In this 6-8 lesson, students will continue the exploration of advertising and media awareness.
- Analyze print, video, and audio advertisements.
- Evaluate the influence that advertising exerts on people through the media.
- Interpret the purpose of advertising and what the term “target audience” means.
- Discuss interpretations and inferences from product or service advertisements.
- Use principles of art and design to create an advertisement of their own.
- Demonstrate an illustration with background and foreground.
Teachers should use age-appropriate advertisements and products. Bring a collection of sample products for students to observe. Visit Advertising 101: Tips to Get you Started and review Common Advertising Strategies before teaching the lesson. Preview the other two lessons in the unit, Media Awareness II: Key Concepts in Advertising and Media Awareness III: Helping a Product Cross the Finish Line.
Students should have a basic understanding of advertising and their favorite products.
Use captions for visual presentations and give an option to create an audio advertisement as opposed to a visual one.
- Display a few children’s products (games, cereals, toys, devices, DVDs, etc.) around the classroom. Ask students to “turn and talk” and answer the following question: What is one of your favorite products and why?
- Initiate a class discussion in which each student shares what they like/dislike about their product.
- Have all students brainstorm different categories of kid-oriented products. Create a “t-chart” with a running list of these products on one side, then write down the reasons for valuing each item on the other.
- Introduce students to the three-part lesson on advertising. Ask students, who have heard of the term “advertising?” How is advertising related to the product we listed on the “t-chart?”
- Distribute or display the resource, Common Advertising Strategies. Review the basics of advertising and marketing and inform the students that they will be using their knowledge to create an advertisement for their favorite kid-oriented product.
- Show the students examples of print and video ads from the Slide: Product Advertisements. Be mindful of any students that may need one type of advertisement over the other. See “Accessibility Accommodations” for modifications.
- Begin a discussion about advertisements. Ask: Would you want to buy this product? If so, what about the advertisement caught your attention? Who is the target audience for the advertisement? How do you know? Based on the Common Advertising Strategies resource, which marketing techniques do the advertisements use?
- Ask students to bring a favorite product from home. This can include food, a toy, or any product they enjoy.
- Have students divide into pairs or small groups and temporarily exchange with one another their product and the associated advertisement. This discussion will promote an enhanced understanding of advertising and the effect it can have on the audience. If for any reason the student does not have a product, allow them to choose a product from the teacher’s collection or one on the web.
- Display the Product Discussion Questions and encourage students to elaborate on their product.
- Allow students approximately 5 – 10 minutes to discuss their products. Then, ask each group to summarize their discussion points.
- Distribute the Elements and Principles of Art resource to students and review the Criteria for Success: Product Illustration. Explain to students that the class will only focus on a few of the elements and principles for the next activity (students will draw his/her item from observation).
- Model the concept of using overlapping lines to create the illusion of foreground/background space in the picture plane. Show students the Slide: Illustration Examples to analyze the foreground/background space illusion technique. Also, do a quick sketch to illustrate the process in detail. The background will then be drawn in to show where the item is usually kept at home (shelf, drawer, etc.).
- Explain to students that this drawing will become an advertisement for their product.
- Distribute 18” x 12” newsprint paper and pencils and have students begin their drawings. Allow sufficient time for students to complete the assignment. Offer additional modeling and feedback for students who need support. Encourage them to collaborate with their classmates for constructive feedback.
- Assess students’ knowledge with a written response. Have students compare the various choices made in the placement of the object on the page and the principle of balance.
- Collect drawings, as students will use these drawings as a springboard during the next lesson.
- Ask students to bring in an example of an advertisement for a product to discuss during the next lesson.
- Using their notes from the discussion on kid-oriented products, students will expand upon their knowledge by researching various advertisements for the products they listed (games, CDs, interactive toys, etc.). Using a double-sided journal entry, each student will choose one type of product and then record the characteristics of the product’s advertisement. The ads can be television, radio, internet, or print ads. During the next lesson, have students report their findings.
- Have students review Digital Marketing strategies and infographic advertisements by visiting age-appropriate websites. Then have them create their own digital add or infographic using Animaker, Smore, or a graphic design tool like Google Drawings. This activity helps students to compare and contrast various websites and how they use marketing to attract consumers.
Radio Ad: Rocky Mountain Rides
January 14, 2020
In this 6-8 lesson, students will complete their advertisements by adding in details (such as color and symbols) and background/foreground space on the picture plane.
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