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TEACHER: Andrea Holmes

Duration: 8 - 10 sessions @ 1 hr 30 min
Level/s: 3 & 4
Curriculum Links:
Specific Learning Outcomes:
The Arts

Drama

PK: Students will combine elements and techniques and a range of conventions to extend drama practice.

DI: Students will initiate ideas and make individual and collective decisisons in order to plan and develop drama.

CI: Students will present and respond to drama and identify ways in which dramatic elements and techniques combine to create meaning.

PK: Selecting appropriate conventions to create an advertisment, incorporating role & space, and using dramatic techniques such as facial expression, voice, movement and gesture.

Refer to Telling Our Stories- Classroom Drama Years 7 - 10 (p.22)
Conventions are strategies used in drama to provide a context, develop a story, work deeper, and symbolise and reflect on ideas. As students develop their practical knowledge in drama, they move from simply exploring dramatic conventions at level 3 to being able to consciously select and apply them for specific purposes at level 5.

DI: Work collaboratively and reflectively in groups to generate ideas, a final storyboard, script, and performance for an advertisement concerning a school environmental issue.

Refer to Telling Our Stories - Classroom Drama Years 7 - 10 (p.26)
Reflection is crucial to learning in drama. It occurs both during dramatic action - 'reflecting in action" - and after the dramatic action has concluded - "reflecting on action".

CI: Use a creative brief to create an effective advertisement, share with the class identifying strengths and weaknesses, refine and present the advertisement in a short video clip

UC: Describe how TV advertising affects our lives today.

English: Visual Language

Level 4 - Exploring Language

Students will identify important features of verbal and visual language and use them to create particular meanings and effects

Students will be able to identify and use features of a television advertisement, eg. catch-phrase, target audience, SMI (single most important message) to create their own advertisement.
Social Studies

Level 2 - Place and Environment

Students will be able to identify an activity that has a damaging effect on our natural, cultural, and/or emotional environment of our school.
Overall Success Criteria:
  • Convey a message about an environmental issue in our school using drama and video.
  • Convince the audience that they can have an impact on our environment.
Assessment Focus Question/s:

PK & CI

  1. Using convincing roles with facial expression, voice, movement, gesture and costume.
  2. Using drama conventions to communicate a message that includes an attention-grabbing beginning, a catch phrase, humour and/or a realistic scenario.
  3. Got the message across within 30-45 seconds

DI

  1. Completed, reflected on, and made suitable changes to, a group storyboard and script. Shaped and refined performance.
RESOURCES:

Physical

  • Video of television advertisements
  • Magazine advertisements
  • Scrap paper for brainstorming, etc
  • Props and costumes
  • Clipboards for directors
  • Video camera tape

Electronic

Text

Teacher Background Reading:

Refer Telling Our Stories - Classroom Drama in Years 7 - 10, (p.13) The "big question" looks beyond form to what we do and why and how we do it in the drama classroom. By identifying the "big question", we ensure that drama inspires creative and innovative thinking about the big issues in life.

Introduction for Teachers:

Allow plenty of time for creative processes such as brainstorming , scriptwriting and idea generating activities. Children, like adults, need time to explore their ideas and refine them. It is likely to be noisy and chaotic during the creative parts of the project. The teacher's role during the creative process is to provide a motivating environment, support students when they are having difficulties, ensure they are on track, challenge ideas, encourage full exploration, reflection and refining.

If something is taking longer than what is in "lesson one" etc, don't worry. The lesson time-frame is just a guide. It will depend on how many students you have, and what kind of group or class you have. However, in good drama all elements are present and in this case the use of a Time Press provides tension. Time must be carefully considered in initial planning of sessions and monitored to maintain the Time Press.This unit can easily be adapted to use for other themes or projects.

Editing can also be done "in camera" which means filming the scenes in order with one take - so rewinding and going over a scene if it didn't work before going on with the next one. Some cameras have an "editing on" camera function which helps a smoother transition between scenes or takes. Familiarise yourself with the editing programme you are going to use. Maybe have a go at making a home movie of your own, edit it and "make movie".

For ideas that are "too big" or difficult to film in reality (for example a giant worm inside the compost), some shots can be animated using card, raw materials and photographed digitally or videoed (See the English Exemplars: Moving Images mentioned in session 3 ).

The websites listed in the resources may be useful for extending ideas and learning about advertising if you have more time. They are not included in this unit as part of the process.

Teaching and Learning Sequence:
Next Steps:

Music specialist groups could create a piece of original music to suit the ad.

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