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RYAN FISK | Dir. Of Instructional Technology, North Shore HAHS Adjunct Professor, Manhattanville College

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ACTIVITIES LIST

ACTIVITY 1 NAME THAT AD

Teacher presents students various product logos and slogans, prompting students to identify them.

ACTIVITY 2 ADVERTISING TECHNIQUES

After reviewing fourteen frequently-used advertising techniques, students select a magazine advertisement to analyze.

ACTIVITY 3 CROSSWORD PUZZLE

An extension of the previous activity, where students use fourteen clues to complete a crossword puzzle.

ACTIVITY 4 PSA VIDEO

A small group project where students will have the chance to create an educational PSA video commercial on their own.

ACTIVITY 5 MOVIE REACTION PAPER

After watching “Thank You For Smoking,” guided questions prompt a detailed reaction to the film.

ACTIVITY 6 PRODUCT & BRANDING DESIGN

Using knowledge of advertising techniques, and concepts of art and design, students design an advertisement for a fictitious product.

ACTIVITY 7 PHOTOSHOP MAGIC

Students will preview the various manipulation techniques used to transform men and women into “magazine-ready” models.

ACTIVITY 8 BODY IMAGE QUESTIONS

Grouped students work together to answer one of five eating disorder-related questions, promoting high-level thinking.

NOTES

TEACHING MEDIA LITERACY: THERE’S NO ‘APP’ FOR THAT RYAN FISK | TWITTER.COM/RYAN_FISK

NAME THAT AD LESSON PLAN SUMMARY 1

Overview: Teacher presents students various product logos and slogans, prompting students to identify them. Useful as a brief 4-6 minute opening activity preceding a lesson on advertising or media literacy.

Teacher Instructions: Create a PowerPoint slideshow consisting of several empty slides. For each slide, insert two product or company logos. You can search online for images, or use plain text. The first image should consist of the product logo or slogan without the brand or product name within. This image should appear immediately (allowing students to guess first). The second image on said slide should contain the complete logo or slogan, identifying the brand or product name. This image should be set within PowerPoint’s “Custom Animation Settings” to appear “On Click.” With that option set, the teacher must click the mouse, press the spacebar, or tap their SMARTBoard to reveal the true identity of the product. Repeat the above instructions for each product slide you’d like to have in your opening activity.

As you can see here, Picture 7 is the partial logo, and is the first to appear on the slide. Picture 8, the complete logo, appears when the mouse is clicked, along with the “Motorola” text on the very top of the slide. Although both appear to be stacked on top of one another in the editor to the left, only Picture 7 will be initially visible to students when presenting this PowerPoint during class.


ADVERTISING TECHNIQUES 2

There are many different advertising techniques companies use to persuade you to purchase their products or services. A list of the most common techniques can be found below.

Bandwagon Approach

Everybody else is doing it, so you should too!

Beauty Appeal

Beauty attracts us; we are drawn to beautiful people, places, and things.

Celebrity Endorsement Associates product use with a well-known person. By purchasing this product we are led to believe that we

will attain characteristics similar to the celebrity.

Compliment the Consumer Advertisers flatter the consumer who is willing to purchase their product. By purchasing the product the

consumer is recognized by the advertisers for making a good decision with their selection.

Escape Getting away from it all is very appealing; you can imagine adventures you cannot have; the idea of escape is

pleasurable.

Humor Promotes a product by appealing to a person’s sense of humor.

Individualism Associates product with people who can think and act for themselves, making them feel unique by using the

product.

Lifestyle Associates product with a particular style of living or way of doing things.

Limited Supply Leads consumer to believe there is a limited window of opportunity to purchase a product, which encourages

them to buy the product impulsively.

Omission Identifies only the best things about the product, leaving out information.

Repetition Keeps the product on people’s minds by repeating words, phrases, or ordering information.

Scientific Claim Provides some sort of scientific proof or experiment, very specific numbers, or an impressive sounding mystery

ingredient.

Testimonials Provides statements of people, but lacks supportive evidence of the accuracy of the statements.

Unfinished Claim Use of phrases such as “Works better in poor driving conditions!” Works better than what?


Select a full-page magazine advertisement, and answer the following questions below. Be prepared to share your results with the class.

1 To whom (which target audience) is the advertisement trying to reach? Describe the

target audience (age, gender, culture, lifestyle).

2 What is this ad really saying (or not saying) about the product or service. Do you detect

any exaggeration or suspicious promises? If so, describe the “hidden message.”

3 Are there any signs or symbols in the ad? If so, what are they trying to tell you?

4 What advertising techniques are being used to sell the product? Explain how each technique is being used.


ADVERTISING TECHNIQUES CROSSWORD PUZZLE 3

BANDWAGON APPROACH - BEAUTY APPEAL - CELEBRITY ENDORSEMENT - COMPLIMENT THE CONSUMER ESCAPE - HUMOR - INDIVIDUALISM - LIFESTYLE - LIMITED SUPPLY - OMISSION - REPETITION

SCIENTIFIC CLAIM - TESTIMONIALS - UNFINISHED CLAIM

Across

1. Advertisers flatter the consumer who is willing to purchase their product. By purchasing the product the consumer is recognized by the advertisers for making a good decision with their selection.

5. Associates product with people who can think and act for themselves, making them feel unique by using the product.

8. Associates product with a particular style of living or way of doing things.

10. Everybody else is doing it, so you should too!

11. Leads consumer to believe there is a limited window of opportunity to purchase a product, which encourages them to buy the product impulsively.

12. Provides statements of people, but lacks supportive evidence of the accuracy of the statements.

13. Provides some sort of scientific proof or experiment, very specific numbers, or an impressive sounding mystery ingredient.

14. Associates product use with a well-known person. By purchasing this product we are led to believe that we will attain characteristics similar to the celebrity. Down

2. Getting away from it all is very appealing; you can imagine adventures you cannot have; the idea of escape is pleasurable.

3. Use of phrases such as “Works better in poor driving conditions!” Works better than what?

4. Keeps the product on people’s minds by repeating words, phrases, or ordering information.

6. Promotes a product by appealing to a person's sense of humor.

7. Beauty attracts us; we are drawn to beautiful people, places, and things.

9. Identifies only the best things about the product, leaving out information.

TEACHING MEDIA LITERACY: THERE’S NO ‘APP’ FOR THAT RYAN FISK | TWITTER.COM/RYAN_FISK RYAN FISK | TWITTER.COM/RYAN_FISK

PUBLIC SERVICE ANNOUNCEMENT VIDEO PROJECT 4

In small groups of two or three people, you will have the opportunity to create a public service announcement video commercial. Unlike the skewed messages often seen on TV, yours will convey a truthful (and educational) message that accurately depicts negative consequences of drinking alcohol or using tobacco or other drugs. Work will be graded based on the rubric below.

GRADING RUBRIC

Utilization of Storyboard/Notes

(Next Page)

20 10 0

GROUP HAS A COMPLETED

STORYBOARD THAT ACCURATELY DEPICTS

FLOW OF VIDEO

STORYBOARD IS EITHER INCOMPLETE OR

INACCURATE

STORYBOARD IS BOTH INCOMPLETE AND

INACCURATE.

Group Mechanics

20 10 0

ALL GROUP MEMBERS HAVE CLEARLY DEFINED

TASKS, AND ALL MEMBERS WORK

SEAMLESSLY TOGETHER IN COMPLETING THEM

ALL GROUP MEMBERS HAVE DEFINED TASKS, AND MOST MEMBERS WORK SEAMLESSLY

TOGETHER IN COMPLETING THEM

MOST GROUP MEMBERS HAVE DEFINED TASKS, BUT CONFLICTS ARISE BETWEEN MEMBERS IN

COMPLETING THEM

Technical/Editing Skills

20 10 0

GROUP EFFECTIVELY USES TITLES, TRANSITIONS,

VIDEO/AUDIO EFFECTS, AND MUSIC AS NEEDED

TO HELP CONVEY MESSAGE

TITLES, TRANSITIONS, VIDEO/AUDIO EFFECTS, AND MUSIC ARE USED,

BUT NOT IN AN EFFECTIVE WAY; VIDEO DOESN’T LOOK “CLEAN”

EDITING IS VISIBLY RUSHED, CLIPS ARE

“CHOPPY” AND MINIMAL EDITS ARE MADE TO

ASSIST IN CONVEYING MESSAGE

Creativity and Detail of Presentation

40 30 20 0

GROUP CREATES A TASTEFUL VIDEO THAT CREATIVELY CONVEYS INFORMATION FROM PRIOR LESSONS, AND ALL GROUP MEMBERS

HAVE INVOLVEMENT IN THE PRESENTATION

GROUP CREATES A VIDEO THAT CONVEYS SOME INFORMATION

FROM PRIOR LESSONS, AND MOST GROUP MEMBERS HAVE

INVOLVEMENT IN THE PRESENTATION

GROUP CREATES A VIDEO THAT CONVEYS LITTLE INFORMATION FROM PRIOR LESSONS,

AND SOME GROUP MEMBERS HAVE

INVOLVEMENT IN THE PRESENTATION

GROUP FAILS TO CREATE A VIDEO THAT

CONVEYS INFORMATION FROM THEIR DRUG FACT

SHEET OR PRESENTATION LACKS

CREATIVITY AND EFFORT

GROUP GRADE

TEACHING MEDIA LITERACY: THERE’S NO ‘APP’ FOR THAT RYAN FISK | TWITTER.COM/RYAN_FISK RYAN FISK | TWITTER.COM/RYAN_FISK

OUTLINE/NOTES

Regardless of what type of video your group decides to create, proper planning will help ensure your ideas, thoughts, and information are conveyed clearly in your project. Use the storyboard template (which will be graded) below to plot your ideas. You may also use Google docs to plan, but make sure to share the document with your teacher so it may be graded.

When filming, capture as much video as possible. You can always trim unused portions after you import.

When capturing audio, make sure the speakers are close to the camera and in a quiet atmosphere.

When filming outside of the classroom, be courteous of other classes in session.


THANK YOU FOR SMOKING REACTION PAPER 5

Nick Naylor, chief spokesman for Big Tobacco, makes his living defending the rights of smokers and cigarette makers in today’s neo-puritanical culture. Confronted by health zealots and an opportunistic senator, Nick goes on a PR offensive, spinning away the dangers of cigarettes, but he begins to think about how his work makes him look in the eyes of his young son Joey. After viewing the movie, you will have the opportunity to craft a five-paragraph reaction paper answering the questions below in order (at least one detailed paragraph for each question):

• What was your first impression of Nick Naylor? How did you feel after the opening scene on the talk show?

• Nick’s job was a lobbyist, but how would you describe what he did for a living? Was he a defender of the right to choose, or a professional deceiver and liar? Why?

• Did this film have a “hero”? Could that be Nick? The Captain? The Senator? The Reporter? In what ways did each of the others fall short of truly being the good character in this film?

• Did your feelings towards Nick change by the end of the film? Did he change?

• Nick justified what he did as a way to “pay the rent”. Did you think that was honest? What things would you do (or not do) to “pay the rent”?

As always, make sure your essay is typewritten and properly formatted, including a heading, title, and your spelling and grammatically proofread reaction. Upon completion, you may either print and submit in class, or e-mail your paper (as a file attachment).

DUE DATE


PRODUCT & BRANDING DESIGN CO-CURRICULAR LESSON PLAN 6

Summary: Students will be able to recognize how both the Elements of Art (i.e. Line, Shape, Space, Color, Texture and Pattern) and Principles of Design (i.e. Balance, Unity, Rhythm, Proportion, Color Interaction, and Relationships) play a significant role in successful Product and Branding Design. Students will also learn how these Art and Design fundamentals aid Product and Branding Designers; and in turn, themselves, in creating effective product and branding designs for Advertising and Marketing purposes.

Standards: Art 1E - Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works. Students will identify and use, in individual and group experiences, some of the roles and means for designing, producing, and exhibiting art works and discuss ways to improve them. Art 2E - Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts. ELA 2E - Students will read, write, listen, and speak for literary response and expression. Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.


BODY IMAGE PHOTOSHOP MAGIC 7

The media (especially TV, radio, and printed ads) have skewed our image of an “ideal” person to the point that we feel we have to change ourselves to “conform” with the standards they set. Many people don’t know the amount of work that goes into making cover models and other high-profile individuals look the way they do in magazines and on television. You can see an interactive video of the methods used to transform a normal photograph to one that is “magazine ready” by visiting http://demo.fb.se/e/girlpower/retouch/ and clicking the image at the top of the page.


BODY IMAGE - EATING DISORDERS GROUP QUESTIONS 8

After being arranged into small groups, each will be assigned a discussion question. As a group, use the space provided below to answer, and be prepared to share your response.

4 There is evidence that eating disorders existed in ancient

Greek, Roman, and medieval societies. Does this surprise

you? Why or why not?

5 Imagine you have noticed that a good friend is showing signs of a possible eating disorder. Describe some of the indicators you might

witness. How would you seek help for him or her? What do you think

would be the most difficult obstacles in trying to help?

2 Closely examine your daily life and those factors that influence your eating habits. Which factors encourage positive eating

habits and which contribute to less healthy eating habits? Explain your answers.

3 Researchers cite

environment, biochemistry, and

genetics among possible causes of eating

disorders. Analyze what this means in terms of

treatment of the disease.

1 Eating disorders are diseases still found predominantly among young women,

yet studies show more and more young men are exhibiting symptoms. What are

some possible reasons for this trend?

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