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Advertising
Organizer: Media Literacy
Grade 4
Topic: Comprehend and Respond To Advertising
Learning Outcomes:
· Examine and evaluate content and audience
· Communicate effectively using media
· Think critically about the messages surrounding them
· Comprehend the role of mass media in society and their personal lives
Objectives: The student will be able to:
· Identify and represent the main ideas in media
· Use information they have heard, read, or viewed to develop activities that will extend their understanding
· Discuss commercial song and take notes
· Develop understanding of advertising through cooperative learning
· Integrate art and drama to understand advertising
Introduction Motivator: “What are some of your favorite TV commercials?”. Play song Mellow Yellow (Version attached to lesson plan).
Procedure
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Pacing Time |
Teacher Activity |
Student Activity |
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8 min |
Play song Mellow Yellow and get students to participate. Select five students to yell out “It’s Butter Full!” in each verse. They can dance or do any other movement as well. |
Students participate in singing Mellow Yellow. Five students are involved with the, “It’s Butter Full” parts of the song. Dance or do other movement that help promote the product. |
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8 min |
Have a discussion on the effects of TV commercials. Ask questions such as: Did the song have any effect on you? What was the message of the song? Where was the emphasis? What is the purpose of television commercials? Discuss issues of commercials such as the bandwagon effect, gender stereotyping, racial stereotyping, and representation of minorities and/or gender. Write ideas on the board. |
Students participate in the discussion by answering questions, raising questions, and sharing with the class some of their thoughts on TV commercials. |
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Split class into groups of four. Two people write a script for a commercial and two people design a slogan for their product. |
Students brainstorm on the idea of making a commercial. |
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24 min |
Observe your students, assist them if they need any help. Mention that you will make a photocopy of the script for the people in each group that are making the slogan. |
In each group, two people write a script in their language arts journals and two people design a slogan. The script will contain roles for all four people involved in the group. |
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Closure |
Students will be expected to finish their group assignments for homework if they are not finished. |
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Evaluation |
Assess the group activity through observation. Students will be expected to present their commercial next week. |
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Materials |
· Language Arts Journal (to write script and brainstorm) · Pen and pencils · 3 sheets of construction paper, two different colors · Glue · Felts · Scissors · Clothes with apparent brand names · Mellow Yellow (version attached) · Guitar |
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Extension Activity: Students will be expected to present their commercials next week.
Summary: The reason for doing such an assignment is to get children thinking critically of commercials. It is important that students understand commercials use motivators, such as music, professional athletes, or celebrities to encourage people to buy a product. The commercial makes a product look much better than it is in reality.
Students should also understand that commercials do not represent people in a fair and realistic manner. Most women in our world are not blond and have a figure like a Barbie doll. Most guys are not perfectly muscular (except me) and all wear expensive clothes. Most guys don’t drive brand new vehicles while a corny remake of a song is playing in the background. Commercials also do not represent people of visible minority. A quote by Sherryl Browne Graves summarizes the portrayal of visible minority people in television, “…visible racial-ethnic groups are not only underrepresented in the social world of television, but they are segregated by the type of show and portrayed in limited roles.” (Graves 1996:69). Commercials do have a fair share of men and women on them, however the announcers generally are men. There are many situations with commercials that are not fair to people and do not represent reality. Children should understand these concepts. Media literacy is a recent addition to the school curriculum and provides children with a chance of learning more about media.
Name:
Date:
Design
Your Own Commercial
Your advertising team has an opportunity to design a commercial.
Two people must write the script containing roles for everyone in the
group and two people must design a slogan for the commercial using the art
materials provided. The
scriptwriters will write a draft and final copy in each of their Language Arts
journals. The commercials are based
on YOUR OWN PRODUCT. Incorporate
ideas from the jingle we were singing today, your own TV experiences, and the
discussion we had earlier in the lesson. You
will be presenting the commercial next week.
Your presentations should be at least one minute in length and not exceed
two minutes. The script should be
at least one full page, double spaced, and printed legibly.
The slogan should be designed on two sheets of construction paper and
must be relevant to the product that is advertised in your commercial.
Try to convince your classmates and teacher to buy the product and HAVE
FUN!!!
Original Song and Lyrics: Mellow Yellow by Donovan
D G D A7
I m just mad about Butter, Butter’s mad about me.
G G7 A A7
I m just mad about Butter, Butter’s mad about me.
D G D G
They call me Mellow Yellow (It’s Butter Full), they call me Mellow Yellow(It’s Butter Full),
D G A7
They call me Mellow Yellow.
D G D A7
I can eat plenty of Butter Full, Butter Full’s eaten by me.
G G7 A A7
I can eat plenty of Butter Full, Butter Full’s eaten by me.
D G D G
They call me Mellow Yellow(It’s Butter Full), they call me Mellow Yellow(It’s Butter Full),
D G A7
They call me Mellow Yellow
D G D A7
Butter Full is so tasty, tasty and scrumptious to me.
G G7 A A7
Butter Full is so tasty, tasty and scrumptious to me
D G D G
They call me Mellow Yellow(It’s Butter Full), they call me Mellow Yellow(It’s Butter Full),
D G A7
They call me Mellow Yellow
D G D A7
Even have Butter Full sundaes, sundaes can be Butter Full,
G G7 A A7
Even have Butter Full sundaes, sundaes can be Butter Full.
D G D G
They call me Mellow Yellow(It’s Butter Full), they call me Mellow Yellow(It’s Butter Full),
D G A7
They call me Mellow Yellow
D G D A7
Who needs another meal, if you have Butter Full.
G G7 A
Who needs another meal, if you have Butter Full
D G D G
They call me Mellow Yellow (It’s Butter Full), they call me Mellow Yellow(It’s Butter Full),
D G A7
They call me Mellow Yellow.
DeBoer, Ron. 2001. Ontario Media Literacy
Homepage. http://www.angelfire.com/ms/MediaLiteracy/index.html
Graves,
Sherryl Browne. 1996. Diversity on Television. In Tuning In to Young Viewers,
Tannis M. Macbeth (ed.), pp.61-86. United States: Sage Publications, Inc.
Lucyga,
Dierk. 2001. Mellow Yellow- Donovan. http://ils.student.utwente.nl/main/d/donovan/mellow_yellow.crd
Media
Awareness Network. 2000. .Media Literacy Outcomes in the English Langauge
Arts K-7 Curriculum British Columbia. http://www.media-awareness.ca/eng/med/bigpict/bcelak-7.htm
PBS Teacher Source. 2001. Arts & Literature:
Grades 3-5 Media Studies. http://www.pbs.org/teachersource/arts_lit/3-5_media.shtm