Magazine Advertisement Lesson Plan
Grade Level: 8th Grade
Time Needed: Five, 50 min. Classes
Focus: To recreate an advertisement that is misleading in a more realistic and viewer friendly way.
a. Students will analyze the elements in media arts such as image, sound, space, time, motion and sequence, (220.127.116.11.1).
b. Students will develop an artistic intent, including how audience and occasion impact analyze and presentation choices, (18.104.22.168.3)
c. Students will analyze and interpret a variety of media artworks using established criteria, (22.214.171.124.1).
Motivational Resources: Students will be introduced to the lesson by choosing an advertisement from magazines brought in and analyze its meaning. Also, a PowerPoint will be shown for more magazine ad examples and analysis.
Provided for students:
Computers Lab and Printers
Student's need to bring:
Introduction to the Lesson:
Media literacy enables a person to analyze, evaluate, and create messages within a broad range of media forms. It also encourages people to ask questions about what they watch, hear, and read. When used in education, media literacy is a way to address negative aspects of mass media and popular culture (misleading, photoshopped, and false advertisements). By becoming media literate, this knowledge can create a protective barrier for students by helping them make good choices in their media consumption habits and patterns of usage. Also, media literacy enables a student to be capable of creating their own successful advertisement by studying image use, layout, and use of text in the media.
Introduction Procedure for Art Making:
Class One: The first class will be used to introduce the topic and project. The teacher will start the class by passing out magazines. The students will be asked to pick an advertisement and decode it's meaning. They should look for ads that they believe are trying to manipulate the viewer in an obscure way. After they have chosen an ad and written down their analysis they should discuss what they found with the classroom. This will initiate conversation about the subject of media and media literacy. After class discussion the teacher will proceed with a PowerPoint on media and the assignment. The first few slides will discuss how to read advertisements and tell tail signs to look for. Also, it will give a brief history on advertisement. After, they should be told that they are creating a piece of art on the subject of advertisements and the effect they have on society. There assignment will be to choose an ad and recreate it in a more realistic and interesting way. For the next class period they should bring magazine ads they are interested in recreating.
Class Two: In the beginning of the second day the teacher should open discussion about different kinds of advertisements. For example, clothes, food, electronics, feminine products, ext. Then the class will be assigned into groups of 3. Then in their groups they should discuss the ads that they brought into the class and choose one ad and concept to focus on. They should brainstorm ways in which they could recreate this ad. For example, taking pictures on a bench, in the hallway, in front of the school are different ways. Also, they could bring in the product, (if able), and shoot in the classroom laying out colorful paper as a backdrop. They should make sketches on how the want their final advertisement to look. They should be thinking about color scheme and how they're going to create an interesting and technically sufficient ad. They should be reminded that they aren't necessarily trying to create a negative advertisement. The group needs to figure out someone to bring in poster board and any extra material they will need to shoot their project.
Class Three: This class period will be a workday. The teacher should open the class by showing a how-to example for using the cameras and how to upload their photos onto the computer for printing. This should be a quick demo, since most of the students will know this information. After, the class will get into their groups and begin to set up for shooting their imagery. If they are leaving the classroom, they need to sign out on a sheet and say where they will be. This day will mostly be for taking photos, uploading into the computer, and printing. The next class period the student should come ready to composite their imagery on their poster board.
Class Four: This class period will also, be a workday. The teacher will start the class by discussing text in advertisements. They will talk about a how text can be used as a design element and that the chosen font, placement and color and have great effects on how the viewer reads and interprets the ad. Also, they should consider what they want their advertisement to say. They could have facts on it, or maybe they just want to give it some flare with color and some reasonable catch phrases that would make someone interested in the project. Then, they should break into their groups. The work should be divided up into starting to put together the poster board, printing text and adding decorative elements to their poster board. This could be using colored cardstock cut into fun shapes that would help the design elements in their ad. For the next class period, they should be ready to present their project during an in class critique.
Class Five: The last class period will be for doing a show in tell of students projects. Students should have prepared a short introduction to their project and what their focus was. Then they should present the advertisement they created. They should say what visual elements they tried to create and how. Also, they should refer to their original image and say what they chose to change and how they thought theirs was a more appropriate and successful ad. They class should give a short critique to every ones project, making an effort to participate in discussions.
Art History: Students will be given a history of advertising and how it's become an art form over the ages.
Aesthetics: Students will be decoding advertisements and looking at the different design and image choices to better understand the ad.
Art Production: Students will be using collage and digital imagery to create a poster board size ad that they feel holds an appropriate amount of selling techniques.
Art Criticism: Students will be looking at art in the world through advertisements and making a comment. Also, looking at each others projects and critiquing during an in class critique.
a. Students will be evaluated individually on how well they used class time to work on their project.
b. Students will be evaluated on how strong and developed their commentary is on their chosen advertisement.
c. Students will be evaluated on their use of design principles and image quality.
d. Students will be evaluated on whether or not they participated in critique.
Hodgson, Kendra. "Killing Us Softly 3, Advertising's Image of Women ." Media Education Foundation. (2005): 36. Web. 13 Dec. 2011.
Silverblatt, Art, Jane Ferry, and Barbara Finan. Approaches to Media Literacy: a handbook. New York: M.E. Sharp, Inc., 1999. 280. Print.
Streitmatter, Rodger. SEX SELLS! The Media's Journey from Repression to Obsession. Cambridge: Westview Press, 2004. 283. Print.