Advertising
Techniques
Home || Introduction |
Task | Process |
Resources | Evaluation |
Conclusion | Extension |
State Standards
Introduction
Would you buy a cheap toy that would break the first time you
play with it?
Would you buy a pair of shoes for more than $50 if you knew
they cost $4 to make?
Have you ever bought anything you really didn't want?
Are you influenced by the advertising that you see and hear
constantly throughout the day?
Do you believe the advertising that you see and hear
constantly throughout the day?
What methods does advertising use to influence you?
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Task
- Study basic advertising techniques and then search
the Internet to find an ad that illustrates each technique. Taking the amount
of time available into account, each student could be individually assigned
one or all of the techniques. Students copy and display the examples on Power
Point.
For each advertisement, explain the
following in text or audio:
-What product is being sold?
- -What technique is being used?
-How would you generally describe the ad?
-What items, if any, are being associated with the product?
-What is the message(s) of the ad?
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Process
Discuss and present the five propaganda techniques generally used in advertisements.
Give definition and examples of each.
- Bandwagon: persuading people to do something
because others
are doing it.
- Testimonial: using the words of a famous person to persuade you.
- Transfer: using the names or pictures of famous people, but not direct
quotations.
- Repetition: the product name is repeated at least four times.
- Emotional words: words that will make you feel strongly about someone or
something.
Have students recall any commercials they can think of. Have a
discussion on what type of propaganda technique was used.
After addressing the discussion questions, students
will choose one technique and find ads that display that technique.
They will go on-line to
the suggested sites and take screen shots of the ads, transfer the shots to
Power Point and tell which they liked each ad. (They may use text or narrative
in Power point). Then they explain which technique is used.
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Resources
Advertising Jingles - Food and Drink
American Food Century
The Cola Wars
Noid Search '99
Tootsie TV Spots
Topher's Breakfast Cereal Character Guide
Mentos
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Evaluation
Students will fill out an evaluation of what they
learned from the assignment and both email and print their comments.
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Conclusion
Every day we are bombarded with advertisements. As critical thinkers, we
need to be aware of the subtle ways ads enter our consciousness and the subtle
ways we are affected in what we purchase and even what we believe. The many
forms of media are used in various ways to influence our decisions.
After completing this WebQuest, you should be better able to evaluate when
and where and how someone is attempting to influence your decisions. Instead of being
brainwashed by the media, you now have the skills to make sensible decisions
about what you purchase and what you believe.
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Extension
Students search the Internet to find either an
audio, visual or animated an ad that illustrates each technique. Taking the
amount of time available into account, each student could find an example for
all of the techniques. Students copy and display the examples on Power Point.
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State Standards
TECHNOLOGY EDUCATION STANDARDS
(adopted 9/25/00)
ESSENTIALS (Grades 4-8)
State Standards
•
1T-E2. Demonstrate increasingly sophisticated operation of
technology components
See: Arts {Music} (1AM-E9-10), Mathematics (1M-E6, 2M-E1),
Science (1SC-E2)
and Workplace Skills (7WP-E1)
PO 2. Retrieve and save information remotely (e.g., network
servers, Internet, Intranet,
peripheral devices)
STANDARD 2: SOCIAL, ETHICAL AND HUMAN ISSUES
•
2T-E2. Exhibit legal and ethical behaviors when using
technology and information and
discuss consequences of misuse
PO 1. Follow the rules for deciding when permission is
needed for using the work of others,
(e.g., some sites specify whether permission is required or
not, some work is in
public domain)
Students understand the social, ethical and human issues
related to using technology in their
daily lives and demonstrate responsible use of technology
systems, information and software.
STANDARD 3: TECHNOLOGY PRODUCTIVITY TOOLS
Students use technology tools to enhance learning, to
increase productivity and creativity, and to
construct technology-enhanced models, prepare publications
and produce other creative works.
•
3T-E3. Publish and present information using technology tools
PO 1. Design and create a multimedia presentation or Web
page using multiple digital
sources (e.g., from camera, video, scanner, CD-ROM,
Internet)
PO 2. Publish or present the above production (See
Technology 4T-E2, PO1 or 4T-E3)
•
3T-E4. Use technology tools to support system analysis and
modeling
STANDARD 4: TECHNOLOGY COMMUNICATIONS TOOLS
Building on productivity tools, students will collaborate,
publish, and interact with peers, experts
and other audiences using telecommunications and media.
ESSENTIALS (Grades 4-8)
Students know and are able to do all of the above and the following:
•
4T-E1. Use telecommunications efficiently and effectively to
access remote information
and communicate with others in support of facilitated and
independent learning
See: Language Arts (W-E3-E6)
PO 1. Communicate independently via e-mail, Internet,
and/or videoconference with people
in a remote location (For Internet
safety see Technology 2T-E1)
•
4T-E2. Use technology tools for individual and collaborative
writing, communication
and publishing activities to create curricular related
products for audiences inside and
outside the classroom
See: Language Arts (W-E2-E7, LS-E)
PO 1. Plan, design and present an academic product using
technology tools (e.g.,
multimedia authoring, presentation software, digital
cameras, scanners, projection
devices)
•
4T-E3. Collaboratively use telecommunications and online
resources
See: Arts {Theatre} (2AT-E1) and Social Studies (1SS-E8,
PO2, grades 6-8)
(For Internet safety issues see Technology 2T-E1)
PO 1. Request collaborative exchanges among people in local
and/or remote locations
(e.g., e-mail, online discussions, Web environments)
PO 2. Communicate electronically to collaborate with
experts, peers and others to analyze
data and/or develop an academic product (e.g., e-mail,
discussion group,
videoconferencing)
PO 3. Present an academic product to share data and/or
solutions (e.g., Web site,
multimedia presentation, video)
•
4T-E2. Use technology tools for individual and collaborative
writing, communication
and publishing activities to create curricular related
products for audiences inside and
outside the classroom
See: Language Arts (W-E2-E7, LS-E)
PO 1. Plan, design and present an academic product using
technology tools (e.g.,
multimedia authoring, presentation software, digital
cameras, scanners, projection
devices)
•
4T-E3. Collaboratively use telecommunications and online
resources
See: Arts {Theatre} (2AT-E1) and Social Studies (1SS-E8,
PO2, grades 6-8)
(For Internet safety issues see Technology 2T-E1)
PO 1. Request collaborative exchanges among people in local
and/or remote locations
(e.g., e-mail, online discussions, Web environments)
PO 2. Communicate electronically to collaborate with
experts, peers and others to analyze
data and/or develop an academic product (e.g., e-mail,
discussion group,
videoconferencing)
PO 3. Present an academic product to share data and/or
solutions (e.g., Web site,
multimedia presentation, video)
PROFICIENCY (Grades 9-12)
Students know and are able to do all of the above and the following:
•
4T-P1. Routinely and efficiently use online information
resources to meet needs for
collaboration and communications
See: Language Arts (W-P2-6) and Workplace Skills (1WP-P5)
PO 1. Using criteria for research in Standard 5, create an
end product (e.g., multimedia
presentation, publication, Web page) to disseminate the
information
•
4T-P2. Manage and communicate personal and professional
information utilizing
technology tools and resources
See: Language Arts (W-P2-6) and Workplace Skills (7WP-P1,
1WP-P3)
PO 1. Plan and present a product appropriate to the task
STANDARD 6: TECHNOLOGY AS A TOOL FOR PROBLEM SOLVING AND
DECISION-MAKING
Students use technology to make and support decisions in
the process of solving real-world
problems.
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