Lesson 6: Modern-Day Rhetoric
- Visual literacy
- Print advertising
PASS Standards and Objective
Visual Literacy:
Standard 1: Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers including graphic artists, illustrators, and news photographers represent meaning.
Standard 2: Evaluate Media - The student will evaluate visual and electronic media, such as film, as compared with print messages.
Standard 3: Compose Visual Messages - The student will create a visual message that effectively communicates an idea.
Standard 1: Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers including graphic artists, illustrators, and news photographers represent meaning.
Standard 2: Evaluate Media - The student will evaluate visual and electronic media, such as film, as compared with print messages.
Standard 3: Compose Visual Messages - The student will create a visual message that effectively communicates an idea.
Materials
- Smartboard
- Advertisements
Activities
Opening Activity - Quote Quick Write: Get the brain warmed up, start by getting their mind on writing (10 minutes)
Students will be shown a slideshow of 4 different print advertisements. For each image, students will be asked to go up to the white board and write the words or feelings that they think the picture evokes. (20 minutes)
After the board is full of different words and phrases describing each advertisement, the class will discuss the message of each picture. The class will discuss how a picture can make an argument. (15 minutes)
A volunteer will collaborate with the class to write a thesis on the board for each picture (from the seller’s perspective). “You should buy ___ because ___.” (10 minutes)
Students will be shown a slideshow of 4 different print advertisements. For each image, students will be asked to go up to the white board and write the words or feelings that they think the picture evokes. (20 minutes)
After the board is full of different words and phrases describing each advertisement, the class will discuss the message of each picture. The class will discuss how a picture can make an argument. (15 minutes)
A volunteer will collaborate with the class to write a thesis on the board for each picture (from the seller’s perspective). “You should buy ___ because ___.” (10 minutes)
Colgate floss
Weight Watchers
Pedigree
Guinness
The class will have a discussion about ads, why they largely rely on images instead of words, and what they say about the company that makes them. They will also discuss how they reflect the values of the consumers that buy them. (15 minutes)
The class will then compare vintage ads to modern ads and discuss what “offensive” ads say about societal values. (20 minutes)
Vintage Ads:
Closing Activity/Homework – Students will select an ad from one of the provided resources. For homework, they will annotate the ad and write a thesis for it.
The class will then compare vintage ads to modern ads and discuss what “offensive” ads say about societal values. (20 minutes)
Vintage Ads:
- http://thoughtcatalog.files.wordpress.com/2013/09/creditfabulousfreakyfun-e1380579698477.png?w=511&h=644
- http://thoughtcatalog.files.wordpress.com/2013/09/vintageadbrowser2.jpeg?w=1140&h=1620
- https://metrouk2.files.wordpress.com/2015/03/ad_163265402.jpg?w=620&h=496&crop=1
- http://static6.businessinsider.com/image/4fa282df69bedd4b4400002a-480/ashton-kutcher-popchips.jpg
- http://www.viralnova.com/creative-print-ads/
- http://www.123inspiration.com/creative-and-clever-anti-smoking-ads/
- http://www.businessinsider.com/the-10-most-racist-ads-of-the-modern-era-2012-6
- http://metro.co.uk/2015/03/18/dolce-gabbana-in-hot-water-again-after-gang-rape-ad-campaign-resurfaces-just-days-after-ivf-furore-5108624/
Closing Activity/Homework – Students will select an ad from one of the provided resources. For homework, they will annotate the ad and write a thesis for it.
Assessment
- Visual
- Thesis will be collected