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1Teaching Drama · Autumn term 1 · 2015/16www.teaching-drama.co.uk
KS3/4IntroductionThis scheme of work explores the use of persuasion and manipulation of advertising in the medium of film. Students will briefly explore other areas where manipulation and persuasion are found; use of language and images; camera shots and angles; storyboard and script.
This scheme is intended to be delivered to KS3 and KS4, and could be adapted as a media unit of work. The overall objective is to give students a greater understanding of how persuasion and manipulation work, and to produce their own complete advertisement lasting 30 seconds.
Learning objectivesBy the end of this scheme students will have learnt:
f To explore persuasion, manipulation and advertising f To demonstrate an understanding of how language and imagery is used to persuade and manipulate
f To know and understand the processes of devising for film f To communicate a message to an audience f To recognise and use drama strategies, mediums and elements f To understand and demonstrate how to develop own and others’ work f To assess own work and work of others.
Lesson 1: Persuasion and manipulationLearning objectivesBy the end of the lesson students will have learnt:
f How professionals persuade people to buy through advertising f To demonstrate understanding of manipulation and persuasion techniques.
Starter activityObjectivesResource 4, slides 1, 2 and 3. Discuss with students what the purpose of an advertisement is (Resource 4, slide 4).
Resource 2. Show students examples of filmed advertisements. Ask them to select four adverts and mark the boxes with a tick for each question when they notice that the answer ‘Yes’ applies (Resource 1, p. 4). This should then lead to a short class discussion where students share the data that they have collected.
Discuss Resource 4, slides 5, 6 and 7.
TaskResource 4, slide 8. Students should list five things that they have been persuaded or manipulated to buy or do in the last four weeks (Resource 1, p. 5).
Discuss the following questions: f How many of those things did you really want? f How were you persuaded or manipulated? f If you didn’t really want to do or to buy any of the things you listed, why did you do it/buy it?
Resource 4, slides 9 to 11.
Main activity: ImproviseResource 4, slide 12. In groups of 4 to 6, students should improvise a drama that demonstrates a situation where someone is manipulated or persuaded to buy or do something. They should consider the following:
f Guilt f Intimidation f Appeal to ego
Depending on the class size, teachers may find that Lessons 4 and 5 require more time than the average school lesson length for students to be able to complete all the tasks needed to produce a filmed 30 second advertisement by Lesson 6.
ResourcesAll the text used is listed in the Resources section numbered 1 to 4 at the end of this scheme. Resource 1 is a student booklet that can be used:
f To consolidate learning f To check what the student
understands of the work covered f To set homework tasks f For teacher assessment of the
student f For students’ self and peer
assessment.
Resource 1 can be used as part of the plenary at the end of a lesson.
Key words: f Improvise f Advertisement f Persuasion f Manipulation f Freeze frame.
Resources f Resource 1, pp. 4 to 7 f Resource 2, UK TV adverts f https://www.youtube.com/
watch?v=hG0ZXD89Bq0 f Resource 4, slides 1 to 12.
Katherine Noble took up teaching in a secondary school after spending time practicing drama and acquiring her Actor’s Equity card. Her focus over the last ten years has been the responsibility of creating and delivering drama to KS3 and KS4.
PersuasionKatherine NobleKS3/4
2Teaching Drama · Autumn term 1 · 2015/16www.teaching-drama.co.uk
Scheme of work|KS3/4 f Fear f Curiosity f Desire to be liked f Love.
PlenarySelect groups to demonstrate their improvised plays.
Ask the class for a response to the following: f How do advertisers persuade people to buy through advertising? f Name a way that somebody can be manipulated.
Students should complete pp. 6 and 7 of Resource 1.
Lesson 2: StoryboardLearning objectivesBy the end of the lesson students will have learnt:
f To understand what a storyboard is f To devise a storyboard based on an initial product brief f To present ideas and persuade a ‘company’ panel.
Starter activitiesRecap Lesson 1.
The briefResource 4, slide 13, present objectives.
Resource 4, slide 14. Students are to promote one of the following products through a 30 second film advertisement:
f A packet of mints f An apple f A pair of shoes.
Students will need to decide how they will persuade or manipulate a film audience into buying the product.
In groups of 4 to 6, students should choose a product, discuss and mind map ideas. They should refer to the tick box list from Resource 1, p. 4, which they completed in Lesson 1, to help them decide what they want to include in their advertisements. A mind map can be produced on p. 10 of Resource 1.
Questions they could mind map: f What is the product? f Who is the target audience? f What is the message that the target audience would respond to? f What persuasive words would the target audience respond to? f What images would the target audience respond to?
Main activityStoryboardResource 4, slide 15. Model an example storyboard to students using the template in slide 15 of Resource 4.
Students should apply ideas for a storyline that include the elements from the mind maps. They should devise a storyboard that shows the key moments and images of their storyline/advertisement idea. Resource 1, pp. 8 and 9.
Students should consider using one of the following manipulation techniques: f Guilt f Intimidation f Appeal to ego f Fear f Curiosity f Our desire to be liked f Love.
Students should use frame 6 to show the last scene that they plan the audience would see. Students should have a clear message that they want the intended audience to get from their advertisement.
Company panelEach student should present and discuss their individual storyboards to members of their group. The students who are not presenting their work will act as the product company panel. After all the storyboards have been presented, student
HomeworkStudents should complete Resource 1, to p. 7.
Key words: f Storyboard f Devise.
Resources f Resource 1, pp. 8 to 10 f Resource 4, slides 13 to 15.
3Teaching Drama · Autumn term 1 · 2015/16www.teaching-drama.co.uk
Scheme of work|KS3/4groups will discuss and democratically select one storyboard to work on. Students can then go on to develop the ideas from the chosen storyboard further.
Students should then complete p. 11 of Resource 1.
PlenaryEach group should present their chosen storyboard to the rest of the class.
Ask the class for a response to the following: f What is a storyboard used for? f How were you persuaded to choose the storyboard of your group?
Lesson 3: ScriptLearning objectivesBy the end of the lesson students will have learnt:
f To develop story and characters from the storyboards f To interpret the assignment through drama f To challenge ideas and contribute ideas sensitively f To work as a group to put together a short script f To communicate a message.
Starter activityRecap Lesson 2: Resource 4, slide 14.
Resource 4, slide 16. Resource 1, pp. 8 and 9 of the storyboards chosen in Lesson 2.
Designate rolesIn the same groups as Lesson 2, students need to collaborate and organise themselves to designate roles. Students should discuss what they think they will need to produce their storyboard ideas. Every student should be occupied in the group tasks all the time.
f Do they need a voice over? f Do they need any actors, non-speaking and speaking? f What technical roles do they need? f What artistic roles do they need? f Can students take on more than one role?
Main activityImprovisationResource 4, slide 14. Every student in each group needs to have the same script by the end of the lesson. Resource 1, pp. 12 and 13, should provide enough space for a scripted 30 second advertisement.
In the same groups as Lesson 2, students should improvise their advertisements while adhering to the outline on their group’s chosen storyboards. If they feel anything is not working, now is the time to make changes and play with ideas. Once they are happy with their action and dialogue, they should time it and record it as a script. They should include in the script if used: where the action is, what the action is, the dialogue, voice over, music and still image clips, etc. in the order that they take place.
Students should keep in mind: f Who their target audience is f What the message is f The storyline f Action f Use of the product and props.
Students may find that they will need to make edits to a script to achieve the 30 second time limit. Students should be careful when making cuts that they don’t lose the clarity of their message.
Plenary f Select groups to perform their improvisations. f Ask students to consider if the plays performed have a clear message. f Ask the class for a response to the following: f Is the message appropriate for the product? f How can the message be made clearer?
Key words: f Improvisation f Emotion f Movement f Expression f Voice f Freeze frame f Action f Dialogue f Script.
Resources f Resource 1, pp. 8, 9, 12 and 13. f Resource 4, slides 14, 16 and 17.
HomeworkAll students should complete Resource 1, pp. 12 and 13 ready for the next lesson. They should also make ready any special props, costumes and art works for the next lesson.
4Teaching Drama · Autumn term 1 · 2015/16www.teaching-drama.co.uk
Scheme of work|KS3/4Lesson 4: CameraLearning objectivesBy the end of the lesson students will have learnt:
f To understand the needs of an audience through the medium of film f To understand film camera terms and plan how they will be applied in the assignment
f To understand basic film set terms.
Starter activityResource 4, slide 18. Set objectives.
Recap previous work.Resource 4, slide 19.
DiscussDiscuss with students the content that is likely to be used for each angle and shot in slide 19. Students should make notes in Resource 1, pp. 14 and 15.
Discuss with students the use of the words ‘Action’ and ‘Cut’. Explain what a clapperboard is and how they are used.
Main activityPlanning = discussResource 4, slide 20. Discuss with students how actors will communicate a convincing character using words, movement and gesture. Tell students that the target audience need to recognise and relate to the characters and the story for them to be convinced that the product is something that they should buy.
Ask student actors to consider the following when in role: f Have you experienced what your character experiences? f Could you draw on those memories to create the character’s expressions and movements?
f How do you need to speak your lines? f Do they need to sound natural? f What age is your character? f How does your character demonstrate the product? f How does your character interact with other characters, the camera, props and the performance space?
Remind students that the camera is the audience. Whatever the camera does not film, the audience will not see. Students need to make sure that everything they want the audience to see is filmed.
TaskResource 1, pp. 12 and 13. Students should also refer to Resource 1, pp. 14 and 15. Students will now set up and rehearse their advertisements. They should think about the camera shots and angles that they would need to deliver their message in the clearest way. Where possible, students should have access to the product, props and set. They should make short notes in pencil (so that they can make changes if they need to) of intended camera shots next to the cue dialogue or action on their script. Resource 1, pp. 12 and 13.
Students should check that the lighting of their film is appropriate for the intended look of their advertisement. Is it too dark? Is it too bright? How could they resolve lighting issues?
White balance is a way of getting the colours in a film as natural as possible. Students can achieve this by filming a white piece of paper placed on their set, and adjusting the colour until the colour of the paper filmed is how they see it with their eyes. Some cameras have an automatic white balance setting.
They should then block out the scene (rehearse with the camera). They should follow the plan as written in their script. Resource 1, pp. 12 and 13.
Students should observe and give feedback to actor students to help them communicate a convincing character using words, movement and gesture. Actor students should learn their lines by heart and should know who they are addressing when speaking, e.g. to camera or another character.
Things to consider: f The target audience. f The message f What the audience will see and hear f The camera angles and shots f Where is it taking place?
Key words: f Devise f Rehearse f Camera angle f Camera shot f Pan f Tilt f Zoom f Landscape f Wide f Close-up f Cut f Action f Tripod f Clapper board f Blocking a scene f White balance.
Resources f Resource 1, pp. 14 and 15 f Resource 4, slides 18 to 20 f Film/mp4 camera devices, lighting,
props, products, set.
Check that students know how to use the camera equipment. They should understand how to hold and control the camera before they attempt to film with it. Resource 6 recommends a website that goes through a lot of the basics of film making which you and your students might find useful. Most students know how to record a movie with a phone. Most schools have a camera that can record a movie. Some schools are better equipped than others! The teacher needs to plan ahead and adapt this lesson to the filming resources available. The teacher may find that Lessons 4 and 5 require more time than the average lesson length.
5Teaching Drama · Autumn term 1 · 2015/16www.teaching-drama.co.uk
Scheme of work|KS3/4 f Artwork, still images, font. f Are any slogans or product words spoken? f Do you intend to have a voice over? f Use of product and other props by actors f The placement of the product throughout.
PlenaryAsk the class for a response to the following:
f How is film different to theatre from the audience perspective? f Name a camera shot or angle and explain what it is and how you intend to use it.
f Why do film crews use words like action and cut? f What is a clapperboard used for? f What is blocking out a scene?
Lesson 5: RecordingLearning objectivesBy the end of the lesson students will have learnt:
f To consider language and imagery in promoting a product through film f To use persuasive language and imagery to promote a product f To communicate a convincing character using words, movement and gesture f To think of and apply different ideas to enhance a performance.
Starter activityResource 4, slide 21.
Recap the work in previous lessons. Set the expectation for this lesson that students are expected to be on task all the time and they should ensure that they are occupied constructively.
Ask students to focus on the following when rehearsing their advertisements:What words do you need to use to promote your product?Are there any words or phrases that you should repeat or say in a
particular way?Resource 4, slide 22. Students should rehearse the advertisements and make
any final changes to the script and technical plans. If they have access to a camera, they should also rehearse the intended camera shots at the same time. They should also use basic film set terminology to indicate when they have started and stopped filming
Main activityResource 4, slide 23. Explain to students how to complete a log sheet.
Students should film the advertisements as planned and rehearsed. Remind students to do a white balance and check that they have good lighting first. As they film they should record the details on the log sheet in Resource 1, page 17. Groups should not move on to the next take until they are satisfied that their last take was filmed as planned.
ContinuityStudents should be made aware of the need for continuity in a scene. For example, a first shot could be of a table with a pen and a cup on the table, a second shot shows a person going to the table but now the cup is not there. The lack of continuity will cause the film to jump about in time and the audience to focus on the wrong thing. Continuity should be applied to the set, the scene, characters’ appearance and props.
Students who have completed their filming tasks should then upload and edit their advertisements into a finished piece onto a computer. Resource 5 will give students some insight into this task.
PlenaryAsk the class for a response to the following:
f What is a log sheet? f Why do film companies use log sheets? f What is a take? f What is continuity? f Why is continuity important?
Students should complete Resource 1, pages 17 to 20.
Key words: f Script f Log sheet f Filming f Action f Cut f Editing f Continuity f White balance.
Resources f Film/mp4 camera devices f Access to more than one computer
with simple film editing software f Resource 1, p. 17 to 20 f Resource 4, slides 21 to 22 f Resource 5, BBC Bitesize - video
editing information.
Where a group has most or all of its members taken up with acting, they would benefit from joining a group with the same issues. They can then help each other with the technical requirements. E.g. while one group acts, the other group films and deals with props, set, etc.
The final filming session will require some careful planning. Groups will need silence from everyone except those who should be speaking on film. One way to allow other groups to remain productive while filming takes place is to have someone shout ‘Quiet on set’, when a group is ready to do a take, and allowing students to go back to their vocal work when the filming group shout ‘Cut’. If you have access to another room, one room could be used to film and the other room to rehearse.
If your technical resources for editing are limited, you could organise editing to be a shared task between technically proficient students and yourself. Groups will need to give clear instructions about how they want the finished advertisement to look. The log sheet from the film shoot should be provided to the editor/s. Editors should also keep an eye on the continuity of the film.
Students who have completed filming and who are not editing should assist other groups and complete Resource 1, pp. 18 and 19.
6Teaching Drama · Autumn term 1 · 2015/16www.teaching-drama.co.uk
Scheme of work|KS3/4Lesson 6: PremièrePerformances and Evaluation
Learning objectivesBy the end of the lesson students will have learnt:
f To promote a product through film f To understand communication through film and recognise successful films from the assignment
f To evaluate own work and the work of others f To set their own targets for learning.
Main activityResource 4 slide 24. Using the objectives explain to students that this is a performance and evaluation lesson.
Allocate about 5 minutes for each group.Students will present their advertisements to an audience. Presenting students
should not review their own advertisements on p. 21 of Resource 1; they can review their own work on pp. 22 and 23. Presenting students should also be prepared to receive feedback from the audience at the end of their advertisement presentation.
AudienceStudents should aim to provide a written and oral analysis of the advertisements, using appropriate language and theatre vocabulary to suggest improvements.
Students should be respectful audience members.Students should observe each film carefully and decide on their favourite
performance by judging the quality and standard of the performance by the standards set out in the drama objectives.
Students should be asked for constructive feedback at the end of a performance.
They should be able to comment on how successful they think the advertisement is in getting the message across and persuading or manipulating.
They should be able to comment on the success of an advertisement meeting the product brief.
EvaluateResource 4, slide 25.
Using Resource 1, p. 21.Students are to write a review of the advertisement that impressed them the
most, using appropriate terminology and giving reasons for their opinions. They should also comment on what they learned from their favourite performance.
Students should then write about their own work in Resource 1, pp. 22 to 23 and answer the following questions:
f What have you found the most difficult to do in this topic? Why? f What did you do well? Explain. f What do you need to focus on to improve/achieve your targets? (Write three targets one each for creating/making, performing and evaluating/responding.)
They should aim to: f Make constructive comments about their own work, and other people’s work. f Use the appropriate terminology when reviewing performances. f Write about their contribution to the work done in class.
PlenaryChoose students to give examples of written comments and performance reviews.
Ask for feedback regarding what students have learnt over the whole scheme. f Did they enjoy the work? f Would they like anything included in the scheme that wasn’t covered this time?
f Would they like to see any other changes to the scheme of work? f What did they learn? f What was their favourite aspect of the scheme?
Students are to complete Resource 1 neatly, using the expected standard of grammar and spelling.
Key words: f Audience f Performance f Evaluation.
Resources: f Student targets taken from the
appropriate key stage Drama objectives
f Description of effort levels f Resource 1, pp. 21 to 23 f Resource 4, slide 24 and 25. f Display resource for advertisement
films.
7Teaching Drama · Autumn term 1 · 2015/16www.teaching-drama.co.uk
Scheme of work|KS3/4RESOURCES
Needed but not supplied here: f KS3 Drama Objectives f Camera capable of filming 30 seconds of work. f Video editing software and computers. f Display method for completed filmed advertisements.
8Teaching Drama · Autumn term 1 · 2015/16www.teaching-drama.co.uk
Scheme of work|KS3/4Resource 1: Student Booklet
Link to Student Booklet PDF: http://www.rhinegold.co.uk/downloads/catalogue_supporting_materials/persu9 (00000002).pdf
PERSUASION
DRAMA Name …………………………….
1. 2.
3 4.
5 6.
Less
on
Less
on t
opic
Yo
u wi
ll le
arn
At
the
end
f th
e
less
on y
ou w
ill b
e ab
le t
o
1.
Adv
erti
sing
. H
ow
prof
essi
onal
s ha
ve
pers
uade
d pe
ople
to
buy
thr
ough
ad
vert
isin
g.
Dem
onst
rate
u
nder
stan
ding
of
m
anip
ulat
ion
and
pe
rsua
sion
tec
hniq
ues.
2.
The
as
sign
men
t.
Dev
isin
g an
d St
oryb
oard
.
To d
evis
e an
d
stor
yboa
rd
idea
s.
Pres
ent
your
idea
s to
an
audi
ence
.
3.
Aud
ienc
e an
d fi
lm.
To u
nder
stan
d th
e ne
eds
of a
n au
di-
ence
thr
ough
the
m
ediu
m o
f fi
lm.
Und
erst
and
cam
era
an-
gle
term
s an
d pl
an h
ow
they
will
be
ap
plie
d in
the
as
sign
men
t.
DRAMA Page 7
What is persuasion?
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
What is manipulation?
_________________________________
_________________________________
_________________________________
Page 11
Which idea did you vote for? _____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Why did you vote for this idea?
_____________________________
_____________________________
_____________________________
Less
on
Less
on t
opic
Yo
u wi
ll le
arn
At
the
end
f th
e le
sson
yo
u wi
ll be
abl
e to
4.
Id
ea
sel
ecti
on a
nd
Dir
ecti
ng.
To d
evel
op s
tory
an
d ch
arac
ters
fro
m
the
stor
yboa
rds
Und
erst
and
the
role
of
the
Dir
ecto
r an
d in
ter-
pret
the
ass
ignm
ent
thro
ugh
dram
a.
5.
Lang
uage
, Ex
pres
sion
, Le
vels
, pro
ps.
To c
onsi
der
la
ngua
ge a
nd im
ager
y in
pro
mot
ing
a pr
od-
uct
thro
ugh
film
.
Use
per
suas
ive
la
ngua
ge a
nd
imag
ery
to p
rom
ote
a pr
oduc
t.
6.
Perf
orm
ance
an
d ev
alua
tion
To
pro
mot
e a
prod
-uc
t th
roug
h fi
lm.
Und
erst
and
com
mun
ica-
tion
thr
ough
film
and
re
cogn
ise
succ
essf
ul
film
s fr
om t
he a
ssig
n-m
ent.
Advertisement Tick when you notice the following:
1 2 3 4
Repetition of words.
Indicates that the product will enhance something e.g. life, looks, friendships etc.
Slogan
Freeze frame
Product seen more than once
Product seen at the end of the advertisement
Positive words
Music
Humour
1. 2.
3 4.
5 6.
Storyboard
Page 6
Describe a memorable advertisement. _________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Why do you think you remember this
advertisement?
_____________________________
_____________________________
Product
Message?
Persuasive words Words to repeat/ Slogan
Target audience?
Images
9Teaching Drama · Autumn term 1 · 2015/16www.teaching-drama.co.uk
Scheme of work|KS3/4
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
LOG SHEET
Scene/Take
In Out Description Comment
DRAMA Page 21
Discuss the advertisement that you were impressed by, and give reasons for your choice.
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
Camera shots
How did you participate in producing the advertisement?
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
What is a white balance?
_________________________________
_________________________________
_________________________________
DRAMA Page 23
Creating Performing Evaluating
What could you do to improve? _______________________________ _______________________________ _______________________________ _______________________________ _______________________________
Script _________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Explain how a film is different to a live performance from: A performer’s perspective.
________________________________
________________________________
________________________________
________________________________
________________________________
An audience perspective.
________________________________
________________________________
________________________________
Page 20
DRAMA Page 14
Camera angles
What is your advertisement about? ________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
What is the product message that you want the audience to receive? ________________________________
________________________________
________________________________
Page 22
Self Assessment Look at your personal targets and the level descriptions. Are you on track to achieving your drama targets? Yes? No? What do you need to focus on in improving/reaching your targets? _____________________________
_____________________________
_____________________________
What did you do well? _____________________________
_____________________________
10Teaching Drama · Autumn term 1 · 2015/16www.teaching-drama.co.uk
Scheme of work|KS3/4Resource 2: Top 50 UK TV adverts
https://www.youtube.com/watch?v=hG0ZXD89Bq0
Resource 3: Camera angle exampleshttp://imagefiesta.com/camera-angles-examples
11Teaching Drama · Autumn term 1 · 2015/16www.teaching-drama.co.uk
Scheme of work|KS3/4Resource 4: PowerPoint[link to PowerPoint file: http://www.rhinegold.co.uk/downloads/catalogue_supporting_materials/Persuasion (00000002).pptx
Lesson 1 Objectives: Understanding Advertising You will learn: • How professionals have persuaded people to buy
through advertising. You will be able to; • Demonstrate understanding of manipulation and
persuasion techniques.
Manipulation To manage or influence skilfully, especially in an unfair manner.
How do advertisers manipulate you?
Persuasion The act of causing people to do or believe something.
What is the purpose of an advertisement?
Manipulation tools • Guilt: How could you let this happen? (Charity
adverts) • Intimidation: Used mainly by the media and politics.
Not ethical for adverts. Can be found used by market traders.
• Appeal to Ego: Cars, technology, job sights, lottery, celebrity endorsed brands, fashion.
• Fear: Vitamins, pharmaceuticals, public information. Gardening (weed killer)
• Curiosity: Buy me, try me products. • Our desire to be liked: Beauty, scents, fashion,
trips, cars. • Love: Kleenex, mortgages, phones, matchmakers,
food.
1
3
5
2
4
6
12Teaching Drama · Autumn term 1 · 2015/16www.teaching-drama.co.uk
Scheme of work|KS3/4
Where else have you experienced persuasion or manipulation being used?
List 5 things that you have been persuaded or manipulated to buy or do in the last four weeks. How many of those things did you really want?
List 5 things that you have been persuaded or manipulated to buy or do in the last four weeks. How many of those things did you really want? How were you persuaded or manipulated? If you didn’t really want any of the things you listed, why did you do it/buy it?
Lesson 2 Objectives: • You will learn to devise using a storyboard. • You will present your ideas to a company panel.
List 5 things that you have been persuaded or manipulated to buy or do in the last four weeks.
List 5 things that you have been persuaded or manipulated to buy or do in the last four weeks. How many of those things did you really want? How were you persuaded or manipulated?
Task: Improvise a drama that demonstrates a situation where someone is manipulated or persuaded to buy or do something. Consider the following: • Guilt • Intimidation • Appeal to Ego • Fear • Curiosity • Our desire to be liked • Love
The Brief. You are to promote one of the following products through a 30 second film advertisement: • A packet of mints. • An apple. • A pair of shoes. You will need to decide how you will persuade or manipulate a film audience into buying the product. Task. Mind map What is the product? Who is the target audience? What is the message that the target audience would respond to? What persuasive words would the target audience respond to? What images would the target audience respond to?
7
9
11
13 14
12
8
10
13Teaching Drama · Autumn term 1 · 2015/16www.teaching-drama.co.uk
Scheme of work|KS3/4Task. Discuss your ideas, then create a storyboard that show the key moments and images of your advertisement idea. Think about the following: • Guilt • Intimidation • Appeal to Ego • Fear • Curiosity • Our desire to be liked • Love Write details of picture/frame
Draw details of key moment.
1. A smiley face
Task: Using the chosen storyboard write a script for the advertisement and rehearse it. Make changes as necessary. Things to consider: • What is the message? • Who are the characters? • Is there a story? • Are any slogans or product words spoken? • Do you intend to have a voice over? • The use of product and other props by actors. • The placement of the product throughout.
Camera shots and Angles
Extreme long shot Long shot
Medium shot Close-Up
Extreme Close-Up
Bird’s Eye view High Angle
Low Angle Eye Level
Oblique/Canted Angle
Clapperboard
Lesson 5 Objectives: • To consider language and imagery in
promoting a product through film. • Use persuasive language and imagery to
promote a product. • To communicate a convincing character using words, movement and gesture • To think of and apply different ideas to enhance a performance
Lesson 3 Objectives: • To develop story and characters from the
storyboards • To interpret the assignment through drama. • To challenge ideas and contribute ideas
sensitively • To work as a group to put together a short
script • To communicate a message.
Lesson 4 Objectives: • To understand the needs of an audience through the medium of
film.
• Understand camera angle terms and plan how they will be applied in the assignment.
• To understand basic film set terms.
Task: Using the script and the storyboard, check the white balance and lighting then block out scenes. Things to consider: • The message • Where is it taking place? • Art work, still images, font. • Are any slogans or product words spoken? • Do you intend to have a voice over? • Use of product and other props by actors. • The camera angles and shots. • The placement of the product throughout.
What words do you need to use to promote your product? Are there any words or phrases that you should repeat or say in a particular way? Task 1: Rehearse and make any final changes to the script and technical plans. Task 2: To film your advertisements as planned.
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14Teaching Drama · Autumn term 1 · 2015/16www.teaching-drama.co.uk
Scheme of work|KS3/4
Evaluation • I can make constructive comments on my own and other people’s performances • I can make connections between class drama and other types of acting • I can use the appropriate terminology when reviewing performances • I can write about my own contribution to the work done in class
Scene/Take In Out Description Comment
1/1 0.01 0.07 Close-up of apple Don’t use 1/2 0.08 0.14 Close-up of apple Use for opening
and closing shot.
Log sheet Time/position of film in camera
Scene number/ Take number (Also marked on a clapperboard )
Clip content description
Instructions for editing.
Lesson 6 Objectives: • To promote a product through film. • To understand communication through film and
recognise successful films from the assignment.
• To evaluate your own work and the work of others.
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15Teaching Drama · Autumn term 1 · 2015/16www.teaching-drama.co.uk
Scheme of work|KS3/4Resource 5: Tutorials on video productionhttp://www.bbc.co.uk/schools/gcsebitesize/dida/multimedia/videorev1.shtml
Resource 6: Informative website on technical skillshttp://www.indie-film-making.com/how-to-make-a-video/
