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Direct Instruction:
As students enter the room, film them. Ask for volunteers to film and be filmed. Have students shoot close-ups, medium shots, long shots, high angle and low angle shots, etc. As students film each other have students identify and talk about why this shot might be chosen. For example, a low angle shot makes someone look bigger and more powerful, while a high angle shot makes the person look smaller and weaker.
Modeling and Guided Practice:
Hand out magazines and assign individuals to find different shots in the magazines. Have students pair/share why each shot was chosen for the advertisement.
Show a 30 second advertisement. Show it again and have students clap after each shot. Discuss the transitions chosen and why they might be chosen.
Finally, show the advertisement again and have students complete the shot worksheet, stopping as needed. Discuss.
Independent Practice:
Hand out additional shot worksheets. TASK: Students are serving as advertisement executives who need to determine whether the same production company will be used for a new series of advertisements. The executives should base their decisions on the production (shots and transitions) of one 30-second advertisement. Using the shot analysis, the executives prepare a 2-3 page report to present to the executive board giving reasons why or why not this production company will be used for the future campaign. Executives will be asked to present the advertisement and decision to the class.
Sharing and Reflecting:
As students present, we will reflect on whether or not the production of an advertisement is a good way to judge it. What are other factors we can use to judge advertisements? How does audience come into play when analyzing advertisements?
