Advertisements+and+Right+View

=**Title: Advertisements and Right View**=

Objective:

 * The student will be able to recall how commercials and other advertisement relate to Right View
 * The student will be able to recall at least three aspects of advertisements

Materials:

 * Copy of the PBS Survey http://www.pbs.org/teachers/media_lit/quiz.html
 * Computer monitor or a TV w/ a DVD or video tape player
 * Three recent commercials recorded on DVD or video tape
 * Several Magazine advertisements
 * Commercials Analysis worksheet (3/student) [[file:ad_analysis_sheet.pdf]]

Preparation:

 * Record three recently aired commercials of different styles. Recommend
 * a popular toy/game
 * food item/restaurant
 * car
 * service (e.g. insurance, car rental)
 * Clip out one magazine advertisement. If desired, scan and place on DVD
 * Make copies of the PBS Survey and Commercials Analysis worksheet
 * Practice filling out the Analysis worksheet with one of the recorded commercials.

Method:
> Have students take PBS survey. Review the results. Introduce the topic > //First of the Eightfold path is: Right View. What does it mean? > This is Right perception. And since humans are not omniscient, it also > means trying to get a the truth and to see things from many different sides > to try to get to the truth of situations. > Also it means to try to understand the messages and the motivation > behind the messages. > One message that we all are exposed to often is commercials and advertisements. > Commercials and advertisement are multi-billion dollars a year businesses. > They are crafted to appeal to certain target groups. > Best commercials are designed to appeal on many levels. Intellectual, > curiosity, humor, physical, emotional, psychological. More levels > are considered to be better. > Advertisers identify very narrowly who their target (optimal customers) > and even their secondary customers. > They must first know their product very well, then they define very precisely > the message that they wish to convey. Then they decide what would be appealling > (in that message) to the target group. Often the message is modified to meet > the needs of the target group. > Best commercials always have an "attention getter". (also called "bait" or "lead") > Advertisements might or might not have a story/relationship between characters. > But try to invoke the greatest reaction in the viewer/reader.// > Show a print magazine advertisement. Lead the students through what you see. > Show one commercial, then ask for the students to pay attention to and go thru an > analysis, stopping at key parts of the commercial. > Show a different TV commercial. > Have students do analysis on their own. Show the video twice. Then have the students > form small groups and come up with a consensus. Assign "coordinator" who's job is to > make sure that everyone gives input. one "scribe" who will write down all the notes > and one "spokesperson" who will present the conclusions. > Come up with a commercial for Jodo Shinshu Buddhism. > First come up with ideas individually. ( messages, lead, aspects, scenes) > Assign different "coordinator/scribe/spokesperson" > Have each group discuss and come to consensus > Have spokesperson present.
 * 1) **Introduction**
 * 1) **Presentation**
 * 1) **Practice**
 * 1) **Class Discussion**
 * 2) Discuss Commercial.
 * 3) Discuss what they think about this. Write down thoughts. Collate into a class conclusion.
 * 4) If enough time, have the students do another commercial analysis.
 * 5) **Creation/Synthesis**
 * 1) **Summary & Evaluation**
 * Review & questions
 * What Eightfold path was the lesson about? Why?
 * Name a part of a commercial? (lead, message, music, ending)
 * Name 3 different types of reactions or levels that that advertisers try to invoke.

Evaluation:

 * Q&A during Summary

Note:
This may lead to other lessons on "Making Buddhist Commercials"

Author:
Mas Nishimura, nish221@gmail.com, San Jose Buddhist Church Bestuin, 2008 ||