- identify propaganda techniques dominant in the culture
- realize how individuals can be manipulated
- make wise consumer choices
- create an advertisement using propaganda
- use several different intelligences to illustrate all of the above
- Bandwagon- persuading people to do something because others are doing it
- Testimonial- famous people are quoted
- Transfer- using the names and pictures of famous or very attractive people
- Repetition- product name and /or information repeated several times
- Emotional words- using words that bring out strong feelings
- Bodily-Kinesthetic: acting out television commercials
- Visual-Spatial: make collages
- Verbal-Linguistic: writing jingles and advertisements
- Social-Interpersonal: surveying students and relatives
- Musical-Rhythmic: composing jingles
- Logical-Mathematical: explaining why the product is a good choice
- Environmental-Naturalist: explaining what is good for conservation of resources
- Introspectve-Intrapersonal: testimonials: AIl will use this product because it helps me in this way
Propaganda Techniques by Phyllis Spangler
(Edited and slightly revised by Clifford Morris)
Monday: Discuss propaganda. Some types of propaganda are:
Students will use old
magazines to find examples of the above 5 and cut them out to create collages.
They will work in groups and assign each of the 5 groups one type of propaganda.
Homework will consist of watching television commercials and listen to
radio commercials. Finally, they will write up the name of ten (10)
product and which kind of propaganda that is being used for each.
Tuesday: Students will discuss commercials
Which of the commercials did they like?, Hate?, Why?, and Which type of propaganda was used? Volunteers will act out some of the hated ones, followed by a discussion. Homework will consist of completing a simple survey whereby the students will ask their peers and adults which commercials they like and which one they detested.
Wednesday: Discuss results of survey
Project: Create or improve an existing product. Decide which type of propaganda you will use. You may work with a friend or on your own. Once you have decided on a topic, you must "sell" it to the class via commercials. Think about what makes a good advertisement. You may sell it with a magazine layout, a radio jingle, or a television commercial. Radio jingles could be recorded and played, and the television commercial could be taped and then presented to the class. Magazine advertisements could be presented and explained.
Thursday: Work on the advertisements and decide on a form of assessment
The class members will discuss
grading and decide on specific criteria. All of the project will
be worth two (2) grades. Students will grade each other. As
the teacher, I will also grade each student. This is one possible
assessment procedure.
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|
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| Was the presenter
Well Prepared? (Was all of the necessary information included?) |
. | . | . | . |
| Was the advertisement appealing?
(Interesting, Catchy, Colorful) |
. | . | . | . |
| Strong presentation
(Loud, clear, and persuasive) |
. | . | . | . |
Friday
Work on advertisements and be ready to present on Monday. Allow three or four days for presentations, depending upon size of class.
How the eight different intelligences will be approached
Reflections
This project lends itself to the use of several different intelligences. I taught it last year as kind of a "trial" but it definitely needed some fine tuning. When I learned about the multiple intelligences, I realized the project would be a good one on which to experiment. This year I will assign each type of propaganda to a group and set up stations around the room for each. Then will encourage their sharing advertisements. As well, I also limited the presentations to a poster last year. Next time, I will give them several choices: to write a radio ad with jingle, to perform a television advertisement via video tape, and to create and present a magazine advertisement. I found that the students have some very definite ideas about what makes a good advertisement. I allow them to come up with the criteria for assessing and to let them grade each other. It was very important to them that the grade be given in private. Next time, I will make a checklist for the assessment.