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Visual Literacy
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works along with what they have learned in the unit and if it changed
their perspective on the world on advertising.
LESSON SUMMARIES
LESSON 1:
In this lesson the students are introduced to the idea of becoming self aware of
the media around us. This is the first lesson because it introduces an awareness
of how media influences the students both consciously and unconsciously. The
students start by humming a common jingle that is already in their head. They
then have a discussion with their peers about media influences, followed by a
name that brand activity. Finally, in the last activity the students compare beauty
ideals from the past and present. Through these activities the students really
begin to see how the media affects us and how much it influences them in their
day-to-day lives.
LESSON 2:
This lesson takes the student dive deeper into understanding the ad jargon that
surrounds them. The second lesson in the unit lets them look at how an
advertiser would go about promoting a product to a certain age group,
by finding out what interests, hobbies and what they like to spend their
money on. It also takes a look at where they get funding for the
product (whether it be parents or a job depending on the age group).
They will then get to critique each others products/presentations on
how effective they think it would be to getting the audience to buy that
item.
LESSON 3:
In this last lesson the student gets to explore the gender stereotypes in found in
art history. The students learn about Jeff Wall because in his practices he takes
old classical art works and modernizes them through photography. The students
get a chance to do recreate a painting through photography heightening the
gender stereotypes. They then create a tagline, bringing into play, their previous
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knowledge about advertisements and media. This last lesson shows students
that stereotypes and ideals of beauty have been around forever. It is up to them
to have critical thinking when looking at mass media images or at pieces from art
history.
Lesson # 1 Introduction
Lesson Length: 90 mins ( 2 or 3 classes) Grade: 9
GLO:
Impact of Images: Students will become aware of the importance
society places upon various works of art
Source of Images: Students will consider the natural environment as
a source of imagery through time and across cultures.
SLO:
Students will understand the concept of how people use art (or
media) changes through time.
Students will understand how images of people change through
time
Learning Objectives:
1. Students will gain an awareness of how media has influenced
them both consciously and unconsciously
2. Students will understand how images of beauty have changed
over history
Resources Consulted:
http://www.youtube.com/watch?v=mLRhsxJ8_GE
http://www.youtube.com/watch?v=48u6EPvCs10
http://www.youtube.com/watch?v=2KDj2Uo0IwU
Materials:
Brain power
Computers (computer lab)
PowerPoint Presentation
Lined paper
Pencils
Hat
Names of common day items written out on small paper
Sketch book
Glue
Procedure: Day 1
Introduction: (10 minutes):
1. Get the class settled. Give them 2 mins to think of a common jingle.
Then have the people who feel comfortable sharing, hum the jingle
they have come up with.
2. Then have students guess what product this jingle is selling. Usually
the students will get it right away.
3.Talk about how effective jingle are at catching consumers attention,
both in present day, and in the past.
PAST:
PRESENT:
http://www.youtube.com/watch?v=mLRhsxJ8_GE
http://www.youtube.com/watch?v=48u6EPvCs10
http://www.youtube.com/watch?v=2KDj2Uo0IwU
Body:
Activity #1 Self-awareness of the Media (20 mins)
Have a class discussion with the students about media, and the
advertisements shown.
At this point, have them split into 3 groups of 6 or 7. Number them off,
so they work with people they normally wouldnt.
Within their groups have them discuss the following questions: (power
point)
Questions:
Come back together as a class and discuss what you came up with.
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Examples: Can make a chart of what is the same, what is a different,
observation the students see, ect.
Sponge activity: If time have the students go to your art history resources in your
classroom, and have them find painting where the idea of beauty is portrayed.
GLO:
SLO:
Students will understand the concept of how people use art (or
media) changes through time.
Students will understand how images change through time
Learning Objectives:
1. Students will gain an awareness of how media has influenced them both
consciously and unconsciously
2. Students will create a product that relates to their peer group.
3. Students will design the advertising that goes around it.
4. Students will understand why the advertising works for their particular peer
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group.
Materials:
Procedure: Day 1
Introduction: (10 minutes):
1. On the power point show Andy Warhols:
Campbell soup
Brillo boxes
Diamond dust
Explain that he was an artist who took the most popular consumer
items at the time and reproduced them using silkscreen. Ask the
students why they think he used pop culture and media in his art. The
reason why he did this was to make a statement to today's society,
about that we are all consumers.
2. Remind students of the previous lesson about how branding, jingles,
logos and images of beauty all have such a big impact on todays
society.
3. Tell the students that they are going to have a chance to create a
product
On the power point show students examples of how certain products
are targeted for certain audiences.
Body:
Activity #1 Self-awareness of the Media (40 mins)
1. Set up tables with big news print poster papers, markers, and paint.
2.Split the students up into about 6 groups, number them off, so they
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work with people they normally wouldnt.
Within their groups have them discuss and write in their sketchbooks
the following questions:
Questions
1. Who am I?
2. How old am I?
3. Sex: Boy or Girl?
4. What is popular in your peer group?
Clothing
Music
Hobbies
5.
6.
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comfortable around each one another.
3. After watching the presentations, the groups will share the
reasons behind the choices that they have made about their
product.
This includes:
The students selling techniques, colors used, imagery, style, size,
contrast, as well as other principals of design and elements of art
they included to catch the viewers eye.
4. They will then ask the audience if they think it hit the target age
ect, from the questions above, because they will read out loud
the information they recorded before hand.
5. After all the groups go back to their work stations and clean up,
after which the students can sit back in their seats.
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Students will understand the concept of how people use art (or
media) changes through time.
Students will understand how images of people change through
time
Learning Objectives:
1. Students will understand of the role of gender and stereotyping in
the media and art history
2. Students will compare how gender stereotypes have changed
throughout history and how they are viewed today.
Materials:
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Ask Questions:
What gender roles that are portrayed?
What two time periods are we looking at?
How is the female being portrayed?
How does society stereotype this woman?
How did Jeff Wall modernize this stereotype?
2. Students will then browse through textbooks provided and search
for a classical painting that portrays gender stereotype.
3. Students will then get into groups of 4 or 5 and look at the
paintings that their peers have found.
4. As a group they will decide on one classical painting that they
will then re- photograph. They will either modify or manipulate it in a
way that it portrays a modern gender stereotype.
5. The photographs have to be in black and white. Students are
allowed to go anywhere on campus to shoot their photo.
6. Each photo must have a satirical or ironic tag line of what the
students are trying to portray. This can be used in the place of a title,
Students will use their previous knowledge of advertising from the past
two lessons.
Conclusion: (10 mins)
1. Students will show their photos on the smart board to the
class, and read our tagline.
2. The class will critique them,
Asking the following questions, along with the usual critique
questions.
What did your group change in the classical painting?
Does your photo portray a modern view of gender stereo
type?
If it was successful in the latter, how so?