In this 6-8 lesson, students will gain a general understanding of marketing and its influence to illustrate a product with background and foreground.
- Develop an understanding of basic concepts in advertising.
- Infer the purpose and “target audience” of an advertisement.
- Analyze advertisements from commercials, cereal, magazines, and websites.
- Discuss the purpose, target audience, and style of advertisements with key vocabulary.
- Apply selected elements and principles of art to create an advertisement of their own.
Teachers should use age-appropriate advertisements and kid-friendly products. Preview the details of the lesson to understand its connection to the unit, Media Awareness I: The Basics of Advertising and Media Awareness III: Helping a Product Cross the Finish Line. Create a notification for students to bring an advertisement to school or allow time for them to research and find one.
Students should have a basic understanding of advertising and prior experience with the first lesson in the unit, Media Awareness I: The Basics of Advertising.
Modify visual presentations to include captions. Give students an option to create an audio advertisement as opposed to a visual one.
- Begin this lesson by continuing the conversation from the previous lesson on the purpose, target audience, and the value of advertisements. Ask the following questions: How did the advertisements for different categories of kid-oriented products differ from one another? What audiences were targeted for each category of toys? For television ads, were there differences in the types of programs during which the advertisements appeared?
- Refer to the Target Audience and Purpose handout for background information. Review the two key terms and provide one or two examples of how a student would determine the target audience and purpose for a particular product.
- Review the Elements and Principles of Art handout. Discuss how size, color, and realism can add depth to ads. Be sure to discuss how each of these elements can determine whether the advertisement will be successful.
- Remind students to bring an advertisement from home or allow time for students to locate one on the web.
- Have students take out the advertisements that they brought in from home or located on the web.
- Engage students in a peer discussion about why each advertisement they have brought to class is or is not effective. Elements of art and media should be discussed, such as audience, target audience, size, color, and realism should.
- Extend the discussion by asking the following: How do the advertisements for different categories of kid-oriented products differ from one another? What audiences were targeted for certain categories of toys? For television ads, were there differences in the types of programs during which the advertisements appeared? Does this affect sales?
- Have students survey several advertisements from different media outlets using the Advertisement Analysis resource. Students will survey products through television commercials, websites, and specific products (such as cereal).
- Engage students in a discussion about their findings from the Advertisement Analysis. Have students share out an example ad and the target audience/purpose.
- Ask students to respond to the following questions: What do you think constitutes an effective or ineffective advertisement? How do elements and principles of art apply to advertising? Ask students to refer to the handout, Elements and Principles of Art, to support their responses.
- Return to students the drawings that they began in the previous lesson. Remind them that they will transform these drawings into advertisements. Students should now focus on adding details to their drawings, such as color, text, and symbols (such as price).
- Have students create a media awareness graphic or animation like the ones shown from the World Health Organization. Have them use tools like Google Drawings, Gravit Designer, Vectr, or an animation tool like Explee, Animoto, Animatic (iOS devices).
- Have students create a “spoof ad.” Students may need an introduction to the concepts of irony and sarcasm, which are implicit elements of such advertisements. Some recent examples of such television ads include the Geico Insurance and the Old Navy store commercials. Encourage students to illustrate, create a graphic, or animation to express their “spoof ad.”
December 4, 2019
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.
So, what are 21st century skills exactly? Why do they matter to “art smart” parents and how do we help our kids?
Audio, video, animation, photography, and technology. From Depression-era images that captured the attention of a nation, to student-produced videos on local artists, to how to make your own blood and guts special effects, explore the ever-changing world of media arts.
Kennedy Center Education Digital Learning
Director, Digital Learning
Manager, Digital Education Resources
Assistant Manager, Audience Enrichment
Program Coordinator, Digital Learning
Content Specialist, Digital Learning
Connect with us!
ARTSEDGE, part of the Rubenstein Arts Access Program, is generously funded by David Rubenstein.
Additional support is provided by the U.S. Department of Education.
Kennedy Center education and related artistic programming is made possible through the generosity of the National Committee for the Performing Arts and the President’s Advisory Committee on the Arts.
The contents of this Web site were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal government.
Unless otherwise stated, ARTSEDGE materials may be copied, modified and otherwise utilized for non-commercial educational purposes provided that ARTSEDGE and any authors listed in the materials are credited and provided that you permit others to use them in the same manner.
© 1996-2020 John F. Kennedy Center for the Performing Arts