A3@M2 #5 – ADVERTISING CHILDREN’S VOICES


Let’s tell the world about our town!

Aim

  • To develop critical thinking skills about advertising and the media
  • To practice creativity and communications skills
  • To develop ideas on how to promote children’s human rights
  • To deepen understanding about human rights

Source of the activity

Derived from “COMPASITO”

Type of activity

Storytelling, drawing, writing

Competences targeted by the activity

  • Openness to cultural otherness
  • Self-efficacy
  • Civic mindedness
  • Autonomous learning skills
  • Analytical and critical thinking skills
  • Skills of listening and observing
  • Linguistic, communicative and plurilingual skills
  • Knowledge and critical understanding of the self
  • Knowledge and critical understanding of language and communication
  • Knowledge and critical understanding of the world

Overview

Children develop a TV advertisement for children’s intervention of regeneration intervention in the town/district

Materials

  • Paper and art supplies

Group size

1 class

Time needed

120-180 minutes

Preparation

  • If possible, arrange video equipment to record the advertisements

Step-by-step instructions

  • Divide children into groups of three or four. Explain that their group has been asked to advertise their intervention of regeneration at school. They will make an advertisement for television that lasts from one to three minutes that makes people aware of and/or understand that work.
  • Ask children to describe some advertisements on TV that have caught their attention. Brainstorm features of good advertisements (e.g. clever phrases, sound effects, music, humour, serious message).
  • Discuss the audience for their advertisement. Is it aimed at children, parents, teachers, the general public or all of these? Discuss ways in which the advertisement can be made attractive to their chosen audience.
  • Explain that each group should choose an aspect of the intervention they want to advertise and the audience(s) they want to address. Ask someone from each group to report their right to you, and what audience they have decided upon.
  • Once groups have chosen the work, they should develop an idea to advertise it. Encourage them to consider many different ways to present the work (e.g. a story that they act out, a song they sing, a cartoon for which they draw the storyboard). Remind them that this will be a video for TV so it should be visually interesting and have action, not just ‘talking heads’. It should not be too complex to be presented in less than three minutes.
  • Circulate among the groups to monitor their progress. Once a group has completed its advertisement, ask them to give it a title and begin to practice.
  • When all the groups have planned their advertisements, bring the whole group together to share their ideas and get feedback from others. Ask each group to explain their work, their audience, and their ideas. If they are ready, they may try to perform it as well. After each description or performance, encourage constructive suggestions and feedback, asking questions such as:
    • Will this idea appeal to the chosen audience?
    • Will it get the idea of the work across clearly?
    • Do you like about these ideas?
    • Can you offer any suggestions for improvement?
  • Give the groups time to improve and practice their advertisements.
  • Ask each group to present their advertisement and plans to each other.

Debriefing and Evaluation

  • Debrief the activity, asking questions such as:
    • Were any parts of this activity especially challenging? Especially fun?
    • Did you learn something about how advertisements are made?
    • Was it hard to think in images rather than just words?
    • Was it hard to think about how to reach a particular audience?
    • Are advertisements always positive? Why or why not?
    • What did you learn from the other storyboards?
    • Will this activity change the way you look at TV?
  • Relate the activity to human rights, asking questions such as:
    • Why did your group choose that particular aspect of the activity?
    • Why did your group choose that particular aspect of the activity?
    • What kind of reaction or action do you think your advertisement would produce?
    • Is a TV advertisement a good way to send people a message about your regeneration activity? Why or why not?
    • Did your advertisement involve other issues besides the one you focused on?
    • Who needs education about children’s human rights?

Tips for the teacher

  • This is a complex activity that may challenge children to use new skills (e.g. writing dialogue or songs, developing a story board). The teacher needs to monitor the children’s progress carefully, helping them keep on track.
  • Some groups will move faster through the process than other. If a group has completed one task, give them instructions individually for the next step. Give them plenty to time to practice and to revise after feedback.
  • Use the activity to encourage critical thinking about advertising and its purposes.
  • Use the activity to practice giving and receiving constructive criticism.

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.