Classroom Resource

Why Don't They Show Old Commercials on Television?

Subject Area

Arts Education

Grade(s)

4, 5, 6

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.   

Arts Education (2017) Grade(s): 4 - Media Arts

AE17.MED.4.11

Identify, describe, and explain how messages are created by components in media arts productions.

Unpacked Content

UP:AE17.MED.4.11

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?

Skills 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.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 4 - Media Arts

AE17.MED.4.12

Identify, describe, and explain how various forms, methods, and styles in media arts productions manage audience experience.

Unpacked Content

UP:AE17.MED.4.12

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?

Skills 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.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.1

Present original ideas and innovations for media arts products, utilizing personal experiences and/or the work of others.

Unpacked Content

UP:AE17.MED.5.1

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

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?

Skills 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.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 5 - Media Arts

AE17.MED.5.12

Identify, describe, and differentiate how various forms, methods, and styles in media arts productions manage audience experience.

Unpacked Content

UP:AE17.MED.5.12

Vocabulary

Differentiate
Message
Meaning
  • subtext

Components
Experience
Interpretations
Intention
Consider
Context
Criteria
Evaluating
Constructive

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?

Skills 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.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 6 - Media Arts

AE17.MED.6.1

Generate variations of goals and solutions for media arts products, utilizing chosen creative processes.

Unpacked Content

UP:AE17.MED.6.1

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

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?

Skills 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.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Link to Resource
https://wonderopolis.org/wonder/why-dont-they-show-old-commercials-on-television

CR Resource Type

Learning Activity

Resource Provider

Wonderopolis
Accessibility
License

License Type

CUSTOM

Custom License Type (URL)

https://wonderopolis.org/pages/legal-privacy

Approved Date

ALSDE LOGO

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