Submitted by: Katie Goodloe
School: Hungary Creek Middle School
Summary
In the provided class periods, small groups of students (2-3 per group) will have the task of collaboratively creating a product which will alleviate a difficulty or problem they are currently experiencing in their everyday lives. Once they have identified, developed, and named their product, they will then create commercials including a script, a product slogan (a “selling phrase”) and a product jingle. They will then spend time rehearsing and refining their commercials. On the given due date, all groups will present their commercials to the class – while the other students are presenting their commercials, they will provide real-time feedback and commentary while actively engaged in a schoolspace chat room. Once all commercials have been recorded, students in all of my theater classes will review the videotaped commercials again. While they watch, they will take notes electronically via .pdf on each product answering different questions about the quality and effectiveness of each commercial. However, students will have to assume a role WHILE evaluating their peer’s commercials. Roles were implemented to mimic real-world marketing analysis teams and include: child, elderly person, rural-dweller and urban-dweller.
TIPC Ratings
Students will research while brainstorming products. Once a product is devised, students must search online to ensure that their product idea is truly unique.
Students will communicate and collaborate with others in their class to devise a new product, develop a commercial to market the product, and to perform their commercial. In addition, students will communicate and collaborate with students in other drama/theater classes by sharing finished products via recording. Students will also offer feedback (while assuming a marketing sub-group role) to students in the other drama/theater classes via my blog.
Students will use critical thinking skills as they devise a product that both meets a current need and is unique. They must justify their problem solving by sucessfully marketing their idea with their team and then the teacher, prior to creating their script. Students reflect on their own individual creative process of preparation and presentation, as well as the output/products of their peers in order to evaluate thier products for viability.
Students synthesized their research and critical thinking skills to create a new product or idea, inspired by a new solution to a need in society. They created meaningful, original commercials to market the product and they reflected on the process as a part of the evaluation procedure.
Student Artifacts
Sample scripts and product descriptions can be found in the ‘download files’ section.
