vit doles delescipsun

Nurturing creativity across a breadthof demographics

Link to page

Ideas statistic Analytic statistic Campaign statisticSub-header

Xerem ea im ne corem ipsa quo beatur sum eat ped magniam

hition commoluptam fugia dolecer essimus moluptium, to dolore non

reic. eat ped.

Sub-headerXerem ea im ne corem ipsa quo beatur sum eat ped magniam

hition commoluptam fugia dolecer essimus moluptium, to dolore non

reic. eat ped.

Sub-headerXerem ea im ne corem ipsa quo beatur sum eat ped magniam

hition commoluptam fugia dolecer essimus moluptium, to dolore non

reic. eat ped.

Link to page

65% 90% 65%

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

Typeface exploration - TESTS

2A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N GA L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N GA L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A Life ofLearning.Xerem ea im ne corem ipsa quo beatur sum eat ped magniam hition commoluptam fugia dolecer essimus moluptium, to dolore non reic.

Working to promotea positive change.

Suntem quos restiur adiores minulpa que verferitem vel magnam, occum et erissitem cum

sit hit porest essit aditam harcietur sequod ut evelige ntemquas doluptur, sus ention pra

quisti dolum non consequ iatiis aut everiae corehenist fugiate dolupta tionemp oristrum

quaecus apedis est, nonet, nonsequ atistiandi cus alia sequo omnis apisquidero quas

quam volorum facest peles aut qui rempore stibus elecea nusa qui nima quossus.dolupta

vit doles delescipsun

Nurturing creativity across a breadthof demographics

Link to page

Ideas statistic Analytic statistic Campaign statisticSub-header

Xerem ea im ne corem ipsa quo beatur sum eat ped magniam

hition commoluptam fugia dolecer essimus moluptium, to dolore non

reic. eat ped.

Sub-headerXerem ea im ne corem ipsa quo beatur sum eat ped magniam

hition commoluptam fugia dolecer essimus moluptium, to dolore non

reic. eat ped.

Sub-headerXerem ea im ne corem ipsa quo beatur sum eat ped magniam

hition commoluptam fugia dolecer essimus moluptium, to dolore non

reic. eat ped.

Link to page

65% 90% 65%

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

Typeface exploration - TESTS

2A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N GA L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N GA L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A L W A Y S L E A R N I N G

A Life ofLearning.Xerem ea im ne corem ipsa quo beatur sum eat ped magniam hition commoluptam fugia dolecer essimus moluptium, to dolore non reic.

Working to promotea positive change.

Suntem quos restiur adiores minulpa que verferitem vel magnam, occum et erissitem cum

sit hit porest essit aditam harcietur sequod ut evelige ntemquas doluptur, sus ention pra

quisti dolum non consequ iatiis aut everiae corehenist fugiate dolupta tionemp oristrum

quaecus apedis est, nonet, nonsequ atistiandi cus alia sequo omnis apisquidero quas

quam volorum facest peles aut qui rempore stibus elecea nusa qui nima quossus.dolupta

vit doles delescipsun

Nurturing creativity across a breadthof demographics

Link to page

Ideas statistic Analytic statistic Campaign statisticSub-header

Xerem ea im ne corem ipsa quo beatur sum eat ped magniam

hition commoluptam fugia dolecer essimus moluptium, to dolore non

reic. eat ped.

Sub-headerXerem ea im ne corem ipsa quo beatur sum eat ped magniam

hition commoluptam fugia dolecer essimus moluptium, to dolore non

reic. eat ped.

Sub-headerXerem ea im ne corem ipsa quo beatur sum eat ped magniam

hition commoluptam fugia dolecer essimus moluptium, to dolore non

reic. eat ped.

Link to page

65% 90% 65%

IllustrationsGiving credit

61Pearson Brand Guidelines 2016 Illustrations

Our illustrations are designed to be flexible. Here are some of the different ways you can adapt and apply illustrations across formats.

1. CroppingThis can help you create more dynamic scale and type compositions.

2. Interacting with typeLook for clearspace and lines that type could sit with and play with scale. Both elements should complement each other.

3. Extended backgroundsThese can give you the flexibility to use illustrations across more varied formats.

4. FlippingYou can flip an illustration to fit a format as long as the elements reflect correctly, e.g., that type doesn’t come out backward. Illustration by Lauren Rowling

Keep learning fly higher

Let your imagination

f lyLet your imagination

f ly

1

4

2 3

Illustration by Tang Yau Hoong

Illustration by Tang Yau Hoong

Illustration by Kanae Sato

Illustration by Lauren Rowling

Working at Pearson, you’re part of a formidable force of more than 40,000 employees across 70 countries.

Stepping up to the challenges

IllustrationsFlexibility

Today, tomorrow, and the future

62

Legal | Accessibility | Privacy policy

HelpHi, Jane

This website uses cookies. Continuing to use this website gives consent for cookies to be used. For more information please see our cookie policy. © Pearson

Menu

Home > Why we do it

Who we areThe world of education is changingmore rapidly than ever, and atPearson we’re looking to the future

Why we do itHelping prepare young futures

How we do itA story of the power of education

Welcome to Brand.Pearson.hub. Here, you’ll find lots of information about Pearson, ourproducts, and impact in the community. Tools needed to create your own assets using our visual identity. As well as getting involved with campaigns through our spotlight section.

Welcome to Brand.Pearson.hub. For all of us at Pearson,and for the millions of people around the world who useour products and services, learning is a journey —a never-ending road of discovery, challenge,inspiration, and wonder.

Come on in to theworld of learning

Pearson has always had one goal, one ideal that we always strive for.

That every child deserves the right to education, to learn and to flourish in

life. We bring together the latest thinking, new practices and the best minds

in the business to help people every day to grow and share knowledge.

Who we are

Our storyOur audiencesOur people

Talking aboutour business

How we do it

Products & servicesOur efficacy promiseOur learners

Why we do it

Get to know oursocial impact

Project literacy

Stories of impact

Brand toolkit

Brand at a glance

Guidelines

Assets & templates

Images &illustrations

Legal | Accessibility | Privacy policy

HelpHi, Jane

This website uses cookies. Continuing to use this website gives consent for cookies to be used. For more information please see our cookie policy. © Pearson

Menu

Home > Why we do it

Who we areThe world of education is changingmore rapidly than ever, and atPearson we’re looking to the future

Why we do itHelping prepare young futures

How we do itA story of the power of education

Welcome to Brand.Pearson.hub. Here, you’ll find lots of information about Pearson, ourproducts, and impact in the community. Tools needed to create your own assets using our visual identity. As well as getting involved with campaigns through our spotlight section.

Welcome to Brand.Pearson.hub. For all of us at Pearson,and for the millions of people around the world who useour products and services, learning is a journey —a never-ending road of discovery, challenge,inspiration, and wonder.

Come on in to theworld of learning

Pearson has always had one goal, one ideal that we always strive for.

That every child deserves the right to education, to learn and to flourish in

life. We bring together the latest thinking, new practices and the best minds

in the business to help people every day to grow and share knowledge.

Who we are

Our storyOur audiencesOur people

Talking aboutour business

How we do it

Products & servicesOur efficacy promiseOur learners

Why we do it

Get to know oursocial impact

Project literacy

Stories of impact

Brand toolkit

Brand at a glance

Guidelines

Assets & templates

Images &illustrations

Working at Pearson, you’re part of a formidable force of more than 40,000 employees across 70 countries.

United by our shared vision of empowering human progress through learning, we’re a global movement with a ‘once in a generation’ opportunity to make a difference on a global scale.

We’re all on the move

BannersBrochure covers

Editorial spreads

Environments

That programme has been all about setting Pearson up to be able to demonstrate the impact of what we do in education around the world. It is about enabling us to do right across Pearson the thing that we have done increasingly well in many parts of the company, and which our stories of people learning all help to demonstrate.

That is, we stand at the intersection of new technology (with its ability to engage, personalise and diagnose) and new, more eff ective, ways of teaching. This position allows us to develop products and services that enable the benefi ts of richer, deeper learning to be more widely felt.

We’ve had to conduct this accelerated programme of change whilst dealing with cyclical and policy related forces in our biggest markets, which I described in last year’s report, and which continued to hurt us in 2014. In spite of these challenges, I’m pleased to report that we did meet the fi nancial expectations that we set publicly for the company at the start of the year. Overall, at a time of much internal disruption and upheaval, we put in a generally good competitive. I’m pleased to report that we did meet the fi nancial expectations that we set publicly for the company at the start of the year. Overall, at a time of much internal disruption.

“ Our programme has been all about setting Pearson up to be able to demonstrate the impact of what we do”

That programme has been all about setting Pearson up to be able to demonstrate the impact of what we do in education around the world. It is about enabling us to do right across Pearson the thing that we have done increasingly well in many parts of the company, and which our stories of people learning all help to demonstrate.

That is, we stand at the intersection of new technology (with its ability to engage, personalise and diagnose) and new, more eff ective, ways of teaching. This position allows us to develop products and services that enable the benefi ts of richer, deeper learning to be more widely felt.

We’ve had to conduct this accelerated programme of change whilst dealing with cyclical and policy related forces in our biggest markets, which I described in last year’s report, and which continued to hurt us in 2014.

Reasons to integrate teaching methods

01 Up to be able to demonstrate the impact of what we do in education around the world. It is about enabling us to do right across Pearson the thing that we have done increasingly well in many parts.

02 Demonstrate the impact of what we do in education around the world. It is about enabling us to do right across Pearson the thing that we have done increasingly well in many parts.

That programme has been all about setting Pearson up to be able to demonstrate the impact of what we do in education around the world. It is about enabling us to do right across Pearson the thing that we have done increasingly well in many parts of the company, and which our stories of people learning all help to demonstrate.

That is, we stand at the intersection of new technology (with its ability to engage, personalise and diagnose) and new, more eff ective, ways of teaching. This position allows us to develop products and services that enable the benefi ts of richer, deeper learning to be more widely felt.

We’ve had to conduct this accelerated programme of change whilst dealing with cyclical and policy related forces in our biggest markets, which I described in last year’s report, and which continued to hurt us in 2014. In spite of these challenges, I’m pleased to report that we did meet the fi nancial expectations that we set publicly for the company at the start of the year. Overall, at a time of much internal disruption and upheaval, we put in a generally good competitive.

Learning curve– Education

Taught Well– Careers

A to B to C– Learning

New School– Policy

ISSUE 01 – 24

Illustration by Lucy Vigrass

Enabling people all over

the world

to learn

Illustration by Lucy Vigrass

Helping people grow their careers every day.

Discover everything there is to know about the world’s learning company.

We’re as much a social business as we are a learningbusiness. Our dedication

to creating positive social impact shapes everything we do, from our products and

strategies, to the way we engage with our millions of learners, partners and

communities around the world.

[John, Kate, Karen] Pearson partners

Dive in to thePearson hub

Video title will sit here...

Video intro message to go here...Opta vit as am ipsapis eliquib uscipsumet, cor as

doluptam quissi alicipsam apisimus excea qui occatem inihilic tem aut optatem

periossum que magnihiti con nam conecum quatur si dereius, natis experum

faceptus magnimo luptatem alitios essit eum que nos quiam esequi volupta

soluptas et eost pedipsunt utem num ea et explandem quae. Otatur? Elendita est, cus dolor mi, sinullenis vid maximpe

rspiend

Who we are

Legal | Accessibility | Privacy Policy

This website uses cookies. Continuing to use this website gives consent to cookies being used. For more information please

see our cookie policy

© Pearson PLC

Discover everything there is to know about the world’s learning company.

We’re as much a social business as we are a learningbusiness. Our dedication

to creating positive social impact shapes everything we do, from our products and

strategies, to the way we engage with our millions of learners, partners and

communities around the world.

[John, Kate, Karen] Pearson partners

Dive in to thePearson hub

Video title will sit here...

Video intro message to go here...Opta vit as am ipsapis eliquib uscipsumet, cor as

doluptam quissi alicipsam apisimus excea qui occatem inihilic tem aut optatem

periossum que magnihiti con nam conecum quatur si dereius, natis experum

faceptus magnimo luptatem alitios essit eum que nos quiam esequi volupta

soluptas et eost pedipsunt utem num ea et explandem quae. Otatur? Elendita est, cus dolor mi, sinullenis vid maximpe

rspiend

Who we are

Legal | Accessibility | Privacy Policy

This website uses cookies. Continuing to use this website gives consent to cookies being used. For more information please

see our cookie policy

© Pearson PLC

Mobile sitesWebsiteGifts

Illus

trat

ion

by L

aure

n Ro

lwin

g

MakingprogressVolume 3 | October

G back

6mm Radial Corners TOP

A world of learning is just a click away

Illus

trat

ion

by L

aure

n Ro

wlin

g

Pearson Brand Guidelines 2016 Illustrations

Moving intoa connectedfutureAll of our lives are increasingly shaped by the digital revolution, and a new world of learning is just a click away. New ways of life need new ways to learn, and we’re making them happen.

Illustration by Lucy Vigrass

IllustrationsExamples

63

Here are some examples of things to avoid when using illustrations.

The world of educationis changing morerapidly than ever,and at Pearson we’relooking to the future.

Don’t change the colors within the illustrations.

Don’t place holding shapes where they will obscure key parts of the illustration.

Don’t use illustrations at a very small size; they are not icons or infographics.

Don’t angle the illustration. Don’t place type over the illustration.

Learn as if you were to live forever

Pearson Brand Guidelines 2016 Illustrations

IllustrationsDon’ts