Super Bowl Madness: An Investigation of Visual Culture
Theme: Commercial Illustration and Advertising
Grade Level: 4th-8th grade
Time frame: 2 - 4 weeks
Grade Level: 4th-8th grade
Time frame: 2 - 4 weeks
Unit Overview
This unit will investigate visual culture in the form of television advertisements. Students will investigate how companies use commercials to appeal to consumers. Using YouTube, student will explore contemporary commercials and break down key components and design elements. They will utilize their knowledge of deconstructing visual media as they watch and analyze Super Bowl commercials at home. Students will record the key elements of the commercials. They will also write a descriptive paragraph about one commercial, summarizing the storyline of the media clip. Students will then use their imaginations to construct an alternative ending to the commercial. In addition to creating a written dialogue of the change of events, student will create a visual aid by illustrating a storyboard for their alternative ending. This unit will introduce students to key understanding of how contemporary visual culture influences the behaviors and buying habits of people. Students will learn to denote elements within a commercial and then connote the meaning behind the symbolic use of words, objects, and popular culture through their own interpretations. Students will actively engage in conversations, expressive and creative writing, and the creation of visual illustrations. In addition to promoting cultural awareness to societal norms, this unit will engage students in conversations about advertising through television commercials surrounding the Super Bowl on February 3, 2013.
Lesson 1: Breaking It Down - Commercials
Overview:
Students will engage in conversations about the influences commercials have on consumer buying habits. They will view advertisements on YouTube, to which they can relate, and they will discuss the different elements found in commercial advertisements.
Essential Questions:
Georgia State Standards:
Key Terms:
Tools and Materials:
Lesson Objectives: (Prior to the Super Bowl)
Introduction:
The instructor will ask students to think about watching television and will ask the students to explain the elements of broadcast programing. The goal here is for the students to know the difference between shows and commercials. Students will be asked to define what commercials are, why we have them, who creates them, and why they are designed in the way that they that are.
Process:
1. The instructor will introduce students to commercials on YouTube.
2. The Students will be asked to observe the video clips and identify the different attributes to the commercial (color-scheme, sounds, music, words used, slogans, forms, locations, and subjects).
3. The instructor will have the students watch the clips again following class discussion about the students' findings. This time the students should point out themes, styles, and the target audience in which the commercial was intended for.
4. Following the second viewing, the students will discuss why advertisers create the commercials the way they do.
Assessment/Homework:
Students will be instructed to watch the Super Bowl and take notes on the different commercials presented during the “big game.” They will be asked to note: the words used, slogans, color scheme, what is the subject matter (people, cars, animations, and objects), sounds, and the target audience. Students should take notes on 3-5 commercials. Students will be asked to write a descriptive essay, summarizing one commercial of their choice. Students will use their notes to tell the story of the commercial.
Students will engage in conversations about the influences commercials have on consumer buying habits. They will view advertisements on YouTube, to which they can relate, and they will discuss the different elements found in commercial advertisements.
Essential Questions:
- What do commercials and TV advertisements try to sell?
- Who is the target audience the commercial is trying to reach?
- Name some design techniques that the developer used in the commercial (colors, sounds, location, words).
- Do commercials persuade you to want to buy the product, if so why?
- What kind of impact do commercials have on visual culture, society, and image?
Georgia State Standards:
- VA8CU.1 Discovers how the creative process relates to art history.
- VA7C.2 Develops fluency in visual communication.
- VA8C.1 Applies information from other disciplines to enhance the understanding and production of artworks.
Key Terms:
- Commercial
- Target Audience
- Color Scheme
- Slogan
- Image
- Visual Culture
Tools and Materials:
- YouTube
- Paper
- Pencil
Lesson Objectives: (Prior to the Super Bowl)
- Student will share ideas about why companies use commercials to influence consumers to buy their products.
- Students will discuss different companies that use commercials as way to promote their product.
- Students will share ways in which companies direct their commercials to appeal to different age groups.
- Students will watch YouTube clips.
- They will discuss and analyze the commercials.
- Students will be asked to point out different elements in the commercials.
- Students will analyze Super Bowl commercials.
- Students will record notes and observations of what they see.
- Students will write a descriptive essay about one of the commercials they see.
Introduction:
The instructor will ask students to think about watching television and will ask the students to explain the elements of broadcast programing. The goal here is for the students to know the difference between shows and commercials. Students will be asked to define what commercials are, why we have them, who creates them, and why they are designed in the way that they that are.
Process:
1. The instructor will introduce students to commercials on YouTube.
2. The Students will be asked to observe the video clips and identify the different attributes to the commercial (color-scheme, sounds, music, words used, slogans, forms, locations, and subjects).
3. The instructor will have the students watch the clips again following class discussion about the students' findings. This time the students should point out themes, styles, and the target audience in which the commercial was intended for.
4. Following the second viewing, the students will discuss why advertisers create the commercials the way they do.
Assessment/Homework:
Students will be instructed to watch the Super Bowl and take notes on the different commercials presented during the “big game.” They will be asked to note: the words used, slogans, color scheme, what is the subject matter (people, cars, animations, and objects), sounds, and the target audience. Students should take notes on 3-5 commercials. Students will be asked to write a descriptive essay, summarizing one commercial of their choice. Students will use their notes to tell the story of the commercial.
Lesson 2: Alternative ending
Overview:
Students will use their descriptive essay of the Super Bowl Commercial of their choice to create an alternative ending to the commercial. Students will then turn their alternative ending into a storyboard, by drawing their ending. They can then use colors, words, and gestures to explain their ending.
Essential Questions:
Georgia State Standards:
Lesson Objectives (After the Super Bowl)
Tools and Materials:
Students will discuss their findings from the Super Bowl commercials with their classmates and will share their favorite commercials.
Process:
1. The instructor will introduce students to storyboards, by demonstrating what a storyboard is used for. The students will be introduced to the illustration storyboards made by advertisement companies to illustrate the company's ideas for a commercial.
2. Students will be instructed to construct an alternative ending for their chosen commercial.
3. They will replace the commercials ending with their new ending. Students will review their descriptive essay, making necessary changes to make the writing flow.
4. The students will then break the story into 4 parts and will create several sketches of what is going on in each part. Students should choice a color scheme, words, and symbols that will add value to their story line.
5. Students will analyze their sketches with their classmates and will choose one sketch from each part.
6. On Bristol board, students will divide their board into four equal parts, representing each part in one square.
7. Once the sketches are transferred to the four individual squares, students may color in each scene with marker using their predetermined color-scheme.
8. Students will present their final storyboards and descriptive essays to the class.
Assessment:
Students will be assessed based on:
Resources:
http://www.showboatentertainment.com/storyboards.html
http://illustrations.greghigh.com/storyboard_design.html
Students will use their descriptive essay of the Super Bowl Commercial of their choice to create an alternative ending to the commercial. Students will then turn their alternative ending into a storyboard, by drawing their ending. They can then use colors, words, and gestures to explain their ending.
Essential Questions:
- Now that you know more about advertising through television commercials, how has your perceptions changed in regards to product advertising?
- What things are you now able to notice about commercials, that you did not notice before?
Georgia State Standards:
- VA7C.2 Develops fluency in visual communication.
- VA8C.1 Applies information from other disciplines to enhance the understanding and production of artworks.
- VA8MC.1 Engages in the creative process to generate and visualize ideas.
- VA8MC.3 Demonstrates how artists create and communicate meaning in artworks.
- VA8PR.1 Engages in art making process with care and craftsmanship.
- VA8PR.2 Creates artwork reflecting a range of concepts, ideas, subject matter.
- VA8MC.4 Participates in aesthetic dialogue about his or her artwork and artwork of others.
- VA8AR.2 Reflects and expands the use of visual language throughout the artistic process.
Lesson Objectives (After the Super Bowl)
- Students will share their favorite commercials with the class.
- Students will discuss their findings and will share insight on what they learned from the assignment.
- Students will write an alternate ending to the commercial.
- Students will turn their alternative ending into a story board, which will illustrate their story.
- Students will read their description of the commercial to their classmates and will share their alternative ending and story board.
Tools and Materials:
- Bristol Board
- Ruler
- Paper
- Pencils
- Markers
- Pens
Students will discuss their findings from the Super Bowl commercials with their classmates and will share their favorite commercials.
Process:
1. The instructor will introduce students to storyboards, by demonstrating what a storyboard is used for. The students will be introduced to the illustration storyboards made by advertisement companies to illustrate the company's ideas for a commercial.
2. Students will be instructed to construct an alternative ending for their chosen commercial.
3. They will replace the commercials ending with their new ending. Students will review their descriptive essay, making necessary changes to make the writing flow.
4. The students will then break the story into 4 parts and will create several sketches of what is going on in each part. Students should choice a color scheme, words, and symbols that will add value to their story line.
5. Students will analyze their sketches with their classmates and will choose one sketch from each part.
6. On Bristol board, students will divide their board into four equal parts, representing each part in one square.
7. Once the sketches are transferred to the four individual squares, students may color in each scene with marker using their predetermined color-scheme.
8. Students will present their final storyboards and descriptive essays to the class.
Assessment:
Students will be assessed based on:
- Ability to explain the original commercial in full detail in their descriptive essay.
- Use of originality and creativity, in developing an alternative ending to the commercial.
- Ability to follow directions and complete assigned tasks.
- Final presentation of storyboard and descriptive essay.
Resources:
http://www.showboatentertainment.com/storyboards.html
http://illustrations.greghigh.com/storyboard_design.html