Lesson 2: What makes an effective television advertisement?

LESSON OBJECTIVES:

LESSON STRUCTURE:

Time Introduction: Teaching Approaches

10
minutes


Viewing a range of television advertisements

Toyota commercial:
http://www.youtube.com/watch?v=XZki5AX2ngs

Honda- the cog:
http://www.youtube.com/watch?v=_ve4M4UsJQo

Cadbury eyebrows advertisement:
http://www.youtube.com/watch?v=g0uWBog2Oi8




Engage: Step 1 of the 5
Es process

Time Main Content: Teaching Approaches


30
minutes






Class discussion about the features used in the Cadbury
advertisement
Use of colour: the clothing colours are the same as the
colours of a Cadbury block of chocolate.
Humour: comical eyebrow routine
Music: fast and lively, catchy, upbeat, the childrens
eyebrows move in time with the music
Cadbury logo: a glass a half full production is shown at
the beginning of the advertisement.
Picture of product: the Cadbury chocolate bar is shown
at the end with the slogan: a glass and a half full of joy

Analysing the key features of an advertisement
Students will be completing this task in their table
groups.
Each group will be assigned an advertisement which

Comprehension: Level 2
of Blooms Taxonomy
Explain: Step 3 of the 5
Es model
Text analyst: Luke and
Freebodys Four
Resources Model
Class discussion




Comprehension: Level 2
of Blooms Taxonomy
Explain: Step 3 of the 5
Es model
(Key Knowledge and Skills students should achieve in the lesson)

Students will observe a variety of television advertisements.
Students will identify several of the features used in television advertisements.
Students will analyse how advertisers attempt to persuade an audience to purchase their product
Unit/Topic: Media Studies and Advertising Lesson: 2 (Monday Lesson 7, week 2)

Big idea for the lesson:
Students will begin to understand the features of an effective television advertisement

Level: 7

they must analyse for the key features that are used.
Each group member must observe a different feature
of the advertisement and share their findings with their
group:
1. Slogans/Logos/Phrases
What are they?
Are they spoken or portrayed visually?
When are they presented in the advertisement?
How often do they appear throughout the
advertisement?

2. Music/Jingles
Is the music instrumental or vocal?
How does the music make you feel?
Is the music/jingle played throughout the whole
advertisement or only in particular sections?
What is the speed of the music?

3. Colour and visual elements
What colours are used?
Do the colours that are used have any connection to
the product?

4. Use of camera shots/angles and lighting
What different camera shots are used?
What different camera angles are used?
Does the lighting change at all during the
advertisement?

Text analyst: Luke and
Freebodys Four
Resources Model
Small group discussions


Time Conclusion: Teaching Approaches

5
minutes


Ask students to bring in 2 examples of product
packaging for the next lesson.



RESOURCES
(Include equipment required for class and/or for teacher preparation)






ASSESSMENT






Computer
You Tube resources
Overhead projector
Journal
PowerPoint presentation

There is no assessment for this lesson.