Rationale

=Rationale=

As we created the assignment, we were picturing late middle schoolers, perhaps 8th graders, working on it. Part of that rationale is due to the cognitive developmental stage in which students find themselves at that age. As they mature and leave behind the egocentrism of childhood for a more complex worldview, thinking critically about how their own wants and needs have consequences beyond themselves is a valuable exercise. Not only will the students practice analyzing media as text, but they are also given a chance to discover something new about themselves and their world.

On a rather basic level, a reason for selecting this clip is quite simply that we liked it. While that may paint the decision in a selfish hue, that's not entirely the case. An integral launching point for this project is the ability to get students actively engaged. Without that hook, all the best laid plans for analysis would come to nought. To that end, a clip that that is entertaining and interesting upon an initial viewing is crucial. Beyond the ability to grab the viewer, we feel the clip has a fairly accessible message, but one that is delivered in a clever and creative way. We hope that the students will look within themselves to identify what is was about the clip that spoke to them (or didn't). They will hopefully come to an understanding of the importance of method in delivering a message and notice how the strategy employed in the clip differs from the more straightforward approach of an article or lecture. That contemplation and reflection is important for the assignment at hand, but also helps to develop a critical eye that sees how and for what purposes they might be manipulated, leading back to the want-need dichotomy that is addressed by the clip. As the students become more aware of how different media convey their messages, they will then have the tools to apply their learning to advertising at large and judge their decisions as consumers in an informed way.

The broad overarching notions discussed above will be identified through the reflection component of the assignment. As the students watch the video and notice how text, font, sound, images, and design all work together to inform the message of the clip, the discussion will move from the aesthetic elements to their intended purpose as a cohesive whole. The exploration portion of the project gives the students an opportunity to apply what they've learned about themselves and visual rhetoric to a real-world consumer product. This portion functions as a space to practice their visual literacy skills while also anchoring the subject matter in an identifiable way. Students will see that the lesson does not stand alone in the classroom, but applies to their lives, thus adding value to the assignment and hopefully making students more willing to put forth some effort. As they examine all the resources that go into the production, packaging, shipping, and sometimes usage (i.e. electricity) of their wanted product, an understanding of how natural resources that we need are often sacrificed. We hope to help cultivate in the students an ability to perceive events, trends, and products within a context of interrelated consequences and causes rather than as distinct, independent entities.

Questions to consider for discussion:

 * What are some things you need?
 * What are some things you want?
 * How might what we value and hold to be important inform our wants? Our needs?
 * How are our wants different from and at odds with our needs?
 * How would you feel if you learned that the production of a favorite product was destroying ecosystems or polluting waterways?
 * How does what we're learning help us think about the oil spill in the Gulf of Mexico? The nuclear problems caused by the earthquake and tsunami in Japan?
 * Are the rewards of modern convenience worth the inherent natural risks?
 * How might we think about being able to maintain levels of comfort while also protecting natural resources?
 * If you were there producer of this video, what would you have done differently? What seemed to work well?
 * Is modern convenience //always// at odds with the natural world?
 * What was the deal with all of the hands? Why use the hands to form natural landscapes? What might that mean?
 * Did the clip make you think about something you want to buy in a different context?
 * There are words in the video. How is text being used? What types of things do you notice about it? Does the //appearance// of the text change as well as the content?
 * Does the soundtrack help convey the message? How does the sound change throughout the course of the video? How are your //feelings// affected by the sound? Did you feel calm? Angry? Confused?
 * What about the images in the video? Do they seem striking or surprising? Anything out of the ordinary?
 * Keep in mind that this is a highly produced video. The creators payed careful attention to all of the elements that went into its production. Try to put yourself in their shoes and consider why they made the choices they did.

A potential realistic challenge for this project would be simply getting the students to take it seriously and show some real thought. We hope to address that issue with the reflection component by providing an opportuntity to consider the rhetorical elements as individuals as well as within the setting of a classroom discussion. Some students might need more help than others thinking about the issue in a critical way and some modeling through discussion could be a helpful strategy to show students what kinds of questions need to be raised. Even with middle school students there could be some political pushback with an assignment that treats this subject matter. Especially if the student seeks assistance from a parent and shows a decidedly liberal clip produced by Greenpeace. We do not want parents accusing us of indoctrination or spreading propaganda.