Drama- Advertising, Mid Yrs

Drama Unit Planner: UNIT PLANNER: The Arts: Drama Butler

NAME: Rita

TOPIC Advertising

Year level 6

BAND Middle Years

OVERVIEW OF THE UNIT Learning about advertising through drama, students will critically analyse television advertisements to identify the 5 features an ad must have. They will use this information and that from previous English explorations individually and in teams, to justify decisions in planning and producing an advertisement for the upcoming school fête, directed at a particular audience. Through improvisation in pairs and in teams, students will experiment with ideas and also combine their music knowledge to create a jingle before filming the advert and presenting it at a school assembly Class Profile/Prior knowledge; The class of 20 has been analysing advertising in Reading and Viewing in English. This has been particularly concerned with the language of print advertisements and considering it from the consumer’s point of view.

Essential Learnings focus: ❏ Futures  Identity  Interdependence  Thinking  Communication

Key competencies focus: information;

 collecting, analysing, organising

 communicating ideas and information;

 planning and organising activities;

working with others in teams; techniques;  solving problems;

ICTs: (e.g. camera, computer software, etc.

❏ using mathematical ideas and

 using technology.

❏ TV, VCR, Video camera

Strand/s:

Arts Practice 

Arts analysis & Response 

Arts in Contexts

Key idea Students draw from thought, imagination, data and research, and the examination of social and cultural issues, to demonstrate personal aesthetic preference, and provide imaginative solutions and artistic responses to ideas and issues.

Students learn to distinguish different genres and styles associated with the different arts forms. They employ processes for analysis and interpretation of style, genre and form of arts works, and communicate both reasoned and personal viewpoints in response to arts works.

Unit Outcome(s) Conceptual •

Students will have an understanding of the 5 features an ad must have.

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Students will have an understanding of the requirements of different audiences

Skills •

Students will be able to confidently critically analyse advertisements to determine their composition and effectiveness

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Students will be able to develop their problem solving skills through improvisation

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Students will use their knowledge to justify decisions in their ad design.

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Students will further develop their audience skills

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Students will be able to give feedback and constructive criticism on their own and other’s ads.

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Students will be able to use their music skills to create a jingle.

Relevant Standard

Standard 3; Outcome 3.1 “Uses thought, imagination, research and experimentation to create/recreate arts works within each arts form that convey meaning about issues within their community” (Department of Education and Children’s Services 2004).

Standard 3; Outcome 3.4 Recognises different genres and styles, features and conventions of performance/ presentation in each arts form, and uses appropriate arts language to articulate understanding and reflect personal preferences (Department of Education and Children’s Services 2004).

Affective •

Students will develop awareness of and enthusiasm for school activities

Weekly outline of lessons; Week 1; ‘Panel of Experts’ • Panel of Experts - Panels of 4 watch a different TV advert each on the computer and discuss what the ad ‘did’ to them as the viewers, to others in the ad, to the product and how it began and concluded. - Panels present this information knowledgeably and confidently to the class. - Class discusses generalisations that can be made. With teacher direction they develop the 5 Ad Must-Haves. • Role Improvisation - In teams of 5 students create a 1 minute long improvisation for a barbeque tongs’ ad using the findings from the ‘Panel of Experts’ investigations. • Homework – Ad Analysis - Find an ad that you like or dislike. Explain why you feel this way. What techniques have they used to do the 5 Ad Must-Haves? Week2; ‘Down to the Designers’ • Warm Up - Freeze! - Individually, students walk at a fast speed around the room to the Ajax jingle. When the music stops, they must freeze in their position. - Students walk in slow motion, as though they are in a sport’s replay or in a dream, to the music from the Flu shot awareness ad. - The pieces of music are played randomly and students must assume the right pace and then freeze when it stops. • School Fête – Idea Introduction - Class makes a list of products and services (stalls and activities) that classes will be providing at the fête. Explain that students will be making an advert to play at assembly to encourage students, teachers and parents to come, but we can’t advertise everything so we need to choose one focus for each team of 4. - Teams decide on their focus. Class

Teacher references and resources • • • • •

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Large room 5 computers Smart Board Chairs for whole class Adverts from YouTube or taped from TV: washing powder, chocolate, charity, Scouts, clothing 5 sets of barbeque tongs CD player Samples of advert music or jingles with contrasting tempos: - Slow: Flu shot awareness (Government of SA) -

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Fast: Ajax Spray and Wipe

Un-tuned musical instruments (sound effects) Tuned musical instruments (jingle) Digital video camera Any props decided by teams Expert Evaluation of another Team (Appendix D) Expert Evaluation of Me and My Team (Appendix E)

EDUC 2008 Practical Notes: • Week 10 Spontaneous Improvisation EDUC 2008 Workshop Notes: • Week 11 Improvisation – Play building Chandler, D 1997, Cognitive Development Stages in TV Viewing, viewed 10 June 2009, . Department of Education, Training and Development 1998, The Arts Teachers’ Classroom Guides: Early years to secondary’, Curriculum Resources Unit, South Australia. Errington, E 1992, Towards a

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discusses any necessary research (e.g. questioning students form selected classes about their products/processes) School Fête – Ad Creation - Students reflect on past lesson and homework when creating their ads. For the scenario they must decide on where it will be, who will be there, who will do what, who will say what and how the product or process will be represented. In mixed teams of 4 they have 15 minutes to prepare an improvisation lasting 1 minute that advertises their product/process. - Each team is allocated a target audience: Junior Primary students, Upper Primary students, parents or school staff. - Students must have a tableau at the beginning and conclusion of their ad. Homework – Audience Interview - Students interview a person from their audience group about what they like in ads. They must think of 2-3 particular questions to ask them.

Week3; ‘Completing the Concept’ • Warm Up – Chain Story - An item is shown to the class as they sit in a circle. They must think of this as a product and advertise its uses and why people should want it. Every alternate student contributes an unrelated word which must be linked cohesively to the first part of the advertisement by the following person. • Jotting a Jingle - Students gather in their advert teams and reflect on the appropriateness of their ad considering their audience interviews and consider if anything needs to be altered. - Students reflect on their advert and decide on a catch phrase. This is then transformed into a catchy jingle. - Students consider the need for any sound effects in their advert and experiment with un-tuned instruments and props. • Filming - Class watches as students act out advert in front of the camera. Teams are

Socially Critical Drama Education, Deakin University, Vic. Evans, T 1984, Drama in English Teaching, Croom Helm, New Hampshire. Leaker, J 2007, Assessment Strategies, Department of Education and Children’s Services, viewed 6 June 2009, <www.decs.sa.gov.au/eyre/files/link s/Assessment_Strategies.doc>. Phillips, G 1992, The Burnside School – Arts Project 1992, University of South Australia, Magill. Russell-Bowie, D 2009, MMADD about the arts!, 2nd edn, Pearson Education Australia, NSW. Sowden, C 1985, Developing Language Through Drama, Thomas Nelson, Melbourne. Wright, L 1990, ‘Making and Appreciating Drama: Pretend play developed for the primary grade child’, Viewpoints.

only allowed 2 takes each. Week 4; ‘Expert Evaluation’ • Warm Up- Spontaneous Improvisation - In pairs, with students labelled ‘Grape’ or ‘Mango’, they are given the scenario of being in a shopping centre. Grape is a sales person of a small display set up between stores. Grape stops Mango to explain how fabulous this new toothbrush is. Mango is a parent of 4 who is rushing around with his/her children. She is in a hurry and is sceptical and impatient. Can Grape win her over? How? Students swap roles and Grape becomes a wealthy snob who doubts that he/she needs another toothbrush. After all, what’s so special about this one? Mango must try to convince Grape to buy it. - Class discussion of the successful and unsuccessful strategies used. • Viewing the adverts – Critical analysis and assessment - Peer Assessment - Each team is designated another team to assess. They are provided with previously agreed-upon marking criteria and questions. They are the ‘experts’ for this ad. - After each ad has been shown, the whole class is encouraged to give feedback to the team. - After all ads have been shown, teams are given time to discuss their analysis and assessment. They then present their findings and opinions to the class. The emphasis on things done well, with constructive feedback about aspects that could be improved. - Self Assessment - Students are given a similar assessment sheet to record how they felt about their success in the task, after viewing it themselves. Assessment strategies Consider; • What is being assessed? - Students recognise the features of adverts through critical analysis - Students create a TV advert through improvisation - Students show each of the 5 Ad Must-Haves in their final product. - Students justify their choices in their ad concerning their audience.

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Students can give and receive positive and constructive feedback.

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How is it being assessed? - Peer Assessment – Expert Evaluation of another Team (see Appendix D) - Self Assessment – Expert Evaluation of Me and My Team (see Appendix E) - Informal Observation – teacher takes notes regarding how students respond to teacher and student questions that come up throughout the task, as well as any signs of needing more teacher support. (see Appendix F) - Homework (individual work): Ad Analysis and Audience Interview (see Appendix G) - Product Analysis (see Appendix G)

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Who is doing the assessing? - Peers - Self - Teacher – of homework, informal observation and final product analysis

These assessment methods are particularly appropriate in this unit as it is essentially about critical analysis and adverts are designed to be watched. Therefore, students should be provided with the opportunities to analyse the products that they and their classmates present. Teacher also evaluates lessons and teaching (see Appendix H). Evaluation of unit outcomes :indicators; • • •

Students will know that the features of adverts include the 5 Ad Must-Haves and that approaches to these can be altered to suit the needs of different audiences. Students will be able to critically analyse ads and justify decisions they have made in the creation of their own. Students will have furthered developed their problem solving skills through improvisation as well as skills in being an audience and giving and receiving positive and constructive feedback.