 |
  |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
|
||||||
| Procedure | ||||||
| The actions of students and teachers and the interactions among and between students and teachers: | ||||||
|
 |
|
||||
In this Learning Experience, students analyze advertising for alcohol and tobacco products and create parodies of ads.
Student Work: Sample Ad Parody
What Teachers and Students Do
Lesson 1
Divide the class into five groups. Prepare large sheets of chart paper by writing one of the suggested prompts at the top using a different color marker for each.
Suggested prompts:
- Reasons Why Teens Smoke
- Reasons Why Adults Drink Alcohol
- Reasons Why Teens Drink Alcohol
- Reasons Why Adults Smoke
- Magazines Teens Like
Post these around the room. Give each group one of the markers. At a signal from the teacher, each group will begin at one of the newsprint sheets and brainstorm responses to the prompt. At a signal from the teacher (after 2 minutes), the groups rotate to the next station, and respond to the prompt using their marker. Continue until the groups return to their starting point. Each group then takes the newsprint to their table and discusses the lists briefly. Each group then summarizes the sheet for the class.
Discuss:
What are the most common reasons teens drink? Smoke?
What are the most common reasons adults drink? Smoke?
Compare these. Are they the same? Different?
Label on the chart paper the internal influences by circling them in a contrasting color. Examples of internal influences may include curiosity, likes/dislikes, desires (to "fit in", to relax, to "be cool", etc.), or fears. Using another contrasting color, put an X in front of the external influences. Examples may include culture, parents, peers or friends, role models (celebrities, athletes, etc.) setting or location, media or advertising. (Save these lists to use as references for following lessons.)
Introduce the handout Advertising Appeals. Relate the ad appeals to the reasons adults and teens drink/smoke (i.e. Bandwagon=need to fit in). Discuss how different ads (external) target certain internal influences in the consumer. Discuss how advertisers place ads in certain magazines to target certain groups (i.e. sports magazines=young males, fashion magazines=young females).
Group Activity: Each group uses a variety of magazines (or ads can be pre-selected by the teacher or students) to select one ad that matches each ad technique. Post these on the bulletin board to provide a reference area for lesson 2.
Lesson 2
Initiating Activity: Students complete the handout Warm-Up (Advertising Slogans) (3-4 minutes). Discuss the power of advertising by pointing out that this activity is easy to complete even if we don’t purchase the product mentioned.
Review the advertising techniques from Lesson 1. In small groups, students analyze a sample ad using the Group Ad Analysis Worksheet. Discuss by having each group report their findings to the class.
Lesson 3 (2 days)
Ad Parody Assignment: Using the handouts Assignment: Ad Parody Poster and Ad Analysis, students individually make a parody of a tobacco or alcohol ad and complete an analysis of the ad. Each student uses the Ad Parody Scoring Rubric to rate his/her own parody when completed, and has the parody peer-reviewed using the rubric. The rubric is explained thoroughly to students prior to the start of work, and the class together uses the rubric to rate work from previous classes so they are familiar with the process and can identify different levels of competence.
Lesson 4
"Sports Day"
Describe the health behaviors of participants in common sports. What behaviors help them to be the best in their sports? What behaviors would damage or hinder their performance? Brainstorm lists of effects of tobacco and alcohol on the body that would hinder or damage athletic performance.
Show videotaped segments of professional baseball game, Superbowl or other professional football game, or auto race. (Or, depending on the time of year, have students watch a pro sports event for homework.)
Discuss the following issues:
Why do companies advertise during sports programming and at sports stadiums?
Who watches these sports?
Who are the tobacco and alcohol companies trying to sell to?
What sports are most associated with tobacco or alcohol use?
What sports are least associated with tobacco or alcohol use?
Why do you think these differences exist?
Are there similarities and differences in the types of tobacco and alcohol messages associated with different sports? Why do you think these exist?
Lesson 5
"At the Movies"
Initiating activity: Discuss students/ movie or video-viewing habits. What is your favorite movie? Why? Do you have a favorite movie star? Why?
Show the video Smoke Screeners (See Resources in this Learning Experience). Discuss the following:
What were the main messages?
What do you think about actors/actresses smoking in movies? Could they be doing something else instead? If so, what?
What are some other things that an actor can do to convey nervousness, power, attractiveness, etc.?
Is tobacco necessary for an actor’s portrayal of a character or to the movie in general?
Have your feelings about tobacco use in the movies changed after watching the video?
Did you learn anything new?
Movies often glamorize smoking, or make it seem normal, but don’t show the health risks. What are the health risks? What are the effects on a smoker’s appearance and physical performance?
Lesson 6 (2 days)
Working in small groups, students investigate one of the following topics using the library resources and the computer lab, and prepare a brief oral presentation for the class to report their findings.
Money spent on tobacco advertising and promotion
Tobacco industry advertising and promotion targets youth
Health effects of smoking on young people
Government regulation of tobacco company advertising and promotion
Tobacco use in the movies/television
Trends in teen tobacco use
Alcohol use in the movies/television
Trends in teen alcohol use
Lesson 7
Using information developed in the preceding lessons and their own research, ask students to choose an issue that they feel strongly about regarding tobacco or alcohol promotion and marketing to young people. They are to write a convincing letter urging that the company, agency, government entity, group, or person take some action that would promote health. Advise students to select an appropriate recipient for the letter, plan the letter thoroughly using the Letter Planning Organizer and back up opinions/requests with accurate factual information. Students have one class period to develop, plan, and begin working on their letters. Final copies are due in one week.
Lesson 8 (Optional)
Distribute the Questions for Reflection and share student responses. Note: Activities in this Learning Experience were used with permission from Media Sharp and Smoke Screeners.
 |