Designing an Engaging Assignment using a Video Clip: A lesson plan by Kimberly Law and Deb Kantor
Assigment Title: Rewrite the Message
Annotation: This lesson will enable students to become aware of the influences of various messages, such as those in advertisements, and how and why messages are re-worked to create a new message, such as in political campaigns. Students will focus on the various ways original messages can be reconstructed to create a new message using the same concept or theme. Video clips that share a common theme or message will be shown to the class to help students’ understanding of the concept of re-writing messages. To engage the students with the concept, they will be asked to analyze and define the links between the materials and then create their own re-writing of a message like the examples shown. This assignment would be appropriate for students in 9th to 12th grade. The material could be used in many class settings including but not limited to: English, Literature, Film, Government, History, and Social Studies and Technology.
Videos:
Metropolis clip
1984 Apple-McIntosh Commercial
Hillary/Obama Clip
Procedures:
1. Without explanation, show the class the Hillary Clinton/Obama video clip. Ask the students to think about the clip and what they think it means. Allow time for class discussion. Create historical references with video clips from Metropolis and an Apple Computer commercial. Discuss who controls the message and how the message can be re-worked.
2. Students will be asked to examine pop culture and find links to previous works, in order to understand how messages can be changed and altered. The final step is to choose a classic scenario and use it as inspiration in creating a new message. This refers back to the novels Brave New World, 1984, and any units that study visual literacy. This group assignment for 2-3 students. Students are free to define their role in the assignment.
3. A. Show first clip – Hillary/Obama ad
B. Allow time for reflection
C. Discuss the meaning
- What do you think the message of this video is
D. Show other clips
E. Give historical context
F. Class discussion on pop culture and re-worked message
- How have messages changed?
- What are the influences?
- Why did the Obama supporter choose the Apple Ad for his message?
- How does changing the message affect society?
G. Break into small groups and work independently until end of class.
- Students should brainstorm ads and classical works looking for links
- If the class room has computers, students will be allowed to use the internet to facilitate their research
H. Students will complete the project in subsequent classes using the examples they chose
4. Final project will contain:
- a visual/digital medium in a format of their choice
- prepare pre-notes indicating their work during their brainstorming process
- Post-notes itemizing their role in the project
- short essay explaining their message (about 1 or 2 pages) and why they made the choices exhibited in the visual project.
Narrative: We see how original messages can be re-written with a new purpose as when the Apple commercial changes into an Anti-Hilary campaign spot. Demonstrate that you understand the concept by finding a message, such as one in an advertisement, and re-write it using a similar theme but delivering a different message. Begin the project by brainstorming with your group:
Look at advertising in various mediums
Search the internet including YouTube and promotional websites
Use television and advertising
Examine popular culture and what influences you and your friends
Think about the messages in your favorite music
Explore the resources at the library, in your home and on the internet
in your search for an original message
If you are unsure about anything please ask me.
Now your task begins to create a new message that uses the original as a foundation. Include pre-notes explaining your brainstorming process and the ultimate goal of your project. Your group can re-write the message into anything school-appropriate as long as you connect the new message to the original and explain why you choose the theme of the first to illustrate the new meaning.
The visual/digital medium in which your group decides to rewrite the message is up to you, but effort and creativity will be considered for the final project grade. The possibilities are endless. For example, if you are re-writing a commercial, you could use Windows Movie Maker or iMovie to make your own commercial. If you are artistic, you could draw out a billboard similar to a print advertisement but showing your message. PhotoStory and PowerPoint may also be used.
When you are done with the project, everyone will individually write post-notes describing your role and contribution to the group and if you feel the goal stated in the pre-notes was achieved and why. Additionally, as a group you will be turning in a brief essay of about one or two pages that explains your group’s message and how and why it connects with the original video.
5. There will be a rubric provided that details the expectations. The rubric will include the following
Categories: Effort, Analysis, Creativity, Attention to Detail
Adapting the Assignment:
Extension: Students already familiar with the concept can expand their final project to include more examples such as film and other advertisements. They can create a short film or advertising campaign based on their research, the students would provide a deeper analysis of the concept.
Remediation: For students challenged by the assignment, the instructor could provide more examples and increase class discussion. The examples should reflect varied messages and be choose to meet the class ability.
Timeline: Students will be allowed two weeks for this assignment.
Primary Learning Outcome: This lesson will strengthen students’ analytical skills. Students will develop a greater understanding of the links between pop culture and classical works.
Assessed GPSs:
ELA11LSV2
The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.
When responding to visual and oral texts and media (i.e., television, radio, film productions, and electronic media), the student:
ELA11W2
The student demonstrates competence in a variety of genres.
The student produces narrative writing that applies polished narrative strategies acquired in previous grades, in other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques.
The student produces expository (informational) writing to explain an idea or concept and/or convey information and ideas from primary and secondary sources accurately and coherently; the student:
ELA11W3
The student uses research and technology to support writing. The student
a. Formulates clear research questions and utilizes appropriate research venues (i.e., library, electronic media, personal interview, survey) to locate and incorporate evidence from primary and secondary sources.
