Nicole Aquino
Lesson 4: Music and the Media - 5th grade
Music Standard:
A. Students will compose and arrange music within specified guidelines:
I. Students will create and arrange short songs and instrumental pieces within specified guidelines.
II. Students will use a variety of sound sources when composing
Social Study Standard:
A. Individual Development and Identity:
I. Students will compare and evaluate the impact of stereotyping, conformity, acts of altruism, discrimination, and other behaviors on individuals and groups
Objectives:
A. Students will explain how advertising companies use music to promote sales
B. Students will be able to compose a jingle the sell a common household item.
C. Students will be able to list reasons why music is used to sell a product.
Why is it important that the students will learn my lesson?
This lesson helps students look critically at advertisement. Students can learn how music is used to influence people to buying something or do something subconsciously and will think more critically about the constant advertising they see.
Materials:
A. Popular commercial jingles.
B. Speakers
C. Computer
D. Projector
E. Instruments
F. Video of TV commercial jingles
Background for Teachers
The students are learning how the media is an instigator, which can motivate people to fight for a cause, vote for a certain party, and create biases against people. To day students will be learning how advertising, especially commercials, use music to influence viewers to buy certain products.
Introduction: (5min)
Play students a few common songs used to promote a product, or show and see how many the students can name. Ask the students why they were able to name so many of these jingles. (Answers like, I hear it a lot or it’s catchy are to be expected)
Body:
ii. Music can have an effect on your mood so you relate a product to a happy feeling, making you want the product
iii. Makes the commercial more entertaining
iv. Continuity with the visual
v. Hearing a phrase song helps you not think about the lyrics (ex. For our class Digital get down)
Ask students if music advertising has been effective in their feelings toward a certain product or the likelihood of buying it.
-Discuss on if we are conforming to what society wants from us if we constantly sing the McDonalds song even if we don’t like McDonalds, or after hearing the song we suddenly could go for some French fries.
Assessment:
- Students lists of why music is used in advertising
- Students’ jingles, how did it connect to the “how” of our lesson
- Group participation
Adaptations/Extensions:
For students with limited fine motor skills, the group that they are in will be given a piece of music that involves an easily manipulated instrument.
For students who are hearing impaired, students will discuss what effect, if any, the song has when it is put on closed-captions. Students will watch a commercial will close captions and see if there is still that desire to constantly think about the catch phrase.
Next Steps:
Students will work in different groups to see how music in advertising has been used in different decades and compare how music in advertising was used in earlier decades and how it is used now.
Students will interview friends and family to see how many items own by a family member, or shows watched by a family member have been influenced on what they have seen and heard on commercials.
Lesson 4: Music and the Media - 5th grade
Music Standard:
A. Students will compose and arrange music within specified guidelines:
I. Students will create and arrange short songs and instrumental pieces within specified guidelines.
II. Students will use a variety of sound sources when composing
Social Study Standard:
A. Individual Development and Identity:
I. Students will compare and evaluate the impact of stereotyping, conformity, acts of altruism, discrimination, and other behaviors on individuals and groups
Objectives:
A. Students will explain how advertising companies use music to promote sales
B. Students will be able to compose a jingle the sell a common household item.
C. Students will be able to list reasons why music is used to sell a product.
Why is it important that the students will learn my lesson?
This lesson helps students look critically at advertisement. Students can learn how music is used to influence people to buying something or do something subconsciously and will think more critically about the constant advertising they see.
Materials:
A. Popular commercial jingles.
B. Speakers
C. Computer
D. Projector
E. Instruments
F. Video of TV commercial jingles
Background for Teachers
The students are learning how the media is an instigator, which can motivate people to fight for a cause, vote for a certain party, and create biases against people. To day students will be learning how advertising, especially commercials, use music to influence viewers to buy certain products.
Introduction: (5min)
Play students a few common songs used to promote a product, or show and see how many the students can name. Ask the students why they were able to name so many of these jingles. (Answers like, I hear it a lot or it’s catchy are to be expected)
Body:
- Have students create a list of popular songs or jingles they have heard and what is being sold. (5min)
- Ask students what all of the songs/jingles listed on the board have in common. (10min)
- From this list the teacher will state that the students have found how music is used in advertising to sell a product. (it uses a familiar song, is it short and simple, it rhymed, etc.)
- Next the teacher will ask why the students think music is used to sell a product to a mass of people. (15min)
- Students will do a turn and share to create a list, with their partner on why music might be used in advertising. Some reasons that should come up are:
ii. Music can have an effect on your mood so you relate a product to a happy feeling, making you want the product
iii. Makes the commercial more entertaining
iv. Continuity with the visual
v. Hearing a phrase song helps you not think about the lyrics (ex. For our class Digital get down)
- Based on what we know on the how and why music is used in advertisings students are going to get into groups of four, one group of five and create a jingle for a common household item. Let students know:
- After groups are formed they can come up to get their item from the teacher
- The students can use any instruments in the classroom to create their jingle, or they can just use their voices or things at their desk.
- Jingle making time! (15 min)
- Students will share their jingles with the class and the class will write down how music was used in the jingle. (was it a familiar song, was it short and simple, did it rhyme, etc.) (10 min)
- Share parts of youtube video on TV commercial jingles: http://www.youtube.com/watch?v=uV-DqfuFgAI&feature=PlayList&p=42368E7EFF63FD67, so students can see how popular music can be used to create advertising.
Ask students if music advertising has been effective in their feelings toward a certain product or the likelihood of buying it.
-Discuss on if we are conforming to what society wants from us if we constantly sing the McDonalds song even if we don’t like McDonalds, or after hearing the song we suddenly could go for some French fries.
Assessment:
- Students lists of why music is used in advertising
- Students’ jingles, how did it connect to the “how” of our lesson
- Group participation
Adaptations/Extensions:
For students with limited fine motor skills, the group that they are in will be given a piece of music that involves an easily manipulated instrument.
For students who are hearing impaired, students will discuss what effect, if any, the song has when it is put on closed-captions. Students will watch a commercial will close captions and see if there is still that desire to constantly think about the catch phrase.
Next Steps:
Students will work in different groups to see how music in advertising has been used in different decades and compare how music in advertising was used in earlier decades and how it is used now.
Students will interview friends and family to see how many items own by a family member, or shows watched by a family member have been influenced on what they have seen and heard on commercials.
