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2 Classes General Music (Grades 6-8) Overview In this unit, students will examine how producers of advertising jingles use the power of music to influence our purchasing decisions. Students will study several ad jingles, discuss and explore their respective elements, and use that knowledge to develop a jingle of their own. Standards 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. CREATING MUSIC: Composing and arranging music within specified guidelines. EX6.4.1 Compose short melodic and rhythmic patterns for voice or instruments within established guidelines. RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the arts. EX6.8.3 Identify music related to a contemporary event or topic such as Black History Month and explore interdisciplinary connections that involve music performance, dramatization, related art, reading, writing, and other potential activities. Resources Student Response Form Access to a laptop, netbook, or desktop computer for each group Finale Notepad (music writing software) Online Resources http://money.howstuffworks.com/commercial-jingle.htm/printable http://www.ehow.com/about_4679389_commercial-jingles.html http://www.howtodothings.com/hobbies/a4312-how-to-write-a-jingle.html Video Examples of Jingle Elements http://www.youtube.com/watch?v=l8uXH7yCKi4 http://www.youtube.com/watch?v=tkVXBHnHXr8 http://www.youtube.com/watch?v=HSLLe7s9h6g http://www.youtube.com/watch?v=mLRhsxJ8_GE http://www.youtube.com/watch?v=JUQD2KIhSR0&feature=related http://www.youtube.com/watch?v=PZE1zfVaJR0 http://www.youtube.com/watch?v=sUUQm31NO6I http://www.youtube.com/watch?v=lDu5c73OHFY Video Camera or Voice Recorder for each group http://www.purple-planet.com/ (Free Music to include as part of jingle) http://www.jamstudio.com Jingle Rubric (last page of this document)
Theory to Practice “Media literacy empowers people to be both critical thinkers and creative producers of messages using image, language, and sound" (Ellis, 2005). “While more young people have access to the Internet and other media than any generation in history, they do not necessarily possess the ethics, the intellectual skills, or the predisposition to critically analyze and evaluate their relationship with these technologies or the information they encounter” (Jacobs, 2010, p. 139). Our society is subconsciously influenced by media on a daily basis. This project was designed to provide students an opportunity to understand both as a producer and a consumer of media the impact advertising techniques have on our purchasing decisions. The language of media has to be presented to these students just as much as written and spoke language has been presented. In this unit, students will have the opportunity to dissect those elements used in advertising jingles, analyze how they are used to influence consumers, and create their own original jingle to synthesize their new knowledge. Resources/Technology Needs Before beginning the unit, be sure to check all online resources to be sure they are available using your classroom technology. If possible, have enough video or voice recorders for each group. However, it is possible to do this project with less, but it will require groups to take turns, and it will take more time to develop. If doing audio only, digital recorders are best, but an “old school” cassette recorder will do in a pinch. Student Objectives The students will: activate prior knowledge of advertising jingles, learn terminology of advertising jingle elements, compose an original advertising jingle, record an original advertising jingle. Activities Day 1 1. Activate students’ prior knowledge of commercials by asking them, “What commercials do you remember seeing recently? How many of these commercials included music?” Invite volunteers to sing jingles they remember. 2. Based on student examples, list elements that commercials use to keep their products memorable on the board, smart board, or through your presentation station. 3. Distribute student response forms to each student. Show students examples of commercials. (You can use the ones listed in the resource section, or you can choose your own selection of commercials). Ask students to place a tally mark next to each element as they recognize them in the commercials. 4. Break students into groups of 2, 3, or 4 depending on the number of students in class and the number of resources available to the class. Be sure to group students into multi-ability groupings of special needs, ESL, and gifted students. Tell them to choose a real or imaginary product for which they would like to write jingle lyrics. 5. Give the students the rest of class to compose their jingle. 6. Before students leave, let them know they will have an opportunity to perform original music to their ad, so they should bring in anything they may need (such as a guitar) to perform if they wish. Day 2 1. Introduce students to http://www.purple-planet.com/. Explain that the music at this site has been provided, because the composer has written these with educational usage in mind. We have permission to use this music as long as we give credit to the composer without infringing upon copyright law.
2. Provide each group with access to a computer and video or audio recorder. Students need to set their lyrics to a musical example from the website and record their original jingle. (Students can also create original music for their accompaniment). 3. Allow students to play their compositions for the class if time allows. Assessment Strategy Throughout the process of the jingle creation, the instructor will observe how well each group member contributes to the overall product. This will be reflected on their jingle rubric (see last page of this document). Using this rubric, the instructor will also evaluate the student response sheet for identification of advertising jingle elements as well as the recording of their original jingle. Strategies for UDL Gifted – Students will also be given the opportunity to compose their own composition using finale notepad, www.jamstudio.com, or any other means available to the students to compose their accompaniment. For example, a guitar player could bring in their instrument to perform a live accompaniment to their original lyrics. This will not be required, but time and resources will be made available to support students in this endeavor. Extra credit will be offered to any group taking this route. ESL – Students will be offered extra credit if their group performs a translation of their jingle in a second language (even if the translation is provided by a native English speaker in the group who speaks a second language). This will be presented to the class as an opportunity to increase profits for the product based on a larger demographic. This will allow ESL students an opportunity to see their language skills as an asset rather than a deficiency. Given the multi-ability group of the class, ESL students will receive support from their peers, as well. Special Needs – Special needs students will be offered the same accommodations and support as outlined in their IEPs. Given the multi-ability grouping of the class, some of this support will be offered by their peers. However, each member will be expected to contribute to the final product to the best of their ability. Student Example Follow link for example: http://dl.dropbox.com/u/586224/Cataclysm.WMA (Original lyrics and music by Jason Krug. Performed by Jason and Ellen Krug). References Ellis, K. (2005, July 13). Students evolve from consumers to critics and creators. Edutopia, Retrieved from http://www.edutopia.org/media-literacy-skills Jacobs, H. H. (2010). Curriculum 21: essential education for a changing world. Alexandria, VA: ASCD, pp. 133-152. Scott, L. M. (1990). Understanding jingles and needledrop: a rhetorical approach to music in advertising. The Journal of Consumer Research, 17(2), 223-236.
Name: _______________________________ Fellow group members: _______________________________ _______________________________ _______________________________
Place a tally mark for each time you hear an example of the following:
Product Name Assonance (Repeated Vowels) Alliteration (Repeated Consonants) Puns Repetition Rhymes Onomatopoeia Hyperbole (Extreme Exaggeration) Simile and Metaphor Creating an Image Listed Attributes Product Name (Remember, it can be real or imaginary). _______________________________________________________________________ Lyrics (These can be placed on the lines below, on the back of this sheet, or on a separate sheet stapled to this worksheet. Remember to use at least 5 of the elements above in your jingle). _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _____ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ___
_______________________________________________________________________ _Credits (Did you use someone else’s music for your accompaniment? If so, list the composer here). __________________________________________________________ _______________________________________________________________________
CRITERIA Advertising Element Identification Original Jingle Composition Jingle Performance Collaboratio n Exemplary- 5 pts. The student correctly identified each of the elements throughout the jingle examples. The student composed an original jingle including at least 5 advertising elements. Student performance of original jingle was wellplanned and executed. Student worked well with their teammates, contributing to the overall product. +3 Bonus – Original composition for accompaniment
Student Name ___________________________ Date ___________________________
Proficient – 3 pts. The student identified some of the elements in some of the jingle examples. The students composed a jingle including at least 3 advertising elements. Student performance of original jingle was executed with a few “snags.” Student contributed to the overall product. +3 Bonus – Jingle presented in more than one language
Needs Improvement – 1 pt. The student struggled with correctly identifying elements in the jingle examples. The student completed the project, but the jingle lacked originality or was missing most of the advertising elements. Student performance of original jingle was sloppy and/or disorganized. Student did little to contribute to the group. Total