Persuasive Techniques - Commercials

Engage

Engage: Introduce/review persuasive techniques by showing a slide presentation with the definitions and photos/video clips of ads as examples for each. Discuss relative effectiveness of each approach for the purpose, given the assumed target audience. (Create one for use with the preferred definitions and upload to class website, or try others found on the web (i.e. http://www.myeslsite.com/Reading/ComprehensionExercises/Media%20Literacy/PersuasiveTechniques/AdTechniquesReading.htm; http://74.125.113.132/search?q=cache:clJdFhLdTsQJ:teachers.sduhsd.k12.ca.us/jloeffler/Persuasive%2520Techniques.ppt+persuasive+techniques+commercials&cd=3&hl=en&ct=clnk&gl=us&client=firefox-a (also available as a PPT)

Explore

Explain

Explain: Share your findings with the class. How does the target audience impact the selection of persuasive technique? How do word choice and visual images support or interfere with the message?

Elaborate

Elaborate:

Part I. Brainstorm/Background

Working in pairs, students will select an object from the supply bag which will be the ”product” featured in the advertisements. The final product will be a 30-second to one minute long commercial, using one of the persuasive strategies.

Students will need a computer equipped with an Internet connection and a fire wire card, video and sound editing software, and a digital video camera and (optional) sound recording equipment.

In pairs, discuss the following questions with your product in mind, and record answers. Be prepared to discuss responses with the rest of class.

1. Brainstorm a list of uses of your object. Who is the target consumer/audience for each?

2. Which persuasive techniques do you think will be the most effective with each group, and why?

3. Which techniques do you believe would be the least effective? On what do you base this conclusion?

Part II. Plan For Filming (review videos on video pre-production http://www.nortellearnit.org

After you have decided on your group’s “angle” and target audience, create a storyboard for the ad that lays out the script, stage directions, and visuals. Anything to be included in the commercial must appear in your storyboards.

Determine what kinds of props or costumes will be needed. Discuss set and lighting needs, and check in with the teacher about availability. Plan a schedule for shooting your video.

Part III. Video Production

Organize materials, props, slides, audio selections, etc.

Gain approvals for copyrighted audio, images, etc. and release forms from your talent.

Record your video and sound. Create slides/titles as needed. If using images graphics, or audio not created byu a member of the group, check the copyright on these materials to determine if they may be legally included.

Edit your project using available video editing software (i-Movie). Add or correct audio with Audacity or other available sound-editing software.

(Find music, clips, etc available for use under a Creative Commons License at: http://search.creativecommons.org/;

Download Audacity if audio editing is needed: http://audacity.sourceforge.net/download/ ;

check out audacity tutorial at

http://www.guidesandtutorials.com/audacity-tutorial.html ;

check out iMovie tutorial at http://www.apple.com/ilife/tutorials/#imovie)

Show your video to the class.

Evaluate

Teacher (creators, and class) will rate each ad based on relative effectiveness, using the following rubric.

Extend

Students are encouraged to consider the following ways to further develop or use their skills in this area.

Submit commercials to the school's broadcasting team (if it exists) to feature on the school feed during grade level lunches or announcements. Consider having students vote on their favorites, and those they consider to be the most effective.

Apply these technical skills and persuasive techniques to advertising for your school, team, or club events to create more effective promotional materials.