Visual Culture: Advertisement

Curriculum Area: English Language Arts/Art
Grade Level: 9
GLO:
Students will…
· Listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
Art
· Investigate the effects of controlling colour, space and form in response to selected visual problems.

SLO:
Students will…
· Explore and explain how interactions with others and with oral, print and other media texts affect personal understandings
· Develop and extend understanding by expressing and responding to ideas on the same topic, in a variety of forms of oral, print and other media texts
Art
· Understand the control of colour and space: certain colours advance and recede, according to the colours around them.
· Develop a sense of distance or close proximity can be conveyed through the amount of detail used in compositions.
Student Groupings:

Tier 1: Low
Students with no experience with Photoshop,
or are not comfortable using computer media
to create a poster.

Tier 2: Middle
Students who are comfortable using Photoshop,
or who have experience using a computer media
design program.

·Tier 3: High
Students who have experience working with a
computer media design program.


Materials:
· Magazines
· Computer:
o Internet
o Photoshop/Illustrator
· Digital Camera
· Paper
· Pencil
· Poster board
How will you differentiate? Process
How will you differentiate? Readiness

As a result of this lesson, students will…
Know:
· The importance of being able to read and understand what they are seeing in ads and how to think critically about them.
Understand:
· Advertisement is a giant industry encompassing many components such as visual impact, marketing and demographics. All used to sell a product.
Do (skills):
· A mock advertisement in order to break down and understand the important elements that go into making an effective advertisement.

Introduction:
· Introduce students to the function and purpose of advertisements.
· Lead the class in discussion about the effectiveness, demographics and targeted audience, visual impact and location.
o Why are advertisements so effective?
o What are they really saying/What is the message?
· Provide examples of advertisements and discuss format/layout, product, logo, slogan, and informational text.
o How do they relate to art?
o How do they get our attention?
§ Eye movement
§ Use of colour
· Discuss slogans:
o Use of visual puns
o Catch-Phrases
o Use of humor
Body:
· Divide students into tier groups
o Low:
§ Students will work in small groups to create a slogan, logo and advertisement on poster board.
o Middle:
§ Students will work in groups of 3 or 4 to create an advertisement on the computer (Photoshop) using an original photo, slogan and logo addressing issues with the media.
o High:
§ Students will work in pairs or independently to create a digital advertisement or mini commercial encompassing an original photo, logo and song (slogan) addressing controversial issues in the media. Must provide resources.
Closure:
· Students will give a brief presentation to the class explaining their advertisement: who is the targeted audience, what is the slogan and why it is effective overall?
Pre-Assessment:
· Prior to assigning students to tier groups, the teacher will provide a brief questionnaire asking about the students individual comfort level when using a computer.
· The teacher should also know their students well enough to gauge who is ready for a more advanced challenge in the higher tier, and who needs more support and scaffolding for the lower tiers.
Assessment:
· Students will be provided with a checklist and rubric (different for each tier) stating expectations.
· Completion of the project will provide evidence of comprehension of visual culture and advertisements.
Rationale for use of differentiation strategy:
· The purpose behind the design of this tiered assignment is to allow all students to reach attainable goals, to challenge according to their individual level of needs, and to provide all students with equal opportunity to succeed. Students will learn new skill sets pertaining to their level comprehension and readiness. This assignment will also stimulate confidence in the creative arts at every level.