Introduction
One thing that is a part of your visual culture is ads. The big idea for this mini activity is art for disrupting the status quo. Today you will be doing a series of tasks involving:
1. Defining
2. Investigating
3. Analyzing
4. Creating
Student objectives from this WebQuest:
- Students will learn basic codes and conventions of advertising. By remixing an ad, students will become critical analyzers of the media they consume.
- Understand Culture Jamming and its purpose in today's day and age.
- Students will deepen their understanding of the relationship between consumer culture and culture jamming through digital manipulation artmaking and analysis of advertisements.
Task
1. Context: Based on the following images of real ads through different time periods answer the following questions:
- First, you will make a list of characteristics/qualities of the ads you view (It may help you to critique each ad in order to understand what your looking at). Then you will answer the following questions for each image:
- What are ads selling besides a product?
- Can an ad sell an idea? How?
- Who is the target audience?
- How is it successful/unsuccessful?
- How have advertisements from Pepsi changed over time? Or not changed?
Ad 1: 1962 https://m.media-amazon.com/images/I/81UqRh4d-FL._AC_SL1210_.jpg
Ad 2: 2000s https://i.insider.com/4fabe1e869bedd4805000007?width=600&format=jpeg&auto=webp
Ad 3: 2020: https://www.youtube.com/watch?v=uwvAgDCOdU4 or view below
2. Defining: Seek out a definition of Culture Jamming and answer the following questions:
- What is the purpose?
- How does one make a culture jam?
- How are they typically displayed?
*IF YOU FINISH EARLY: Define Thereputic Ethos in the context of an ad, what theraputic ethos are the
pepsi ads refering to?
3. Investigating: Find an artwork that follows your definition of Culture Jamming.
4. Analyzing: Formally analyze your selected work and explain the context and purpose (Describe, Analyze, Interpret, Judgement).
5. Creating: Find an ad on the internet or a screenshot from your phone. If you need more understanding of a company allocate some time to research. You can create your example of culture jamming digitally (adobe, or other preferred platforms) or physically (find your ad in a magazine look at "Process").
Process
Here is a Google presentation that describes the process of the art-making portion of this assignment:
Evaluation
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Instruction & Concepts Level of understanding about instructions and concepts |
The artwork is planned carefully; an advanced understanding of all concepts and instructions is clearly demonstrated. The piece reflects on all components of culture jamming. The student shows their process clearly from start to finish. The culture jam is calling out the status quo. |
The artwork is planned carefully: a basic understanding of all concepts and instruction is demonstrated. The piece reflects on most but not all components of culture jamming. The student shows elements of their process/ journey but missing something. |
The artwork shows little evidence of understanding some concepts and instructions. The students' artwork and definition do not match or may be incorrect. Revisions needed. I |
The student did the minimum or the artwork was bever fully completed. Serious revision is needed. |
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Craftsmanship/ Skill Shows control and experimentation over the medium, ready to be exhibited |
The students' selected medium demonstrates their application is done in a logical, sequential manner, with clear attention to control and experimentation. The student planned out their work before starting which shows in final |
Medium is applied in a careful manner with some control over materials. The student experimented with the medium, in need of a few corrections |
The artwork shows minimal craftsmanship and control of the medium. They saved the file incorrectly, pieces of their artwork falling off. Words look cramped due to insufficient planning |
The artwork shows no craftsmanship and no attention to control and experimentation with the medium. The work is untouched or unfinished |
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Creativity/ Originality Inventiveness, expression of ideas, and style portrayed in the piece |
The artwork demonstrates original personal expression and outstanding problem-solving skills. The student selected an ad to jam that shows research and personal connection to the content. |
The artwork demonstrates some personal expression and logical problem-solving skills. The student selected an ad to jam that may need a little more research, but it is evident there's an understanding |
The artwork demonstrates little personal expression or problem-solving skills. The ad selection process was quick, and it is evident they do not fully understand what the ad is selling, so their work is confusing |
The artwork lacks evidence of personal expression and an absence of problem-solving skills. The work is untouched or unfinished requires significant revision |
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Effort Work ethic: time dedicated to the project inside and/or out of class. Creative problem solving is demonstrated when working through the creative process. The project turned in on time. |
The student put forth extraordinary effort beyond the requirements to complete the project: used class time extremely well. |
The student completed the work required; used class time well |
The student put forth little effort to finish the project; class time was not used well |
The student did not finish their work in a satisfactory manner; class time was not used well, possibly disruptive |
Conclusion
Exit Ticket:
- How do you know if culture jamming is successful? Who determines if it is or isnt?
- What's the difference between art and culture jamming? Is culture jamming an art form?
- Does copyright interject in the creative process? Does it prevent the creative process to occur?
Comments Questions Concerns: