My Teaching

My Teaching philosophy is very simple. I intend to find, in every student, their passion for the arts. To do this I will approach my lessons on two fronts: First teach lessons that relate to the students personally, Second, show my students real examples in society that they are capable of being part of. By engaging the student in this way, they will be driven by passion. The following example, teaches  the students how to use advertising, a common occurrence in our day to day life and introducing them to public service announcements. This is a great example to engage the students natural passion for taking action against wrongful activities. By approaching art in this manner, my students will not onyl develop an appreciation for the visual arts, but be equipped with the necessary tools to participate and contribute in our visually driven world.

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Media Curriculum Unit Theme: Rise Above: The Prevailing Rape Culture

Teacher: Lauren Elizabeth Reese

Grade Level: 11^th and 12^th Grade (Advance Studio)

National Visual Arts Standards:

MA:Cr3.1.II.b – Refine and elaborate aesthetic elements and technical components to intentionally form impactful expressions in

media artworks for specific purposes, intentions, audiences and contexts

MA:Cn10.1.II.a – Synthesize internal and external resources to enhance the creation of persuasive media artworks, such cultural

connections, introspective, research, and exemplary works

MA:Cn11.1.II.b – Critically investigate and ethically interact with legal, technological, systemic, and vocational contexts of media

arts, considering ethics, media literacy, digital identity and artist/audience interactivity

Concept/Content: Deliver the idea of the prevailing rape culture through the development of a PSA (public service announcement). This curriculum and lessons will research and the issues concerning the prevailing rape culture.  These  issue include, but are not limited to, victim blaming, double standard, male sexual aggression, sexism, and normalizing sexual assault, etc. Advertisement techniques and strategies will function as an effective way to address and deliver the message of awareness for the rape culture, or other social issues. The goal of this curriculum is to raise awareness about social/cultural issues in the daily lives of high school students through design. Effective advertisement design can provide students a way developing a strong voice in the world of media and technology.

General goals for the curriculum (3-5 sentences): The students will do research and analyze a topic associated with the rape culture. In order to visualize this issue, students will research and gain knowledge about the process and functions of advisement and main strategies employed. The students will use this knowledge and previous knowledge of Photoshop to manipulate visual images.

They will produce a catchy slogan and imagery that corresponds to the topic using these techniques techniques to create an effective public service announcement.

Rationale: Teach the students the fundamentals of contemporary art by addressing a current social/cultural issue. Use and learn principles of design and apply it using media and technology. Understand the function of design in advertising and applying it to create a strong message.

Essential Questions:

·         1) How often in a day, are you a victim of the rape culture?

·         2) Why is something, that is so obviously wrong, became normalized?

·         3) What can we do about it, if anything?

Lesson Title	Visual Exemplars	Motivation/ Dialogue	Media Process	Concepts and/or Design Principles	Closure/ Assessment
Lesson 1: Visualize the message: Introduction to Advertising (One Class, 80 min)	1. Advertising Strategy slideshow http://www.adcracker.com/strategy/Advertising_Strategies/slides/Advertising_Strategy_100.htm 2. Advertising Techniques slideshow http://www.adcracker.com/techniques/Advertising_Techniques/slides/Advertising_Techniques_100a.htm 3. PSA Powerpoint	1. How to incorporate advertising strategies, design principles and in a PSA 2. “Sell with Sex” Ask how comfortable they are with the page on using sex for advertising (handout attached) 3. What aspects of the rape culture could be explored and placed on a PSA	Initial research to create your advertising strategy 1. Assess the Rape Culture - What’s going on? - What’s the history, the major trends of the current situation? - What are risks and opportunities associated with the Rape Culture? - What do you see in the future? - What are the attitudes of people towards the topic? 2. Take Action - What should we do about it? - Chose a subtopic of the rape culture to base your PSA on	1. Core media literacy principles from Jenkins (handout attached) - Play - Performance - Simulation - Appropriation - Multitasking - Distributed Cognition - Collective Intelligence - Judgement - Transmedia Navigation - Networking - Negotiation	1. Hand out rubric 2. Completion of the in-class discussion handout on assessment and action (attached) 3. Participation in the discussion 4. Discuss homework handout (attached)
Lesson 2: Execution in Photoshop (One Class 80 min *maybe a second class)	1. Display the Core Media Literacy Principles from Jenkins on white board: - Play - Performance - Simulation - Appropriation - Multitasking - Distributed Cognition - Collective Intelligence - Judgement - Transmedia Navigation - Networking - Negotiation 2. Examples of unrelated PSA’s in continuous slide show for motivation (attached)	1. Float through the class and give one on one feedback on homework and idea development throughout the entire class time.	1. Internet research to get the full picture of you subtopic of the Rape Culture 2. Incorporate knowledge of photoshop, and photography from previous classes and assignments to assemble and create an 8.5” x 11” Public Service Announcement	1. Core media literacy principles from Jenkins: - Play - Performance - Simulation - Appropriation - Multitasking - Distributed Cognition - Collective Intelligence - Judgement - Transmedia Navigation - Networking - Negotiation 2. Advertising techniques explored in the homework.    1 Create an interesting character.    2 Introduce a human touch: personification.    3 Take it over the top: exaggeration.    4 Pick a niche: demographic positioning.    5 Say it symbolically: metaphors and similes.    6 Evoke an emotional response.    7 Promise a specific benefit.    8 Persuade with credible testimonials.    9 Lead with a problem, then offer a solution.    10 Engage with dramatic conflict.    11 Express rational and emotional reasons.    12 Tell a simple visual story.    13 Demonstrate intense or hidden motivation.    14 Get really, really real.	1. Turn in homework 2. Hand in Homework sheet 3. Email jpeg of the finished product by 11:59pm
Lesson 3: Display, Evaluate and Critique (One Class 80min)	1. Color printed images of each student’s work on cardstock 2. Teacher example (attached) 3. Demonstrate mounting the image on foam board using the teacher example 4. Display of Jenkins Literary Principles and Advertising Techniques for critique	1. Closing comments on the hard work. 2. Initial grade given when printed copies handed out 3. After all the images are mounted, the students will do a walk around to see each other’s work. 4. 5 min break and then begin peer evaluations	1. Use of literary principles and proper identification of the advertising techniques	1. Core media literacy principles from Jenkins - Play - Performance - Simulation - Appropriation - Multitasking - Distributed Cognition - Collective Intelligence - Judgement - Transmedia Navigation - Networking - Negotiation 2. Advertising techniques explored in the homework. > 1 Create an interesting character. > 2 Introduce a human touch: personification. > 3 Take it over the top: exaggeration. > 4 Pick a niche: demographic positioning. > 5 Say it symbolically: metaphors and similes. > 6 Evoke an emotional response. > 7 Promise a specific benefit. > 8 Persuade with credible testimonials. > 9 Lead with a problem, then offer a solution. > 10 Engage with dramatic conflict. > 11 Express rational and emotional reasons. > 12 Tell a simple visual story. > 13 Demonstrate intense or hidden motivation. > 14 Get really, really real.	1. Completion of the peer evaluation sheet (attached) 2. Participation in the group critique where works discussed as a whole 3. Mounted product handed in at the end of the class.

Teacher Example #1

Teacher Example #2