ALEX | Alabama Learning Exchange

Why Don't They Show Old Commercials on Television?

Classroom Resource Information

Title:

Why Don't They Show Old Commercials on Television?

URL:

https://wonderopolis.org/wonder/why-dont-they-show-old-commercials-on-television

Content Source:

Wonderopolis

Type:

Learning Activity

Overview:

Students will read about why commercials are necessary to show on television. They will read why stations do not air old commercials. They will brainstorm old commercials they remember watching. They will watch current commercials and discuss what they like and dislike about them. They will create and record a commercial for one of their favorite products.

Content Standard(s):

Arts Education ARTS (2017) Grade: 4 Media Arts	11) Identify, describe, and explain how messages are created by components in media arts productions. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 7: Perceive and analyze artistic work. Process Components: Perceive Essential Questions: EU: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production. EQ: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experiences? Skill Examples: After watching a commercial for a car, respond to teacher questions to identify, describe, and explain how the messages were created by the individual components. After watching a series of commercials for shoes, respond to teacher questions to identify and describe the various methods and styles and the effect on the class. With guidance, watch and respond to a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context. Using a class made checklist for basic principles, processes, and context grade one of your own media arts products and make changes to make it better.
Arts Education ARTS (2017) Grade: 4 Media Arts	12) Identify, describe, and explain how various forms, methods, and styles in media arts productions manage audience experience. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 7: Perceive and analyze artistic work. Process Components: Perceive Essential Questions: EU: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production. EQ: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experiences? Skill Examples: After watching a commercial for a car, respond to teacher questions to identify, describe, and explain how the messages were created by the individual components. After watching a series of commercials for shoes, respond to teacher questions to identify and describe the various methods and styles and the effect on the class. With guidance, watch and respond to a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context. Using a class made checklist for basic principles, processes, and context grade one of your own media arts products and make changes to make it better.
Arts Education ARTS (2017) Grade: 5 Media Arts	1) Present original ideas and innovations for media arts products, utilizing personal experiences and/or the work of others. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Conceive Essential Questions: EU: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. EQ: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original? Concepts & Vocabulary: Original Synthesize Innovation Proposal Concept Action Plan Materials List Roles/ Team Needed Design Purpose Persuade Discredit Meaning Subtext Connotation vs. Denotation Principles Emphasis Exaggeration Skill Examples: Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas to advertise a product in a new way with a new message. In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meets the group's artistic goals based on the elements of design. Challenge the model by getting feedback from classmates and revise the storyboard to better communicate to the audience. After researching choose many and varied images for a media arts production that convey a chosen purpose. Images and sounds will use emphasis and exaggeration. Refine a media arts project from feedback to get a specific audience reaction, communicating through metaphor and symbolism.
Arts Education ARTS (2017) Grade: 5 Media Arts	12) Identify, describe, and differentiate how various forms, methods, and styles in media arts productions manage audience experience. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 7: Perceive and analyze artistic work. Process Components: Perceive Essential Questions: EU: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production. EQ: How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experiences? Concepts & Vocabulary: Differentiate Message Meaning subtext Components Experience Interpretations Intention Consider Context Criteria Evaluating Constructive Skill Examples: After watching a commercial for laundry detergent, identify and describe how the messages were created by the individual components. Responding to teacher questions, discuss the differences in meaning and message. After watching a series of commercials for toothpaste, identify and describe the various methods and styles and the effect on the class. Responding to teacher questions, discuss the difference meanings given by form, method and style. Watch and respond to a series of political ads. By responding to teacher questions, tell the purpose, meaning and message of each and how interpretation is affected by context. Using a class made checklist for basic principles and processes, grade one of your own media arts products. Score the product in two different contexts and compare the results, and make changes to make it better.
Arts Education ARTS (2017) Grade: 6 Media Arts	1) Generate variations of goals and solutions for media arts products, utilizing chosen creative processes. Example: Rewrite commercials to reflect truth in advertising. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Conceive Essential Questions: EU: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. EQ: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original? Concepts & Vocabulary: Generate brainstorm research investigate Goals film video audio digital storyboard organize Systematize ideas Customize process who is this product for? Experiment move scenes or sound clips rearrange images change characters tell the story from various character view points Assess Evaluate the quality of each part of the work. customize for who is viewing/ listening Skill Examples: Brainstorm with and list many, varied, and unusual ideas for a class media arts project. Upon choosing a process for creating the product, list many, varied, and unusual ways to work within the limitations of equipment and resources in the classroom. In a group and after brainstorming choose one idea and create proposal for a media arts production that meets the groups artistic goals. Evaluate the proposal with given criteria for purpose and intent. After researching choose many and varied images and sound for a media arts production that convey a specific purpose. Modify the perspective of the images and sounds to communicate one's own meaning. Assess a classmate's media arts product that modified elements and components of another product to communicate his/her own purpose and to a different audience. Use a provided rubric.

Tags:

advertising, commercial, video

License Type:

Custom Permission Type
See Terms: https://wonderopolis.org/pages/legal-privacy
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This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

Why Don't They Show Old Commercials on Television?