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Media – Advertising Product LaunchTeaching Guidance

Learning Intentions Unit 1 – Intro – anchoring imagesIntroduction to image analysisHow images can be anchored through textDeveloping different ways of reading and using images

Success Criteria Ability to explore how images are anchored through text;Creativity shown in the production of their own advertisements.

Activity Each of the units are prefaced with learning objectives – which are then referred at the end of each unit.

Each PPT slide shows a specific part of a wider picture – important that teacher doesn’t reveal it’s an advertisement. This will elicit a wider range of responses. This part of the unit should be led by the teacher – click of grey arrow will allow teacher to write ideas on IWB. In discussion it’s worth looking at ideas related to colour, lighting, design etc…and how the objects link to each other.

When whole picture is revealed class will begin to realise this is from an advert – after this point ask class to come up with 2 products that might be advertised and try to think of a catchphrase that would make sense of the advert – this introduces the concept of anchoring. A range of ideas is to be encouraged before revealing the full advert and slogan “More Forwards Please”. Ask class to explain how the slogan ‘makes sense’ of the images – “this is called anchoring”There will then be a series of images from advertisements with the slogan cropped out. Again try to elicit product and slogan from the class. This can be teacher-led or paired work (with images printed from PPT slide). Clicking the grey square will reveal the right slogan – important to establish how each slogan anchors the text. After this activity the teacher can do the following 2 activities:

1. Cut out some adverts from magazines (teacher has to organise this) weekend mag supplements best – ensure that slogan are cropped and separated from main image (number each image and cropped slogan for ‘pairing up’ later). In groups or pairs give out images which then need to be described, given a ‘product’ focus and anchor the image with a slogan. Ask each group to then present their ideas. At the end of this activity hand out ‘correct’ slogans;

2. Give each group a series of images (background, characters, objects) – teacher can prepare these although there are word docs attached to this unit (images for cropping) which can be used. Important that each group has the same set of images. Challenge is for the group to create a mag advert using only the images given with their own suitable slogan.

Educational Benefits Highlight the appropriate focus DT&AFL; Literacy Skills; Numeracy Skills; Curriculum Cymreig; Boys Attainment; Inclusive; Extended learning; Bilingualism; Reflective practice; Personalised learning; Basic skills; Peer assessment; More able and Talented; Transition

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Learning Intentions Unit 2 – Logo designsLinking logo design with target audience;Creation of logo design to reflect target audience.

Success Criteria Independent logo design to reflect target audience.

Activity This is a logo matching activity – class have to match up logo with the appropriate explanation. Need to point out that good logos reveal the identity of the product as well as its intended target audience. Extension activity is to write up an explanation of the Mcdonald’s logo. After this activity class have to create a logo design based on the brief in the final PPT slide for a product called Choc-a-Bloc. Share logo designs as Pair/Group before deciding on ‘best’ design with presentation on A3.

Educational Benefits Highlight the appropriate focusDT&AFL; Literacy Skills; Numeracy Skills; Curriculum Cymreig; Boys Attainment; Inclusive; Extended learning; Bilingualism; Reflective practice; Personalised learning; Basic skills; Peer assessment; More able and Talented; Transition

Learning Intentions Unit 3 – Slogan designsExploring language features in slogans;Developing and persisting in own slogan designs

Success Criteria Creation of slogans – making use of appropriate language features

Activity For intro look at famous slogan for Heinz – ask class to spot ‘errors’ in slogan. For each error, re-write the slogan ‘properly’ in the box underneath – do this until it is written in standard English and makes clear sense – unfortunately, this takes magic away from slogan. Next slide reveals what this might look like. Explain that the process of developing slogans is a development issue and not to just hit on the first slogan that comes to mind – persist to make perfect.

Next slide reveals features of language to be found in slogans – this is also exemplified. After this section, there are a couple of activities. First activity is a match-up, second one (below, left) is to simply identify the language features used in some of the famous slogans. After feedback on this – last slide reveals main task which is to create a slogan based on the brief given by the company producing Choc-a-bloc. Try to stress that students should create a development flow chart to show the steps used in improving their slogan (as for the Beanz slogan in the intro). They should also be able to explain some of the language features used in their slogans.

Educational Benefits Highlight the appropriate focusDT&AFL; Literacy Skills; Numeracy Skills; Curriculum Cymreig; Boys Attainment; Inclusive; Extended learning; Bilingualism; Reflective practice; Personalised learning; Basic skills; Peer assessment; More able and Talented; Transition

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Learning Intentions Unit 4 – TV commercialsFeatures of TV commercials;Target audience and TV commercials

Success Criteria Identifying features of TV commercialsEffective storyboarding of TV commercial feature for target audience.

Activity

TV ad for turning to storyboard

Storyboard framework

First 4 slides show links between aspects of TV ads. They are arranged for images and character, location, sound and storyline. Class to find link between squares. The colours are revealed on the final one of this sequence.

The PPT following is interactive. This is an activity where you can split the class in two (Team A/Team B) and each team get a point every time they identify the feature from the relevant advert. Worth explaining that each ad has a different target audience. This slide can be easily changed by re-writing the text (if it needs to be more easily distinguished)The final two screens can be used for taking notes based on adverts shown in class by the teacher. They can also be used as a planning stage for the final task – which is to create a storyboard for Choc-a-bloc using appropriate images, location, sound and storyline.

Storyboarding preparation

For storyboard there are resources available from RAID on NGFLCymruKS3/English/Reading/RAID/week 3 which gives a storyboard layout and how to move from text to screen. www.ngfl-cymru.org.uk/vtc/2009-09/english/irf08_37/ In addition I introduced storyboarding with 30 minutes of storyboard ‘consequences’ give class first image (with action and sound) then draw the next image. Book is then passed clockwise across group until 5 steps are completed – this was a fun and simple way of getting across the process of storyboarding. As I wanted more control over this aspect I also gave the students an outline of an advert idea on Choc-a-bloc for them to convert to storyboard – this was completed as homework activity. However some classes may want more freedom to create their own idea from scratch (I decided to leave the creative aspects to the final product launch group stages).

Educational Benefits Highlight the appropriate focusDT&AFL; Literacy Skills; Numeracy Skills; Curriculum Cymreig; Boys Attainment; Inclusive; Extended learning; Bilingualism; Reflective practice; Personalised learning; Basic skills; Peer assessment; More able and Talented; Transition

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Learning Intentions Unit 5 Process of advertising leading to Product LaunchIdentifying processes involved in creating an advertising campaign;Launching the advertising campaign.

Success Criteria Correctly identifying logical steps in Advertising campaigns;Using group-work, problem-solving and communication in the course of group campaigns.

ActivitySlide identifies stages involved in the campaign. There are six stages – these can be cut out from print and given to work out in pairs. When you click on a black square it will link to a screen which gives a fuller explanation but also a statement which will try to steer class away from the right answer – here class can decide whether to stick or twist – revise their original placement or stick to their first instincts.

On click of this larger text box – a dice will appear where the number will link to the stage in the process – 6 being the last stage.

After this activity, teacher should then work in role as the head of FIZZ group, inviting agency teams to tender for the contract of FIZZ campaign. Each group will receive the same letter (see word doc under Unit 5) and will have to produce a complete campaign in 3 weeks – they will then present their ideas to the chair of the company. The contract will be decided on the basis of the quality of their presentations and also the ideas presented on sugar paper.

Groups can also create video commercials as part of their campaign – as well as digital resources

Educational Benefits Highlight the appropriate focusDT&AFL; Literacy Skills; Numeracy Skills; Curriculum Cymreig; Boys Attainment; Inclusive; Extended learning; Bilingualism; Reflective practice; Personalised learning; Basic skills; Peer assessment; More able and Talented; Transition

Learning Intentions The next two units (5a and 5b) are included to support the campaigns over the next 4 weeks

Success Criteria As per unit 5

ActivityUnit 5a consists of an Excel spreadsheet which is also linked to a PPT. This enables each team to use a spreadsheet to work out costings for their campaign – the columns have data functions that automatically work out current totals. These could be converted into graphic form (which could then be utilised in their presentations).

Unit 5b is a self-assessment template. This should be shown to students prior to their presentations in order for them to focus on the relevant skills during presentations. Once complete each group could identify to what extent they felt they succeeded in each area. This could be used as a good visual exemplar which can then be shaded in by the learners after their presentations. This helps to scaffold any self-evaluations they might do as part of their speaking and listening

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assessments.

Educational Benefits Highlight the appropriate focusDT&AFL; Literacy Skills; Numeracy Skills; Curriculum Cymreig; Boys Attainment; Inclusive; Extended learning; Bilingualism; Reflective practice; Personalised learning; Basic skills; Peer assessment; More able and Talented; Transition