Teacher_Notes

Teacher Notes

Our intention with this page is to offer some additional information which might help you customize the project for your students. We see this page as being available to students if they want to access it. We've separated it from the background page so that you will have quick reference to it and so that if students don't need the information here they don't need to read through it.

Notes on the PowerPoint Slides (web view)

We've selected these images because of their visual interest. We would use one image to talk with students about effective and unusual qualities of it. Perhaps an effective way to use the slides is to choose a couple of points to bring up about each one rather than doing a complete analysis of each one. This activity will give students background for finding their own images to bring to class and it will give the class a common way of talking about what is in advertising. (Download the PowerPoint presentation: Re-View.zip 1.67 MB)

What are they REALLY selling?

On the surface ads sell products and services. Below the surface they sell us images of ourselves or what our lives could be like if we buy, subscribe or use what is in the ad.

William Howatt in, A Teacher's Survival Guide for the 21 Century, isolates 5 basic human needs that may be useful in analyzing advertising. Although some ads suggest that their products are necessary for physical survival usually, at the core of the ad, there is an underlying appeal to one of the psychological needs .

Survival - Physical need
Love - Belonging - psychological need
Fun - Psychological need
Freedom -Psychological need
Self-worth / Power - Psychological need

The Gallery: an alternative to presenting to the full class

This sometimes calls for rearranging the room. I set it up so that if there are groups of four students two students stay with the work they have created while the other two circulate to view works by other students and to talk to them about their work. The two students who stay with the work are responsible for explaining it to others and engaging in conversations about what they have done and why. The students switch half way through the class so that everyone in the group gets a chance to see the other exhibits.

Sometimes I prepare a feedback sheet for students so they can make notes about the strong points of each exhibit they see. In this unit that's probably not necessary because they will have done an number of analyses by the time they come to reporting on their selected ads.

The important thing is to tailor this project so that it best suits you and your students.

Visual Assessment Rubric

	1 Unacceptable	2 Below Standard	3 Satisfactory	4 Proficient	5 Excellent
Communication Objective	Objective is absent. Most of the assignment requirements have not been fulfilled	Objective is unclear. Some of the assignment requirements have not been fulfilled.	Objective is general but understood .Selections meet assignment requirements.	Interesting and clear objective. Selections demonstrate thoughtfulness.	Meaningful and well-defined objective. Selections demonstrate insight.
Communication Objective
Choice of Concept Audience Awareness	Inappropriate choice of concept. No relationship to or understanding of audience.	Concept appears to be randomly selected. Audience is unclear.	Concept is clear to the intended audience.	Concept has been thoughtfully selected to appeal to the intended audience.	Concept has been deliberately created to have a powerful impact on the audience.
Design visual, headline, copy, harmony	Design elements impede communication	Design elements incidental to communication	Design elements are appropriate for intended audience.	Thoughtful use of design elements supports communication	Creative use of design elements enhances communication
Presentation rehearsal, voice, pacing, volume, clarity, expression, eye-contact	unaware of audience and purpose. No evidence of rehearsal. Not prepared.	Somewhat aware of audience and purpose. Little evidence of rehearsal. Poorly prepared.	Aware of audience and pupose. Some evidence of rehearsal. Appropriate volume and some eye-contact.	Clearly aware of audience and purpose. Rehearsal is evident. Effective pacing, volume, expression and eye-contact.	Engages adience and effectively fulfills the purpose. Rehearsal is evident and delivery is smooth. Effective pacing, volume, expression and eye-contact.
Personal Management Skills	Requires excessive teacher intervention and supervision. Unable to manage time or behaviour.	Requires frequent teacher intervention and supervision. Frequently unable to manage time or behaviour.	Is somewhat self-directed but rarely takes the initiative to seek help when needed. Behaviour requires some supervision.	Is self-directed and takes the initiative to seek help to extend personal knowledge, skills and ideas. Behaviour requires minimal supervision.	Is a very proactive learner who takes the initiative to explore learning opportunities outside the classroom. Is self-disciplined so behaviour does not require supervision.
Teamwork Skills	Uncooperative and interferes with the learning of others.	Uninvolved and does not extend assistance to others.	Generally seems interested. May extend assistance to others when needed.	Always interested and cooperative. Extends assistance to others when needed.	Always encouraging and supportive of others. Readily extends assistance to others.