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    This module is included inLens: Siyavula: Arts & Culture (Gr. 7-9)
    By: Siyavula

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Colour in advertisements

Module by: Siyavula Uploaders. E-mail the author

ARTS AND CULTURE

Grade 9

PERSONAL AND SOCIAL SKILLS

Module 3

COLOUR IN ADVERTISEMENTS

DRAMA

Colour in advertisements

Activity 1

Divide into groups. Decide what you are going to advertise. The advertisement can be for the radio, for television or for publication in a newspaper or magazine. What does this decision mean? Simply that, if the advertisement is going to be in a magazine, we will have to make use of non-verbal communication. We will have to USE IMAGES AND NOT SPEECH.

If we are going to use television, we can also use non-verbal advertising.

But if we use radio, we have to have speech or sound.

Activity 2

You must first decide what you are going to advertise. Remember that you can’t use existing adverts. There are many things to advertise, e.g. toothpaste, soap, coffee, milk, schools, etc. The most striking advertisement will be awarded the first prize! A WORKSHOP PROCESS can again be used and each learner can have a chance to write a sentence or two, with other learners adding to these until you have a complete script. Refer to Visual Arts Activity 2 for further ideas.

Activity 3

You will need music to suit your advertisement. Everything will depend on what you are advertising. ‘Soft’ products such as soap, washing powder and milk will make use of soothing music. Baby products will need the same sort of music. ‘Hard’ advertising, for items such as petrol, construction or building maintenance, etc., will make use of music with more OOMPH. Sort out your music. Each group member can bring some music to school so that it can be listened to and a decision can be taken. If there is no CD or tape player, you can make use of your voices, empty plastic, glass or metal containers – perhaps filled with stones, rice or sand. Refer to your music activities.

Activity 4

Remember that your advertisement must impress people, it must be striking!

If you are making an advertisement about babies, it may be advantageous to use pink and blue – these colours are often identified with babies. If you are making an advertisement about washing powder, white and blue may be regarded as ‘clean’ colours. When dealing with petrol or car parts, black and brown may be good colours; coffee, milk and sugar, toothpaste, etc., may need colours such as yellow and blue, green or purple.

Activity 5

You are beginning to get things in place for the performance, so you should check that the following has been considered:

  1. a) your product
  2. b) suitable music
  3. c) applicable colours, costumes and masks
  4. d) the ‘stage’ – it may have to be coloured to suit your advertisement
  5. e) the stage manager and sound engineer must be ready to provide their help
  6. f) does everyone know his or her words?
  7. g) Do we know the movements that we are going to use?
  8. h) Will our advertisement finish with a BANG! – to attract peoples’ attention.

Activity 6

As all the preliminary work has been completed, it is time for the performance. The educators are ready to assess your effort. Classmates could also assess and give marks. Ask the educator for an assessment form so that you are able to evaluate each other’s work. Don’t be envious of another group that does better than you; rather learn from their success. Remember that a mark between 1 and 4 must be allocated.

Table 1
         
         
  LU 3.1      

Assessment

Table 2
Learning Outcomes(LOs)
 
LO 3
participation and cooperationThe learner is able to display personal and social skills while participating in arts and culture activities as an individual and in a group.
Assessment Standards(ASs)
 
This is indicated when the learner:
GENERAL
3.1 is sensitive towards the music and art form choices of others;
3.2 is prepared to explore new cultural ideas and to re-evaluate stereotypes;
3.3 acknowledges own, group and varying identity;
3.4 expresses his or her own contribution in any art form;
3.8 VISUAL ARTS
  • is aware of the influence of the mass media on society;
 
3.7 MUSIC
  • is able to identify and interpret specific elements of music in advertisements and popular music;
3.6 DRAMA
  • is able to share responsibilities within a group;

Memorandum

Colours in advertising

  • In this module we are going to look at colours that are used to advertise something. This is an exciting section of improvisation, because the learners have the opportunity to write their own advertisement, to focus attention on it and making it attractive by means of COLOUR.
  • All the previous rules applicable to improvisation are applicable here also.Adequate time must be allowed for the writing of the advertisement, for rehearsals and also for the compilation of music. Everything must be recorded on the worksheets that will eventually be evaluated.
  • Here is a golden opportunity for creative learners to show what they are able to do. The learners must not make use of EXISTING ADVERTISEMENTS but must create their own. Their creative writing can be assessed, as well as their ingenuity in making the advertisement viable.
  • The advertisement can be ‘broadcast’ on television, or it can appear in a ‘newspaper’. The choice must be the learner’s. Educators may help at times with the choice of words, but must use the opportunity to make learners aware of the benefits of a good DICTIONARY, so that the meaning of words they may wish to use can be looked up.
  • Our first priority is the development of social and personal skills.

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