ART Grade 7/8 Advertising and Identity (mixed media and colour): Stage 1 Desired

Results
TRANSFER GOAL

Established
Goals

Students
will:
-view MANY
examples of
advertiseme
nts and
have class
discussions.

Students will develop their visual literacy.

Students will experiment with color schemes to create mood and direct attention.
Students will create compositions in 2D and implement relief techniques within those
compositions.
Students will experiment with man made and natural materials.
Students will imbed powerful messages in their works that comment on: the advertising
gender stereotypes in advertising, cultural stereotypes in advertising,
power/authority/politics in contemporary society.
Students will use the vocabulary of art criticism to develop a positive analysis of their
work.
MEANING

-examine
the use of
color in
advertising
and how it
affects the
viewer.
-learn
techniques
and
materials
they can
apply to
their final
mixed
media
projects.
-concept
map ideas
and
techniques
for all 3
projects.
-critically
examine the
industry- Ad
Busters
encounter.

Enduring Understandings:

Essential Questions:

Students will understand that

Students will keep considering

U1 Advertising and popular culture have

a large influence on our personal identity.

Q 1 In what ways do the

advertising industry and popular
culture push us to think and act a
certain way, and how does that
influence our personal identity?

U2 Art can be made ironically in order to

critique industry and society.
U3 Stereotypes can be broken by
opening a dialogue about them visually.
U4 Colour can achieve desired
emotional results within the viewer.
U5 A mix of media can come together to
successfully deliver a desired message to
the viewer.

Q2 How does the advertising

industry use colour to guide our
emotions? How can you use that to
your advantage in your own art?
Q3 What methods could you
employ to create art that breaks
down stereotypes?
Q4 What media could we use in
our works to successfully deliver
our desired message?
Q5 How can irony in art be useful
to critique the advertising industry
and its affect on our identity?

ACQUISITION OF KNOWLEDGE & SKILLS

Students will know

Students will be skilled at

Concepts

B.Colourschemescreatecertainmoodsinimages.

Concepts:

C.Colourschemesdirectattention.

B.Reliefcompositionscanbeassembledor
formedusingmaterialsinadditiveor
subtractiveways.

Concepts:

-create 3
original
works (logo
flipping,
culture in
advertising,
critique of
the
industry)

B.Authority,powerorpoliticsincontemporary
societymaybedescribedinimageform.
C.Thewayspeoplegeneratevisualworkscanbe
influencedbyanumberoffactors.

C.Twodimensionalmaterialscanbeusedto
makecompositionsdemonstratingsimple
pictorialspace.
Concept

C.Manmadeornaturalobjectscanbe
representedinavarietyoftwoandthree
dimensionalmedia.

-final
critique
STAGE 2 Evidence
Evaluative
Criteria
Performance is judged in
terms of

-concept maps in
sketchbooks: maps
must match the final
piece, if something
was changed during
the process, the map
must be altered to
reflect that change.

Assessment Evidence
Students will need to show their learning by:
Showcasing their final pieces in a final critique and
explain the elements involved.
Transfer Task:
-students will show their knowledge through: concept maps of
their ideas that explain their reasoning, class discussions, peer
feedback, teacher feedback and critiques of the 3 pieces they
will produce.

-all three projects

will be scored with a
rubric.

Rationale: Visual Literacy is an extremely important thing for adolescents to develop. They are
at an age where personal identity becomes a vital thing that they seek out. Driven by this
overwhelming desire to get the question of personal identity answered puts these students in a
very vulnerable state, and the advertising industry is ready to pounce on these vulnerabilities.
This unit seeks to instil visual literacy in students. This will give them a critical eye when they
look at the advertising industry; to see the game for what it is so they can make informed
decisions about who they are, what they want, and what they will do. This unit also addresses
the use of color in the industry; how color can play on our emotions and how to draw a targeted
response from the viewer. Students will also critically examine gender and culture stereotypes in
the industry. They will have a day where they are asked to examine how the opposite gender
from which they associate is: viewed, what messages they receive and the consequences of those
messages. This will allow them to step outside the box they are used to and truly expose what is
happening in the industry (both cause and effect). They will also create a piece where they bring
their own cultures into the mix, making for a very personal work with deep meaning to
individual students. We will also have many encounters with artists such as Wayne White,
Young Soon Min, Ken Chu, and Elizabeth Layton as well as examine a large amount of
advertising examples (some will be their own magazines to give a more personalized aspect to
the discussions).
Essential Questions: In what ways do the advertising industry and popular culture push us to
think and act a certain way, and how does that influence our personal identity? How does the
advertising industry use colour to guide our emotions? How can you use that to your advantage
in your own art? What methods could you employ to create art that breaks down stereotypes?
What media could we use in our works to successfully deliver our desired message? How can
irony in art be useful to critique the advertising industry and its affect on our identity?
Summary: This unit consists of 14 lessons total. We begin by examining numerous ad
examples (some are the students own examples) with numerous class discussions about use of
colour, gender issues and culture issues in advertising; this includes social class (the desire/need
to always be moving up the social ladder no matter where we are on that ladder) and target
audiences. Next students will have a workshop day where techniques, materials and concepts for
mixed media will be taught. After this lesson, students will begin project 1. Next will be an
encounter with a few multicultural artists (Young Soon Min, Ken Chu) as well as Elizabeth
Layton and Wayne White. Students will begin project 2. Next is the Ad Busters encounter
where we begin critiquing the advertising industry with art. Project 3 begins and after a few days
a final critique of all three projects will take place. Peer feedback will be given at all three
process stages of the projects, feedback both oral and written in sketchbooks will be given by the
teacher. Sketchbook concept maps will be graded based on if they match the final pieces, the
pieces themselves will be graded with rubrics.
Conceptual: Lessons are scaffolded so that students have a good understanding of concepts and
methods of creation before the planning processes. Each project is progressively deeper in
meaning and concepts; students will discuss at length the issues in each project, so a great
number of opinions will be examined.
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Psychomotor: students will have hands on activities throughout this unit. Methods and
materials as well as use of color will be taught before any of the projects get underway. This
ensures students have the knowledge they need for successful production before they begin the
planning process.
Active domains: There is a great opportunity for creative freedom throughout this unit.
Although the issue of advertising is the underlying theme for the entire unit, students do have
quite a bit of choice for all three projects. They also have the opportunity to explore and
showcase their personal cultures in project 2, creating deeper personal connections to their art.
Through discussion periods and critiquing processes, students work on responding and
participating, as well as listening.

Lesson 1 and 2:
Introduction to visual literacy. Students will examine multiple examples of ads. They will
discuss: target audiences, how males and females are viewed, the underlying messages involved
(creation the need for something) the real vs contrived (Photoshop and how the real portrayed
isnt even real for the most part). Students will be asked to bring in their own magazines for
lesson 2 where they will be examined in the same way making the unit more relevant. Lesson 2
will also cover use of color as a way to control the viewers emotions and attention. An
introduction of all 3 unit projects will also take place in lesson 2.
Lesson 3:
This lesson will be a workshop based lesson teaching about materials involved in mixed media,
concepts and methods such as relief and applying 3d elements into 2d works, applying other 2d
elements, stenciling and compositional techniques. Brief encounters with Wayne White, Ken
Chu, and Kate Borcherding (in depth encounters will happen later, these are more to show
different examples of completed multimedia works)
Lesson 4:
Project 1 begins: Turn a logo on its head is the theme. Students will concept map how they
are going to flip the logo and what message they are trying to achieve. Use of color must be
carefully considered as it will be the unifying factor of all three project pieces. Once maps are
done they will be turned in for written teacher feedback. Production of the piece begins. Student
feedback given at the end of the day (students must answer: what emotions are you feeling when
you look at this piece? What influenced the piece in your opinion? What is the message? The
questions are designed so the artist can see if they are achieving desired results with color and
their message).
Lesson 5:
Project creation day for project 1. HOMEWORK: students will be asked to compile a list of
issues and factors that affect their personal cultures (and simply information on their personal
cultures) to inform their planning of project 2.
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Lesson 6:
Multiculturalism and ethnicity in advertising and popular culture will be the topic of todays
lesson. Minorities will be the focus but we will also discuss how Caucasians are portrayed as the
same (who is French? Who is Irish? Culture disappears) Students will be taught how to go about
raising awareness or breaking a stereotype through the creation of art while also critiquing how
they are viewed in popular culture and advertising. Encounters with Ken Chu, Young Soon Min,
Elizabeth Layton. Concept mapping begins for project 2: using the information from today as
well as their information gathered from the homework assignment. Remind them that use of
colour is their unifying element between the three projects.

Lesson 7 and 8:
Project creation days for project 2. During lesson 7 have students do another peer feedback
using the same questions as in lesson 4.

Lesson 9:
Flip the perspective day! Today students will re-examine gender in advertising. Students will be
grouped according to gender and the boys will be asked to examine the way girls are portrayed,
what messages girls get from the advertising industry and what consequences these messages
have on girls AND on boys. Girls will be asked how boys are portrayed in advertising, what
messages boys get from the industry and what consequences these messages have on boys AND
girls. A class discussion and comparison of their findings will bring them back after the activity.
LGBTQ and gender fluidity will also be discussed (the underrepresentation of LGBTQ in
advertising and stereotyping of it when it is represented). Encounter with Jayden Smith the 17year-old actor who was recently hired as the face of Louis Vuitton womens wear.

PICTURES

Lesson 10:
Ad Busters encounter day!! Students will examine a number of Ad Buster versions of
advertisement. They will be exposed to the notion of critiquing big names in politics, authority
and power in contemporary society. Project 3 begins today with concept mapping. Students will
be encouraged to revisit concepts from their first two projects as they may wish to incorporate
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similar themes into project 3 but they are not required to. Remind them that colour is their
unifying element. Written feedback on concept maps done by teacher today.
PICTURES
Lesson 11, 12, 13:
Project creation days for project 3. At the end of lesson 11, student feedback given using same
questions as in lesson 4. (if projects 1 and 2 still need work they can go back and re-work those
once project 3 is completed.)
Lesson 14:
Final critique: students will discuss each others works as a whole (all three projects viewed
together) using the vocabulary of art criticism.

Lesson #6
Grade/Subject: 7/8 Mixed media and Colour
Lesson Duration: 50min

OUTCOMES FROM ALBERTA

Unit: Advertising and Identity

LEARNING OBJECTIVES

PROGRAM OF STUDIES

ASSESSMENTS
(Observations, Key Questions,
Written Assessments,
Performance Assessments)

C.Thewayspeoplegenerate
visualworkscanbeinfluencedby
anumberoffactors.

Students will explore

D.Externalinfluencesmayhave
modifiedtheimageryofacultural
groupovertime.

Students will critically

Questioning: how has your

examine how minorities are

personal culture been

viewed in mainstream

effected by mainstream

media.

media?

multicultural artists and

their methods.

Questioning: What methods

could you employ to create
art that breaks down
stereotypes? How can irony
in art be useful to critique
the advertising industry and
its affect on our identity?

Written feedback on concept

maps.
LEARNING RESOURCES CONSULTED
Resource #1: Ken Chu, Young Soon Min, Elizabeth Layton encounters.

MATERIALS AND EQUIPMENT

* smart board
* Multiculturalism PowerPoint
*sketchbooks, pencils

PROCEDURE
Introduction (5 min.):
Hook/Attention Grabber: Open the class with some Blackfoot to wow the kids: Oki!
Tsnanadapi? Zogapi!! Today we will be looking at advertising and popular culture from a
cultural perspective.
Assessment of Prior Knowledge: How is your personal culture viewed and depicted in
mainstream media?
Advance Organizer/Agenda: Today we will discuss culture and ethnicity in media as well as
starting our concept maps for project 2 which will be a mixed media piece that reflects our
personal cultures and how they are stereotyped.
Transition to Body: first lets discuss how our personal cultures are viewed and depicted
Body (45 min.):
Learning Activity #1: discussion where students are encouraged to share their
thoughts about how their personal culture is represented in mainstream media,
what the perceived stereotypes are and how that can harm individuals.
Learning Activity #2: encounters with works by artists: Ken Chu, Young Soon Min,
Elizabeth Layton. Class discussion of their works.

Learning Activity #3: hand out the rubrics for project 2, students begin forming
their concept maps for project 2.
Assessments/Differentiation: written feedback of concept maps by teacher.

Closure (5 min.):
Consolidation/Assessment of Learning: these conversations are really bringing some
interesting ideas to the plate, I hope you are taking this information and using it your
projectsit will make for some very powerful works.
Feedback From Students: What was one aspect of multiculturalism and ethnicity in
advertising that you had never known about before? Or never considered before?
Feedback To Students: Im very impressed with the level of thought and maturity you are all
exhibiting during our class discussions, it make the experience more meaningful and I really
appreciate it. Keep it up!
Transition To Next Lesson: put your sketchbooks away and wait by the door for the bell, have
a great day everyone!!

Lesson #9
Grade/Subject: 7/8 Mixed media and Colour
Lesson Duration: 50min

OUTCOMES FROM ALBERTA

Unit: Advertising and Identity

LEARNING OBJECTIVES

PROGRAM OF STUDIES

(Observations, Key Questions,

Written Assessments,
Performance Assessments)

B.Colourschemescreatecertain
moodsinimages.
C.Colourschemesdirect
attention.

ASSESSMENTS

Students will critically

examine the use of colours
by the advertising industry
in relation to gender.

Questioning: How does the

advertising industry target
gender with colour? Why do
they do it? In what ways do
the advertising industry and
popular culture push us to
think and act a certain way,
and how does that influence
our personal identity?

LEARNING RESOURCES CONSULTED

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Resource #1:

Louis Vuitton Womens Wear campaign with Jayden Smith.

MATERIALS AND EQUIPMENT

* smart board and PowerPoint
* Poster sized paper X2
* pencils, erasers and colored pencils/markers

PROCEDURE
Introduction (5 min.):
Hook/Attention Grabber: Now I want you to close your eyes and imagine you are in the toy
store, your standing in front of your favourite toys, what color do you see when you open your
eyes in that toy store?
Assessment of Prior Knowledge: What colors are normally associated with the gender you
associate with?
Advance Organizer/Agenda: today we are going to examine the way the advertising industry
portrays men and women but we are going to flip our perspectives the male gender will be
critically examining female representation and the female genders will critically examine the
male representation. Were going to do a group project today. Each group will create a mind
map style poster that shows each groups findings.
Transition to Body: ok lets get started
Body (45 min.):
Learning Activity #1: split students into two groups, males and females. Word it
like this please join the group you associate your gender with, if youre gender
neutral or fluid, join the one you MOST associate with). Each group must address
the following in their poster: how is the gender viewed? What messages does that
gender receive from these views? What are the consequences of these messages
for BOTH GENDERS? Posters are informal mind maps, they do not need to be
planned out, rather the whole group should be working on it at one time from all
sides. Can be words and images. Groups will present to the other group once
completed.
Assessments/Differentiation: remind students to be tactful about gender identity, we are in a safe space.

Learning Activity #2: discussion about the activity, find out students thoughts on
it: did they learn something about the other gender that they had never previously
considered? Did this activity change the way they will view this gender in the
future?

Learning Activity #3: encounter with Jayden Smith. Discussion of LGBTQ and
gender fluid underrepresentation, and when it is represented its usually always as

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an androgynous female in a suit.

Assessments/Differentiation: remind students to be tactful about gender identity, we are in a safe
space.

Closure (5 min.):
Consolidation/Assessment of Learning: keep these issues in mind as we move on to another
aspect of this unit, as you may wish to tackle issues from today in project 3.
Feedback From Students: did you learn something today about the opposite gender that you
had never really considered before today?
Feedback To Students: Im really impressed with your maturity and honesty in dealing with
these issues, I want to thank you all for supporting the safe space in our classroom.
Transition To Next Lesson: put the materials away and wait at the door for the bell, have a
great day everyone!!

Lesson #10
Grade/Subject: 7/8 Mixed media and Colour
Lesson Duration: 50min

OUTCOMES FROM ALBERTA

Unit: Advertising and Identity

LEARNING OBJECTIVES

PROGRAM OF STUDIES

C.Twodimensionalmaterials
canbeusedtomakecompositions
demonstratingsimplepictorial
space.

ASSESSMENTS
(Observations, Key Questions,
Written Assessments,
Performance Assessments)

Students will critically

examine Ad Busters
Magazine examples.

Questioning: What methods

could you employ to create
art that breaks down
stereotypes? How can irony
in art be useful to critique
the advertising industry and
its affect on our identity?
What media could we use in
our works to successfully
12

deliver our desired

message?

B.Authority,powerorpoliticsin
contemporarysocietymaybe
describedinimageform.
C.Thewayspeoplegenerate
visualworkscanbeinfluencedby
anumberoffactors.

LEARNING RESOURCES CONSULTED

Resource #1: Ad Busters Power Point

MATERIALS AND EQUIPMENT

* Smartboard and PowerPoint
* Sketchbooks, pencils

PROCEDURE
Introduction (5 min.):
Hook/Attention Grabber: Today we will look at a magazine that is made specifically to critique
the advertising industry.
Assessment of Prior Knowledge: who has ever heard of Ad Busters Magazine?
Advance Organizer/Agenda: Today were going to look at a number of examples of ads from
Ad Busters and then we will make our concept maps for project 3.
Transition to Body:
Body (45 min.)
Learning Activity #1: students will critically examine exemplars from Ad Buster
discussing each one: who would the original ad have been targeting? (if applicable)
Who is the target audience of the changed ad? Is it the same? What is the
message? Is there a consequence to that message? (good or bad).

Learning Activity #2: class discussion on how we can create a piece that both
critiques the industry but also has a powerful message: What methods could you

13

employ to create art that breaks down stereotypes? How can irony in art be useful
to critique the advertising industry and its affect on our identity? What media
could we use in our works to successfully deliver our desired message?
Learning Activity #3: Hand out the rubrics for project 3. Students will make their
concept maps for project 3. Remind students that their use of colour is the unifying
element of all three projects from this unit.
Assessments/Differentiation: written feedback by teacher in sketchbooks for concept map.

Closure (5 min.):
Consolidation/Assessment of Learning: everything weve seen in this unit so far can be
implemented into your final piece, you can choose to incorporate aspects of your first two
projects into project 3 if youd like, but you dont have to because colour will already be
unifying them in some way.
Feedback From Students: What is Ad Busters doing to change how we look at advertising and
popular culture?
Feedback To Students: Very insightful conversations today, your ideas for projects are very
exciting, I cant wait to see the finished pieces!!
Transition To Next Lesson: put your sketchbooks away and wait by the door for the bell, have
a great day everyone!!

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