Team+42

media type="custom" key="6448831"  John Pappas, Joshua Farber, and Phyllis Green **Media Lit: Propaganda and Advertising in the 21st Century** :   //High School (ELA: Media/Digital Literacy and Semantics) //
 * Inquiry Question: How have recent shifts in the media environment challenged and changed the notion of "effective" advertising? How can you most effectively advertise a product, idea, or person in both traditional and new media formats?
 * Student Product: Students use a variety of tools and technologies to create a cross-media ad campaign with both traditional and new media components. [One print ad, one TV/radio ad, and two ads made specifically for two different new media platforms.]


 * Central Inquiry Question: How can you most effectively advertise a product/idea/person in both traditional and new media formats? **

Scaffolding questions: What are the qualities of traditional media platforms? Of traditional media advertising? What are common persuasive techniques? What are examples of successful traditional media advertising campaigns? What internal and external factors make these campaigns effective? Find examples and, using Jing, Screentoaster or Skitch, create a series of annotated screen scaptures to highlight internal factors. In an open response, dicuss external (social, economic or environmental) factors that may contribute to the campaign's success. What are the qualities of new media platforms? Of new media advertising? What are examples of successful new media advertising campaigns? What internal and external factors make these campaigns effective? Find examples and, using Jing, Screentoaster or Skitch, create a series of annotated screen scaptures to highlight internal factors. In an open response, dicuss external (social, economic or environmental) factors that may contribute to the campaign's success. In what ways do new media differ from traditional media? Why might this necessitate a change in advertising strategy? Why might some traditional campaigns fail in a new media environment? Why might some new media campaigns fail in a new media environment?


 * Unit Map**


 * Tentative Timeline:

Days One and Two: Teacher-led intro: Traditional Media with Jinged Examples **

Using Jinged and live classroom examples [see Sandwich Ad Video for example], students will explore the qualities of traditional mass media formats by comparing and contrasting TV, radio, public space ads, newspaper, magazine, comics, etc. They will isolate the essential qualities of these traditional media platforms, and then explore advertising and propaganda, both commercial and political, suited to these platforms. With examples used in a teacher-led discussion as scaffolding, students will then identify elements of traditional ad campaigns, techniques of persuasion and successful ad campaigns in the traditional format. Students will learn to identify the parts of ads (logo, copy, tagline, etc.) and common persuasion techniques (appeal to pity, bandwagon appeal, appeal to practical consequences, bargain appeal, folksy appeal, appeal to ridicule, etc.).

What are the qualities of traditional media platforms? Of traditional media advertising? What are common persusive techniques? What are examples of successful traditional media advertising campaigns?

Readings: (N.B. Should technological problems arise, teacher should prepare a DVD with Jinged examples, or hard copies of example ads.) **Day Three: Student exploration**
 * Ch. 1 of James Twitchell's //AdCult//
 * Selections from Twitchell's //Twenty Ads that Shook the World.//

In the propaganda lab, students will independently research and discover iterations of successful traditional ad campaigns. With partners, they will use Jing or Skitch to analyze and annotate their ads, showing the parts, techniques of persuasion and what makes them particularly effective. They will also comment on external factors for homework (See question 2, below).

What are examples of successful traditional media advertising campaigns? What internal and external factors make these campaigns effective? Find examples and, using Jing or Skitch, create a series of annotated screen scaptures to highlight internal factors. In an open response, dicuss external (social, economic or environmental) factors that may contribute to the campaign's success.

Readings: (N.B. Should technological problems arise, teacher should provide hard copies of magazines and a DVD of selected commercials for students to analyze.)
 * Ch. 1 of Robert's //Lovemarks// @ @http://www.allaboutbranding.com/downloads/a353/lovemarks_book.pdf
 * Selections from Alysia Quart's //Branded: The Buying and Selling of Teenagers//
 * Selection from //A New Brand World// (Bedbury)

**Day Four: Teacher-led intro: New Media with Jinged Examples**

Students will explore the qualities of new media platforms available in the 21st century. They will identify where else and when they see ads outside of traditional media platforms and discuss the common factors. With examples both commercial and political used in a teacher-led discussion as scaffolding, students will then identify elements of new media advertising, techniques of persuasion and successful campaigns in this format.

How has media changed in the 21st century? What are the qualities of new media platforms? Of new media advertising? What are examples of successful new media advertising campaigns? Readings: //Beyond Branding//, ed. Nicholas Ind

(N.B. Should technological problems arise, teacher should prepare a DVD with Jinged examples, or hard copies of example ads.) **Day Five: Student exploration**

In the propaganda lab, students will independently research and discover iterations of successful new media ad campaigns. With partners, they will use Jing or Skitch to analyze and annotate their ads, showing parts, techniques of persuasion and what makes them particularly effective. They will also comment on external factors for homework (See question 2, below).

What are examples of successful new media advertising campaigns? What internal and external factors make these campaigns effective? Find examples and, using Jing or Skitch, create a series of annotated screen scaptures to highlight internal factors. In an open response, dicuss external (social, economic or environmental) factors that may contribute to the campaign's success. (N.B. Should technological problems arise, students may use their own technologies to examine internet advertising, etc. Teacher may also provide hard copies of print-outs of internet ads, videos of narrowcast ads or viral videos. )

**Day Six: Student journaling and discussion circles**

Students will write in their journals in response to the following questions. They will then discuss their responses in small groups. At the end of the class, they may synthesize their group members’ ideas in their journals. These may be posted on the class website if available. In what ways do new media differ from traditional media? Why might new formats necessitate a change in advertising strategy? Why might some traditional ad campaigns fail in a new media environment? Why might some new media campaigns fail in a new media environment?

Readings: **Day Seven: Begin design workshop of ad campaign**
 * Selections from: //Brand Failures//, Haig
 * []
 * []

Using the knowledge and skills gained in the previous week, students will brainstorm ideas for a product, idea or political candidate and begin to create a campaign with both traditional and new media components. Teacher will establish the parameters of the assignment, procedure and assessment. Students will be presented with a rubric. (N.B. Should technological issues arise, the teacher should have on hand chart paper and other design materials for students to use in the classroom.)


 * Days Eight – Eleven: Design workshop continues**

Design workshop continues with drafts posted at the end of each day in an online sharespace. Online feedback from other classes and students within the class commences. Students are required to provide feedback to three other groups or individuals. Students may use Voicethread to comment. Revision may be based upon commentary by fellow students, teachers and online participants.

What is your product? What is your audience or demographic? How would you promote your product on TV? Radio? In print? How would you promote your product in a social network? On the internet? On cellphones, or other technologies? Using viral marketing? What persuasive techniques will you use? What would be the most effective way to advertise your product now, in the 21st century? Why? What social, environmental, economic or technological factors did you consider when making your decision?

(N.B. Should technological issues arise, the teacher should have on hand chart paper and other design materials for students to use in the classroom. Time should be allotted at the end of class for students to provide feedback. Administrators and other teachers may also walk through to also provide feedback.) **Day Twelve: Final presentations, voting, internet feedback, metacognitive reflection.**

Students will present their finished advertising campaigns to the class and their internet audience. The class and audience will vote on the most effective persuasive text created by students.

For homework, students will write a metacognitive reflection on their process and product. Students will describe their group's process and product. These reflections may be included with the students’ product, in the students’ digital portfolio or writing folders.  How would you evaluate your product? Why did you make the design, text and technology choices you made? Thinking about your process, what worked well? Why? What did not? Why? What problems did you encounter? How did you solve them? How and why did you select that particular solution? What did you learn about persuasive writing, advertising and propaganda in the 21st century? Traditional and new media? What else do you want to know? What steps will you take to answer those questions? What did you learn about your learning process? How did you improve as a reader, writer and thinker? How could you improve even more? How well did you collaborate with your group? How did you contribute to the effective collaboration of your group? What are you most proud of? Where did you demonstrate the most creativity? Where did you demonstrate the most technical skill?

Final product handout: Advertising in the 21st Century Final Project

Using the knowledge and skills gained in the previous week, your group will now brainstorm ideas for a product, idea or political candidate and begin to create a campaign with both traditional and new media components. Your group’s presentation will include traditional platforms (print, TV, radio) and new media platforms (viral video, internet, cell phones, etc.). Your group’s multimedia presentation of your candidate or product campaign, which identifies and uses the traditional and new media platforms, is your summative outcome. Your final product must include: one print ad suitable for a magazine or newspaper, one 30-45 second film or audio spot suitable for television or radio use, and two ads made specifically for two different new media platforms.

What is your audience or demographic? How would you promote your product to your audience on TV? Radio? In print? How would you promote your product in a social network? On the internet? On cellphones, or other technologies? Using viral marketing? What persuasive techniques will you use? What would be the most effective way to advertise your product now, in the 21st century? Why? What social, environmental, economic, cultural or technological factors did you consider when making your decision? Remember, **elements** may include:
 * The essential questions you need to answer for this assignment are ** : What is your product?


 * Slogan
 * Logo
 * Image of product
 * Tagline
 * Mascot or spokeperson
 * Jingle
 * ….and more!

** Persuasive techniques ** may include:

Pay close attention to the criteria for assessment on the **accompanying rubric**. Review it before you begin. Be **creative** and **have fun** as you learn about the most effective ways to persuade audiences in the 21st century!
 * appeal to pity
 * bandwagon appeal
 * appeal to practical consequences
 * bargain appeal
 * folksy appeal
 * appeal to ridicule
 * appeal to prejudice
 * appeal from authority
 * appeal from celebrity
 * passing from the acceptable to the dubious appeal
 * appeal to prestige
 * …and more!

Rubric for analysis and annotation of ads using Jing:

(Identification and Analysis Phase) ||
 * ** Ad Analyses and Annotations Rubric **
 * 4 **
 * Advanced ** ||
 * 3 **
 * Proficient ** ||
 * 2 **
 * Needs Improvement ** ||
 * 1 **
 * Inadequate or Not Present ** ||

Elements || Elements are always correctly identified and labeled demonstrating mastery of content knowledge. || Elements are usually correctly identified and labeled demonstrating substantial content knowledge. || Elements are sometimes correctly identified and labeled demonstrating some content knowledge. || Elements are rarely or never correctly identified and labeled demonstrating little content knowledge. ||

Persuasive Techniques || Persuasive techniques are always correctly identified and labeled demonstrating mastery of content knowledge. || Persuasive techniques are usually correctly identified and labeled demonstrating substantial content knowledge. || Persuasive techniques are sometimes correctly identified and labeled demonstrating some content knowledge. || Persuasive techniques are rarely or never correctly identified and labeled demonstrating little content knowledge. ||

Audience Awareness and Reach || Audience is always correctly identified and labeled demonstrating mastery of content knowledge. || Audience is usually correctly identified and labeled demonstrating substantial content knowledge. || Audience is sometimes correctly identified and labeled demonstrating some content knowledge. || Audience is rarely or never correctly identified and labeled demonstrating little content knowledge. ||

Use of Technology || Product demonstrates complete attention to appropriate and effective use of technology (Jing) demonstrating skills mastery. || Product demonstrates substantial attention to appropriate and effective use of technology (Jing) demonstrating skills mastery. || Product demonstrates some attention to appropriate and effective use of technology (Jing) demonstrating skills mastery. || Product demonstrates little or no attention to appropriate and effective use of technology (Jing) demonstrating skills mastery. || Please use reverse side to provide additional feedback!

Rubric for Ad Campaign Product:

(Application phase) ||
 * ** Ad Campaign Rubric **
 * 4 **
 * Advanced ** ||
 * 3 **
 * Proficient ** ||
 * 2 **
 * Needs Improvement ** ||
 * 1 **
 * Inadequate or Not Present ** ||

Elements || Elements are always artfully, knowledgably and effectively deployed cohesively across all iterations of the campaign. They are also creative, inventive or original. || Elements are sometimes artfully, knowledgably and effectively deployed cohesively across all iterations of the campaign. They may also be creative, inventive or original. || Elements are occasionally artfully, knowledgably and effectively deployed cohesively across all iterations of the campaign. || Elements are seldomly or never artfully, knowledgably and effectively deployed cohesively across all iterations of the campaign. ||

Persuasive Techniques || Techniques of persuasion are always artfully, knowledgably and effectively deployed cohesively across all iterations of the campaign. They are also creative inventive or original. || Techniques of persuasion are sometimes artfully, knowledgably and effectively deployed cohesively across all iterations of the campaign. They may also be creative, inventive or original. || Techniques of persuasion are occasionally artfully, knowledgably and effectively deployed cohesively across all iterations of the campaign. || Techniques of persuasion are seldomly or never artfully, knowledgably and effectively deployed cohesively across all iterations of the campaign. ||

Audience Awareness and Reach || Campaign demonstrates through text, images and deployment complete knowledge of audience, platform, and both traditional and new media. || Campaign demonstrates through text, images and deployment substantial knowledge of audience, platform, and both traditional and new media. || Campaign demonstrates through text, images and deployment some knowledge of audience, platform, and both traditional and new media. || Campaign demonstrates through text, images and deployment little or no knowledge of audience, platform, and both traditional and new media. ||

Mechanics || Campaign demonstrates complete attention to spelling, grammar and aesthetic elements of design. || Campaign demonstrates substantial attention to spelling, grammar and aesthetic elements of design. || Campaign demonstrates some attention to spelling, grammar and aesthetic elements of design. || Campaign demonstrates little or no attention to spelling, grammar and aesthetic elements of design. || Please use reverse side to provide additional feedback!

**Relevant MA standards:**

The project is grounded in the newly-released Massachusetts Common Core Standards for English Language Arts and Literacy; indeed, the holistic nature of textual approaches makes the majority of secondary-level MA ELA standards for reading in both literature and informational texts applicable at various points in the two-week unit.

For example, because ads can be evaluated as both narrative and informational texts, teacher-led critical analysis of print ads and web texts in Phase 1 of the project involves almost all categories of the reading standards for both literature and informational texts [what story does this ad tell? What elements are used in telling this story? How are those elements applied to tell that story effectively? For what purpose?] and informational texts [What is the author's point of view? How does the author use rhetoric to advance that point of view?]. Similarly, the critical comparison of texts in Phase 2 would involve identifying and assessing the validity of claims made by authors exploring the modern potential for success and possibility of advertising in new and old media, while student-crafted responses in social media spaces would encourage the same skills as applied to peer texts. And peer review of inquiry-based learning products would revisit Phase 1 skillsets, allowing assessment of.

Similarly, attention to multiple writing standards presents itself in all three phases of the project. Analytical, argumentative, and critical writing comes into play in the responsive discourse which follows textual analysis in phases 1 and 2, and in the peer review of inquiry-based projects following Phase 3; research and compositional standards to gather, assess, and select relevant information and “to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content” [Writing 11-12, #2] similarly manifest in the inquiry-based project materials of the multimedia ad campaign developed in phase 3, and in the self-reflection component which would accompany that multimedia product.

In addition to the vast variety of skills related to critical semantic, rhetorical, compositional, and analytic approaches to text, the following anchor standards found in the ELA Common Core Standards are especially applicable to the exploration and development of multimedia advertising texts in both traditional and new media: <span style="color: #000000; display: block; font-family: 'Times New Roman',Times,serif; font-style: normal; text-align: left;">**Reading:**
 * <span style="font-family: 'Times New Roman',Times,serif;">Standard 7, Gr. 8: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
 * <span style="font-family: 'Times New Roman',Times,serif;">Standard 8, Gr. 11-12 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

<span style="color: #000000; font-family: TimesNewRomanPSMT,serif;">**<span style="font-family: 'Times New Roman',Times,serif;">Speaking & Listening: ** <span style="color: #000000; font-family: TimesNewRomanPSMT,serif;">**<span style="font-family: 'Times New Roman',Times,serif;">Reading for Literacy in History/Social Studies: **
 * <span style="font-family: 'Times New Roman',Times,serif;">Standard 1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
 * Standard 5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
 * <span style="color: #000000; font-family: TimesNewRomanPSMT,serif;">Standard 7: <span style="font-family: TimesNewRomanPSMT,serif; font-size: medium; line-height: 24px;">Integrate and evaluate multiple sources of information presented in diverse formats and <span style="color: #000000; font-family: TimesNewRomanPSMT,serif;">media (e.g., quantitative data, video, multimedia) in <span style="font-family: TimesNewRomanPSMT,serif; font-size: medium; line-height: 24px;">order to address a question or solve a problem.


 * Technology Standards **
 * Apply advanced formatting and page layout features when appropriate to improve the appearance of materials.
 * Use editing features appropriately.
 * Identify the use of desktop publishing skills in various platforms.
 * Explain and demonstrate how specialized technology tools can be used for problem solving, decision making, and creativity in all subject areas software.
 * Use a variety of media to present information for specific purposes, citing sources.
 * Demonstrate compliance with the school’s Acceptable Use Policy.
 * Explain the differences among various search engines and how they rank results.
 * Evaluate the authenticity, accuracy, appropriateness, and bias of electronic resources, including web sites.
 * Analyze the values and points of view that are presented in media messages.

media type="custom" key="6446379"