The Classroom, School and Greater Community Context
Union High School is located in the city of Camas, WA, which is a populated section of Clark County. Camas lies across the Columbia River from Portland, Oregon. According to the latest census, Camas has a population of approximately 21,000 residents and ranks as Washington’s 49th most populous city. [Adjacent to Camas is Vancouver which counts 167,500 residents and is the state’s 4th largest urban area.] Camas has begun to develop its own micro-economy; however, it remains a fast growing commuter suburb of Portland. Clark County is predominantly white (~69% of the population), with the next largest ethnicity being Hispanic (~16%). According to the Clark County poverty report, (Munroe, 2012) the rate of poverty is increasing faster than the rate of population as a whole and, according to the school administration, 2-5% of the students in the school district are homeless.
The participants in this Work Sample were a mixed class of students from Union High School in Camas. Union High is a progressive public school in the Evergreen School District. The school’s zip code, 98683, lies in an unincorporated part of Clark County and although the mailing address of the school reads Camas, Union High is in an area whose taxes underwrite the Vancouver-area schools. Union High had a student population of 2,092 (as of October, 2013) — 53.3% male and 46.7% female.
The school campus is expansive with five separate buildings around a central court yard. It has a college campus feel to it. Union High offers a rigorous liberal-arts curriculum, which emphasizes a competitive co-curricular learning environment, preparing a majority of its graduates for college level study. In June, 2013 Union had a 92.3% cohort graduation rate, with 39.4% of the graduating seniors being fully qualified to enter a 4-year institution in the state of Washington (or elsewhere). 56.3% of the senior class earned college credit while at Union High. Anecdotally many of the 2013 graduates attended 2-year colleges; however, those statistics were not tracked by the school district at the time.
The 2013 demographics of families at Union High were varied. The vast majority of the school’s student population (69.2%) identified themselves as white (Caucasian). The rest of the population categorized their ethnicity as follows: 20.2% Asian/Pacific Islander, 10.8% Hispanic/Latino and 8.3% from families of color or families with two or more races (OSPI.K12.wa.us).
Of the students enrolled at Union High School in 2013, 27.5% of them received financial assistance through needs-based lunch subsidies. Many of the students at Union High School are part of a special population needing additional educational support in the classroom: Students needing special education (9.2%), students under Section 504 Plans (2.3%), students transitional/bilingual (2.4%) and a trace of Foster Care students (0.2%) (from OSPI.K12.wa.us).
In the Advertising class there were 23 students who were assigned to and took part in the initial class sessions. Over the course of the next two weeks, however, the class composition changed quite a bit as guidance counselors juggled schedules and dropped students from one class and added them to another. At the end of the Drop/Add process there were 18 students who were part of the Student Teacher Work Sample. Of these 18 students five (5) or 18% are students with special educational needs. Half (9) of the students were seniors and the rest were spread among the other grades. The mixture of all four high school grades added some enjoyment to the class as the rivalries and class spirit were particularly strong among the Seniors and Freshmen. The class members from all four grades meshed well starting in the second week, once attendance settled down.
Having a one-on-one staff assistant aide to help the one student with behavioral and learning issues proved invaluable to the classroom management. The aide was able to assist with daily modifications of the curriculum for this student, whose needs were constant and intensive. Two other students were assisted by an aide in one-on-two fashion, which was also critical to the modification for these students, who were in need of support. The other two students with special needs were doing well enough in the class to be guided by daily instruction and checking in with the Student Teacher and Mrs. Muller. Periodically another staff assistant or guidance counselor added modifications to the lessons in the Unit for these two students.
The classroom language skills were neither a significant factor in the teaching nor the modification of the class, as the make-up of students was fairly homogeneous. There was no perceived racial tension and the students seemed welcoming to all of the class members. Two students were thought to need special language attention (ELL), one of whom speaks Ukrainian at home and the other who speaks Korean, however their English skills were quite adequate for the class. The students got to know each other well in the course of the Advertising class and they all seemed to communicate well. The classroom ethnicity is shown in the bar chart below:
As to the availability to technology resources, Mrs. Muller’s classroom at Union High School, located in the 200 Building, is well equipped. The classroom is a former computer lab and has 20 tower computers and 15 Dell laptop computers available for each class. The classroom also has a SMART board, an ELMO type document camera, and two printers (a color HP printer and a black & white HP printer). There are also two scanners in the room, but they were not hooked into the network during the class sessions.
The classroom configuration included the following: rows of tables with seats are placed around the outside of the room, and there are two central tables. The chairs were easy enough to move around the classroom, however, the tables, which have extensive cabling just below the surface, are not easily moved and they stayed in place while the Work Sample was conducted. Teacher mobility in and around the classroom was easy: the spacing between the aisles is wide enough for the Cooperating Teacher and Student Teacher to move around the room freely, while the students are working individually or in groups.
As a former computer lab, the specific classroom is a vestige from former times. There were many days when students and teachers from other rooms sent printer instructions to the classroom printers. Mrs. Muller was able to decipher the origin of the print request and she contacted the person printing the pages and politely asked them stop using them. They complied. These interruptions to “print out a few pages” were infrequent and only a minor disruption to the classroom as a whole.
Union High School and the Evergreen School District have adopted “Edmodo” as the software portal and platform for all communication among students, parents and guardians. Evergreen has also have adopted Skyward as the Grading Platform. With the exception of the Aplia software (needed for the Accounting grading), these two systems of Edmodo and Skyward are interchangeable, which avoids the need for double entry of the work done by teachers. As to network safety and security, the students are shielded from any social media sites, as an age appropriate safety step. Generally the sharing of documents proved seamless from person to person and format to format. Difficulties can arise with new software programs, as Mrs. Muller experienced with the adoption of Outlook 365. Some students had difficulty with Google Docs and Prezi, which were not seamlessly available for use in the classroom.
A major advantage for the adoption of Edmodo is that all students who miss class, for any reason, have easy access to the lesson plans for the current day and for any past or upcoming assignments or announcements. The students can also submit many of their assignments through Edmodo, which is important on Snow Days, Special Days, and any other occasions where communications is critical among the Union Titan family.
The following table contains the demographic data of the individual class members of 3rd Period Advertising students at Union High School:
Class Demographics
| Student # | Initials | Ethnicity | Gender | Grade Level | Lang at Home | Special Needs |
| Student 1 | DB | White | Male | 12 | English | |
| Student 2 | LB | Ukrainian | Female | 12 | Ukrainian | |
| Student 3 | NCa | White | Male | 12 | English | |
| Student 4 | NCl | White | Male | 12 | English | SPED |
| Student 5 | CD | White | Female | 12 | English | SPED |
| Student 6 | BE | White | Male | 9 | English | |
| Student 7 | JF | Asian | Male | 10 | English | SPED |
| Student 8 | BG | White | Female | 12 | English | |
| Student 9 | CKe | White | Male | 9 | English | |
| Student 10 | CKo | White | Male | 12 | English | |
| Student 11 | MM | Pac Islander | Female | 12 | English | |
| Student 12 | MO | White | Male | 12 | English | |
| Student 13 | RR | White | Male | 11 | English | |
| Student 14 | ER | Asian | Male | 9 | Korean | SPED |
| Student 15 | GS | Hispanic | Male | 9 | English | |
| Student 16 | SS | White | Male | 10 | English | SPED/Behavioral |
| Student 17 | AT | White | Male | 11 | English | |
| Student 18 | JV | White | Male | 11 | English |
Work Sample Goals
The Goals in Advertising for the State of Washington Dept. of Education includes specific achievement in Presentation Skills, Group Interaction Skills, Art, Communications, Reading, Writing, Mathematics, Leadership & Future Employability. Although the class will not be trying to use each of these standards in every class, the mini-units in the class will touch upon the vast majority of these important learning goals. I have embedded the Standards in the chart below with some additional personal rationales as to why these aspects of the Washington State Standards are particularly important in the Advertising classroom.
Washington Department of Education Standards:
Presentation Skills (GLE’s)
1.1: Uses listening, observation skills and strategies to focus attention and interpret information.
Group Interaction Skills (GLE’s)
2.2: Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.
4.1: Assesses effectiveness of one’s own and others’ communication.
Rationale: Students who will pursue work in the field of marketing, sales, advertising, and communications must be able to work alone and in groups. Students will be able to interact with each other on a daily basis during the unit, but several of the presentations (Their BRAND, for example) will be done independently. The group work is extremely important in order to master brainstorming, storyboarding, idea generation, and idea selection in the creative process.
Art PS 1.1.1: Understands arts concepts and vocabulary: Elements — line, shape, form, value, texture, space, color.
Art PS 1.1.2: Understands and applies visual arts concepts and vocabulary.
Art PS 2.1: Applies a creative process in the arts.
Art PS 3.2: Uses the arts to communicate for a specific purpose.
Art PS 4.2: Demonstrates and analyzes the connections among the arts and other content areas.
Art PS 4.4: Understands that the arts shape and reflect culture and history.
Art PS 4.4.4: Understands how the arts influence and reflect cultures, civilizations, places, times.
Art PS 4.4.5: Understands how arts knowledge and skills are used in the world of work, including careers in the arts.
Rationale: In addition to having a spokesperson from the Portland School for the Arts presenting to the class, the students will be required to listen to text, observe color, critique music, draw an image, take a photograph, and arrange some art for the purpose of advertising. The course has an art credit associated with the class and students must be sensitized to these critical elements in order to know what they are seeing in the advertisements they are creating and critiquing.
C2.1.1: Analyzes needs of audience, situation, and setting to adjust language and other communication strategies.
C3.1.1: Applies skills to plan and organize effective oral communication.
C3.3.1: Applies skills and strategies to deliver effective oral communication and presentations.
Rationale: The art of communications is so important in the world today. Although the class is fairly homogeneous, there are several students whose first language in not English and the ability to communicate clearly in both writing and speaking (oral communications) is critical to advertising success.
R1.2.2: Apply strategies to comprehend works and ideas.
R1.3.2: Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures and communities.
R2.1.7: Apply comprehension monitoring strategies for informational and technical materials.
R2.3.2: Evaluate informational materials, including electronic sources, for effectiveness.
R3.1.1: Analyze web-based and other materials for relevance in answering research questions.
R3.3.1: Apply appropriate reading strategies for interpreting technical and non-technical documents used in job-relates settings.
Rationale: Although it was with disappointment that the students said they did not have a favorite book and they did not like to read, reading is still a critical skill set needed in the classroom and in the business world. Reading for content, nuance, meaning, and insight are still some of the most important gifts of education. Students will be expected to read and write as part of the lessons on a daily basis.
W1.1.1: Analyzes and selects effective strategies for generating ideas and planning writing.
W1.3.3: Applies text, including changing words, sentences, paragraphs, and ideas.
W2.1.1: Applies understanding of multiple and varied audiences to write effectively.
W2.2.1: Demonstrates understanding of different purposes of writing.
W2.4.1: Produces documents used in a career setting.
W3.1.2: Analyzes and selects effective organizational structure.
W3.2.1: Analyzes audience and purposes and uses appropriate voice.
Rationale: Writing persuasively is what advertising is all about. Why should I buy this product? What are its features and benefits? What do I get out of this purchase that I could not get some other way? Unless the student can answers these questions succinctly and precisely they will never make a sale and the advertisement would be for naught.
M1:5.4: Applies understanding of equations, tables, or graphs to represent situations involving relationships that can be written as repeated addition or repeated multiplication.
M4.1.1: Understands how to develop or apply an efficient system for collecting mathematical information for a given purpose.
M5.1.1: Applies multiple mathematical concepts and procedures to a given problem or situation.
M5.3.2: Understands the mathematical knowledge and training requirements for occupational career areas of interest.
Rationale: Although we did not master these elements in the mathematics of the lessons, we did spend time with tables, outside research, statistical analysis and the like, which points to a need for students to be sensitive to mathematics as they read tables and summaries of data. We checked data for validity and cross-referencing, which is also an important part of fact checking.
Other: Leadership
1.3: The student will demonstrate oral, interpersonal, written and electronic communication and presentation skills and understands how to apply those skills.
2.1: The student will communicate, participate, and advocate effectively in pairs, small groups, teams, and large groups in order to reach common goals.
3.2: The student will demonstrate social responsibility in family, community, business, industry.
3.4: The student will understand the organizational skills necessary to be a successful leader and citizen.
Rationale: The students who stand up in front of the class, introduce themselves with confidence, and make an oral presentation will have achieved an important demonstration part of the class. Many parts of life and work are such that the internal critic should be fired and the internal coach hired to cheer on the oral presenter to higher levels of achievement.
Other: Employability
1.2: The student will demonstrate the ability to acquire and use information in a family, community, business and industry settings. This means that the student can acquire and evaluate data, organize and maintain files, interpret and communicate, and use computers to process information.
1.3: The student will demonstrate and understanding of complex inter-relationships (systems). This means that the student understands social, organizational and technological systems; they can monitor and correct performance; and they can design and improve systems.
1.4: The student will demonstrate the ability to work with a variety of technologies, identify and solve problems with equipment, including computers and other technologies. This means that the students can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment.
Other: Relevance to Work
Understand the importance of work and how performance, effort and decisions directly affect future career and educational opportunities.
Rationale: Although there may be few students who land jobs in the advertising field, still they will likely work in a place where sensitivity to and knowledge of Advertising will be important to their career success. The class is ideal for students who want exposure to Advertising and who might want to consider a career in it, once they have gained the college and work related experiences.
Work Sample Organizer
Outline of Assessments
Pre-Assessment Formative Assessment Summative Assessment
PRECISION Pre-Test Teacher observation PRECISION Post-Test
Controlled by WA State Exit slips, Student Controlled by WA State
Survey/Questionnaire Presentations, Quizzes Student Teacher designed Mini-
on e-cigarettes Think, pair, share, Lesson summative tests
Application of key terms and concepts through class interaction and activities.
Schedule of Days in the Advertising Unit Work Sample
| Unit Schedule | |
| Date | Lesson Title |
| 2-Feb | Introduction & Survey/Questionnaire |
| 3-Feb | PRECISION: Pre-Assessment |
| 4-Feb | SUPER BOWL Advertisements |
| 5-Feb | Municipal Public Safety Ads |
| 6-Feb | Ad big 3: Audience, Message, Effectiveness |
| 9-Feb | Personal BRANDS |
| 10-Feb | Personal BRANDS |
| 11-Feb | History of Advertising: One ERA research |
| 12-Feb | Art Institute of Portland |
| 17-Feb | History of Advertising: One ERA research |
| 18-Feb | History of Advertising: Presentations |
| 19-Feb | History of Advertising: Presentations |
| 20-Feb | History of Advertising: TIMELINE Poster |
| 23-Feb | Municipal: Water Tower Project |
| 24-Feb | Municipal: Water Tower Project |
| 25-Feb | Municipal: Water Tower Project |
| 26-Feb | Municipal: Water Tower: Presentations |
| 27-Feb | Municipal: Water Tower: Presentations |
| 2-Mar | Psychology of Color |
| 3-Mar | Psychology of Color |
| 4-Mar | Psychology of Color: Post Assessment |
| 5-Mar | ART/ICON Flash Mob Project |
| 6-Mar | ART/ICON Flash Mob Project |
| 9-Mar | ART/ICON Flash Mob Project |
| 10-Mar | ART/ICON Flash Mob: Presentations |
| 11-Mar | ART/ICON Flash Mob: Presentations |
| 12-Mar | Maslow’s Hierarchy of Needs |
| 13-Mar | Sales & AIDA Processes |
| 16-Mar | MarCom Vocabulary |
| 17-Mar | MarCom Vocabulary: Post Assessment |
Graphic Organizer
The State of Washington recently adopted the Advertising 180 hour Frameworks as pictured above in the graphic organizer. The Units that were taught in the student teacher’s Work Sample include the following: 1) Advertising History and Theory, 2) Advertising Design and Communication, and 3) Advertising Planning and Campaigns. The lessons in the Work Sample were by no means exhaustive on these three topics, but they provided a foundation for further work in Market Communications. Additionally the lessons complement the classes that will be taught by Mrs. Holly Muller and Mr. David Heitsch (Marketing) within the larger collection of CTE frameworks and lesson plans.
Work Sample Lessons
Week 1 Lesson 1: Introduction to Advertising
- Identifying Information:
Candidate: Henry E. Hooper Location: Union High School, Camas, WA
Cooperating Master Teacher: Holly Muller University Supervisor: Dr. Thomas Ptacek
Class: Advertising 3rd Period Time: 9:45 – 10:41 am
Grade Level: High School Date: Monday, February 2, 2015
- Overview:
Seating: Students will be asked to sit in alphabetical order from left to right in the room.
Assessment: At the beginning of the Unit, students will take two assessments: (Day 1) assessment is an anonymous survey of their attitudes toward e-cigarettes, which the Candidate and Cooperating Teacher will use to assess the students attitudes toward this newly established habit that has been promulgated through the media, via celebrity promoters. And (Day 2) the Precision Exams Pre-Test, as required by the State of Washington, to determine the baseline of their knowledge of Advertising.
Introductions: the Candidate and Cooperating Teacher will introduce themselves to the class. Video: The students will watch a video and will be asked to write down everything they can think about from the video. They will be asked to share their ideas with a partner and the class.
- Goal:
The Goal of this lesson is to introduce the students to the basic concept and purposes of Advertising so that they can understand how it impacts our economy and our everyday lives.
Rationale: This lesson relates to the unit goals as it is laying the foundation of the specific unit and fitting it into the context of the semester for the class. Advertising will be placed through instruction into the greater business concepts of Marketing and Sales Promotions. The ability to understand the key selling points of a product or service is an important building block for students to acquire, as they will use these skills in their personal lives, purchasing behaviors, decision makers, job interviews, and future careers. The purpose of the lesson is to connect the basic concepts of Advertising to product and service promotions that are ubiquitous in our society. Students are being sold something all of the time and their awareness and understanding of the triggers and techniques are critical to them becoming intelligent consumers.
Washington Department of Education Standards (NB: these are listed for the entire UNIT here and will be selected for those that apply to the specific lessons):
Presentation Skills (GLE’s):
1.1: Uses listening and observation skills and strategies to focus attention and interpret information.
Group Interaction Skills (GLE’s):
2.2: Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.
4.1: Assesses effectiveness of one’s own and others’ communication.
Art PS 4.2: Demonstrates and analyzes the connections among the arts and other content areas.
Art PS 4.4: Understands that the arts shape and reflect culture and history.
C2.1.1: Analyzes needs of audience, situation, and setting to adjust language and other communication strategies.
C3.1.1: Applies skills to plan and organize effective oral communication.
C3.3.1: Applies skills and strategies for the delivery of effective oral communication and presentations.
R1.2.2: Apply strategies to comprehend works and ideas.
R1.3.2: Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures and communities.
R2.3.2: Evaluate informational materials, including electronic sources, for effectiveness.
R3.3.1: Apply appropriate reading strategies for interpreting technical and non-technical documents used in job-related settings.
W1.3.3: Applies text, including changing words, sentences, paragraphs, and ideas.
Other: Leadership
1.3: The student will demonstrate oral, interpersonal, written and electronic communication and presentation skills and understands how to apply those skills.
2.1: The student will communicate, participate, and advocate effectively in pairs, small groups, teams, and large groups in order to reach common goals.
- Objectives:
- Students will be able to describe what they saw, felt, experienced viewing the video
- Students will be able to share their observations and feelings with another person.
- Student will be able to describe the purpose and goal of the advertising.
- Students will begin to define the market segments that ads may be targeting (C:C, C:B, B:B, age group, country, demographic).
- Resources:
PowerPoint Slides
SMART Board
Computers (desktop or laptop)
Notebooks
Paper
Pens & Pencils
Flash drives
- Modifications/Accommodations:
ELL & IEP (CAD, JRF, KMH, CJR, SGS): This lesson will be delivered through visual (written and pictorial) slides, auditory (lecture, discussions, and read aloud) and kinesthetic (application activities) learning modalities to account for the diverse learning styles of the students. Teacher will state directions in a clear and concise manner. Teacher will approach each ELL and IEP student when the class begins individual or group work to validate that the students understand the directions and can repeat them back to the teacher.
Behavioral (SGS): Students will be reminded to remove headphones, hoodies, and hats at the beginning of class. Students will be reminded to put their phones away and not to text during class. Teacher will walk around the room to ensure the students are behaving properly. Proximity to the student and shoulder tapping will occur with students portraying behavioral concerns.
- Procedures:
(9:46-9:48) Take attendance and provide any announcements to the class
(9:49-9:55) Students will complete the survey and place in envelop
(9:56-10:00) Show the video: https://www.youtube.com/watch?v=Q5mHPo2yDG8
(10:01-10:15) Students will write about the time in their lives when they had to convince someone of their need for a particular product or service.
(10:16-10:30) Think, pair, and share. Students share their writing with the person who is seated next to them. Once complete the teacher will call on select students to share their stories.
(10:31-10:35) PowerPoint Presentation introducing the students to Mr. Hooper, the Student Teacher from UP.
(10:36-10:40) Wrap-up: Show O’Hare Air video (1 min 30 seconds): http://www.wingclips.com/movie-clips/the-lorax/selling-air?play=1
What did the selling duo do well? Teacher will explain to the students that they will be doing their own advertising presentations and to keep this video in mind throughout the remainder of the Unit as we discuss the different parts of advertising.
(10:41) Exit Slips: Students will be asked to define Advertising in their own words, and to hand it to the teacher as he/she exits the room.
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Introductory PowerPoint Slides
- Assessment:
In this Unit the students will be a given pre-assessment, periodic formative assessments, and a post-assessment.
Lesson Pre-Assessment: Near the beginning of the Lesson students will be given an anonymous survey to determine their attitudes toward electronic cigarettes. The instructors will use the feedback from the survey to guide the teaching throughout the term. The collection of data follows protocols as outlined in procedures approved by University of Portland’s IRB for Student Teaching Capstone Research.
Formative: Think, pair, share observations of how students apply the lessons and describe what they have learned in the past, will help them to advertise their ideas, products or concepts to other students. Students will be asked to write the best advertisement they saw at the Super Bowl explaining what they liked about it on an exit slip.
- Reflection and Analysis:
I spoke with Mrs. Muller after school (after 2:20pm) to gather feedback on the first day. She was candid about the glitches in my second and third period presentations. I was not smooth with checking attendance, nor with my technology use. Since we are legally responsible for students in the classroom, this task is taken seriously. Also, by practicing saying names out loud us teacher will learn the full names and the students will hear the names and get to know them as well. Since the beginning of a semester has a period where students will work on ice breakers, Mrs. Muller suggested that I spend time getting to know the students by name. She felt my PowerPoint was good, but could take some work to have smooth and honest presentations. She felt that I was stronger in third period.
Personal Reflections: I need to practice those transitions among WORD, PowerPoint, YouTube, Edmodo, and Skyward. It was awkward for me to be fumbling in front of the students, but Mrs. Muller urged me to let that go. At the end of class I made a course correction: I skipped the reference to the Super Bowl ads two reasons: 1) with Precision Exams tomorrow, I wanted them to be able to focus on Advertising (not just Doritos) and 2) I overheard several female students say in the beginning elbow-partner discussions that they did not watch the Game. We will be showing some of the Super Bowl Ads tomorrow in class and felt that the Exit Slip instructions should change. It seemed to me a good mid-course correction to make.
Sample BRANDS below:
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PowerPoint Presentations Rubric following CTE Format
Presenters: Date:
| Grading Crit. | 0 | 5-6 | 7-8 | 9-10 | Score |
| Profess. Dress & Appearance | Did not dress appropriately | Student is business casual | Student is semi-professionally | Student is dressed professionally | |
| Introduction | No introduction present | Student introduces him/herself | Student introduces self and topic/purpose | Student introduces self, topic, & uses a segue to transition | |
| Quality of visual aids / Format | Contrasting colors and sans serif fonts not used / all slides look different | Partially readable contrasting colors, or sans serif fonts used / many slides look different | Most slide use consistent, mostly readable contrasting colors, & sans serif fonts | A slides use consistent, readable contrasting colors, & sans serif fonts | |
| Accuracy of information / sources cited | Information is inaccurate and/or no sources cited | Some information is accurate & sources cited | Most information is accurate & sources cited | All information is accurate & sources cited | |
| Topic adequately developed / clear purpose | Topic poorly developed or inappropriate for audience | Topic somewhat developed & appropriate for audience | Topic mostly developed & appropriate for audience | Topic fully developed & appropriate for audience | |
| Logical sequence of ideas | Presentation is incomplete and confusing | Somewhat disorganized and no conclusion | Decent organization, weak conclusion | Well organized, flows together, strong conclusion | |
| Knowledge of subject / Question response | All slides read word-for-word / did not answer questions | Slides barely used as an outline / barely answered questions | Slides used as an outline – few read word-for-word / answered ?’s | Slides used as an outline – knowledgeable presentation | |
| Vocal delivery / clarity | Very quiet or mumbling speech – impossible to understand | Difficult to understand | Pace is too fast/slow or volume could be better | Effective pace, enthusiasm, volume, & pronunciation | |
| Stage presence | No eye contact | Little eye contact & lack of confidence | Some eye contact & confidence could be better | Confident, poised, & maintain good eye contact with audience | |
| Flow | Poor transition from slide to slide | Transition from slide to slide is choppy and awkward | Transition from slide to slide is good, but noticeable | Transition from slide to slide is natural and seamless |
*Subtract 10 points for under 2 minutes or over 7 minutes
Total Score: 100 Points Possible
Overall impression / comments:
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I created a WordPress site for the various images that the students were working on and I will post them for further use, should there be an interest in seeing the as stimulation points for the students: https://henryehooper.wordpress.com/advertising/
Sample Student Project: Dutch Bros. Coffee and Monet painting
Monet Tulip Fields
Students Flash Mob with Crayola and VanGogh and Munch
Student Flash Mob History of the Titan Image and the School (now 100 years old)
I attended the ORATE conference held at the Kennedy School in Northeast Portland today, making a presentation of my findings on Student Attitudes toward E-Cigarettes.
Henry Hooper and Pat Thompson, Ph.D.
Mikaela Saucedo-Gladstone at ORATE
ORATE brochure and fliers from day
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Advertising Quiz: The Psychology of Color
Name: ____________________________ Period: ______ Score: _______
- The PRIMARY COLORS are _______________, _____________, ________________ .
- The ANALOGOUS COLORS are ________________, _____________, _____________
- The PRIMARY COLORS are _______________, _____________, ________________ .
- The ANALOGOUS COLORS are ________________, _____________, _____________
- Another word for ANALOGOUS is _______________________ .
- Colors across the color wheel from each other are called ____________________ colors.
- A monochromatic color is described as _______________________________________ .
- The color RED is thought to stimulate __________________ and __________________ .
- The color PURPLE is often associated with ________________ and _______________ .
- BLACK has the connotation of meaning ___________________ and _______________ .
- WHITE often is used to stand for ___________________ and ____________________ .
- GREEN is often associated with ____________________ and ____________________ .
- YELLOW is thought of as a color that means _____________ and _________________ .
- If you wanted to decorate a room with earth tones, what colors would you use? Why?
- What does HUE mean? ___________________________________________________
- What does TONE mean? __________________________________________________
- What does SATURATION mean? ___________________________________________
- What does ORANGE often signify? _________________________________________
- What feelings are associated with BLUE? ______________ and ___________________ .
- Mix primary and secondary colors to create a third, it is called a ______________ color.
- GREEN is often called a negative color because it stands for ______________________ .
- The shortest wavelength color is _________; the longest wavelength color is _________ .
- The acronym for the main colors of the rainbow is ___ ___ ___ ___ ___ ___ ___.
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Art/Icon FLASH MOB Presentation Scoring (100 Points Possible)
Presenters: Date:
| Grading Crit. | 0 | 5-6 | 7-8 | 9-10 | Score |
Appropriate Dress & Appearance |
Did not dress appropriately | Student wears hat & t-shirt not respecting class | Student is semi-professionally | Student is dressed professionally | |
Introduction of Self & Topic |
No introduction present | Students introduce selves | Students introduce selves and topic/purpose | Students introduce selves, topic & uses good transitions | |
Quality of visual aids / follows Comp. Art/Icon Format |
Contrasting colors and fonts not used / background and font on all slides look different | Partially readable contrasting colors, or fonts used / many slides look different | Most slide use consistent, mostly readable contrasting colors, & fonts | A slides use consistent, readable contrasting colors, & fonts | |
Accuracy of information / sources cited |
Information is inaccurate and/or no sources cited | Some information is accurate & sources cited | Most information is accurate & sources cited | All information is accurate & sources cited | |
Topic adequately developed / clear purpose |
Topic poorly developed or inappropriate for audience | Topic somewhat developed & appropriate for audience | Topic mostly developed & appropriate for audience | Topic fully developed & appropriate for audience | |
Logical flow of ideas thru to Conclusion |
Presentation is incomplete and confusing | Somewhat disorganized and no conclusion | Decent organization, weak conclusion | Well organized, flows together, strong conclusion | |
Knowledge of subject |
All words read word-for-word | Images barely used as an outline | Images used as an outline – few read word-for-word | Images used as an outline – knowledgeable presentation | |
Vocal delivery / clarity |
Very quiet or mumbling speech – impossible to understand | Difficult to understand | Pace is too fast/slow or volume could be better | Effective pace, enthusiasm, volume, & pronunciation | |
Stage presence |
No eye contact | Little eye contact & lack of confidence | Some eye contact & confidence could be better | Confident, poised, & maintain good eye contact | |
Flow |
Poor transition from point to point | Transition from images to image is choppy and awkward | Transition from image to image is good, but noticeable | Transition from image to image is natural and seamless |
*Subtract 10 points for under 3 minutes or over 7 minutes
Total Score: 100 Points Possible
Overall impression / comments:
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WORK SHEET
Psychology of Color: Art/Icon Flash Mob Project
TEAM MEMBERS: _________________________________________
Develop your plan. Today we will story board the project to show the phases of your project.
Storyboarding: what is it? A storyboard is a graphic organizer in the form of illustrations or images that are displayed in sequence for the purpose of pre-visualizing a motion picture, animation, motion graphic or interactive media sequence. The storyboarding process, in the form it is known these days, was developed at Walt Disney Productions during the early 1930’s. After several years of working on similar processes at Disney and other animation studios, storyboarding became a regular creative process.
- Pick a company. What is it? _______________________
- Research the company. Say some basic things about it: ______________________________
- What is the existing Company Brand? ____________________________________________
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- Is there any iconic art image that you want to use in the project? _______________________
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- What is the image? Write the URL for it from the internet: ___________________________
- Our plan is to do the following: _________________________________________________
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- Will we say anything? ___YES / NO___ If YES, what are the exact words? _____________
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- Will we use color? __YES / NO___ What colors and why? _________________________
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- Did you consider Black & White? __YES / NO __ What is our reasoning? ______________
__________________________________________________________________
- Who will be doing what for the project: Assignments ___________,
_______________ , __________________ , _____________________
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Maslow’s Hierarchy of Needs Pyramid Names: ___________________
Who is Maslow?
When did he live?
Why did he create the Pyramid?
What are the primary elements of the Pyramid?
Why do we continue to talk about the Pyramid today, when the concepts seem simple and outdated?
What are your feelings about his work?
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Marketing 4 P’s Names: ____________________
Marketing Review: What are the meanings and larger definitions of the 4 P’s?
Product:
Promotion:
Price:
Place of Distribution:
Is there any thing missing in Marketing beyond the 4 p’s?
Why do we continue to talk about them today, when the concepts seem simple and outdated?
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AIDA Concept Names: ________________________
You work for an MBA graduate who feels that everything in Advertising can be boiled down to the four words in the AIDA concept. After defining the concepts broadly, help the MBA understand how it may or may not apply to high school students whom you feel spend little or no time looking at ads.
Attention:
Interest:
Desire:
Action:
How would you put the AIDA concepts into use in your next Advertising Project?
Why do we continue to talk about the AIDA concepts today, when they seem simple and outdated?
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Sales Process Names: ______________________
Marketing Review: Define each step in the sales process:
Generate leads:
Approach customer:
Determine needs:
Present the product:
Overcome objections:
Close the sale:
Follow-up with customer:
Is there anything missing from the list of activities in the selling process?
Why do we continue to talk about the Sales Process today, when they seem simple and outdated?
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Product Endorsements Names: ______________________
You work for Adidas. The CEO has asked you to evaluate the success of the overall product endorsement program at the company. After identifying each of the subset of endorsements,
“Expert Testimony” from person in field
Celebrity Endorsements
Note-worthy News Articles
What are the downsides of celebrity testimonials?
Why do we continue to talk about endorsements today, when they seem simple and outdated?
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Advertising channels Names: ______________________
The CFO for a large national soft drink company wants you to do a study of advertising spending among competitors. She wants to know trends in revenue by channel, 1999 – 2015 over the following areas.
Television
Radio
Outdoor Advertising
Internet Advertising
Newspaper Ads
Magazine Ads
What did you learn about advertising mix from the totals? What is growing? Shrinking?
What would you recommend to the CFO?
What would you say to a company that has only local newspapers for their advertising? Why?
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Print Ads Names: ___________________________
You work for a direct mail company. Help the CEO determine the effectiveness of their various campaigns to attract advertisers. What do you recommend the CEO do next year?
Direct Mail
Junk Mail
Flyers
Brochures
Handouts & Leaflets, T-shirts, Mugs, Pens and give away items
Why do companies continue to use direct mail, when they seem costly and outdated?
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Media Selection Criteria Names: __________________________
You are hired to overhaul a Sandal making company’s advertising (Sseko Designs) for the next fiscal year: http://ssekodesigns.com/ After you have defined each of the subsets of terms below in media selection, lay out a plan as how you would propose that the company think about these measures in next year’s budget.
Reach
Frequency
Lead Time
Cost
What is your recommendation to increase the reach and frequency, while lowering the lead time and cost? Is it possible to do both?
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EXIT SLIP Name: ____________________________________
Rate your level of understanding about the following cycles and concepts by circling from 1) weak to 5) strong:
- Maslow’s Hierarchy of Needs? (1) (2) (3) (4) (5)
- Marketing 4 P’s? (1) (2) (3) (4) (5)
- AIDA Concept? (1) (2) (3) (4) (5)
- Sales Process? (1) (2) (3) (4) (5)
- Product Endorsements? (1) (2) (3) (4) (5)
- Advertising channels? (1) (2) (3) (4) (5)
- Print Ads? (1) (2) (3) (4) (5)
- Media Selection Criteria? (1) (2) (3) (4) (5)
Comments: _________________________________________________
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Work Sample Assessment Data and Analysis
Electronic-Cigarette Survey
The purpose of the survey is to guide specific instruction on Advertising in the classroom. That said, there are deeper roots to the endeavor. By examining the messaging around electronic-cigarettes (e-cigarettes), students can ‘open a window’ into the web of health and wellness, consumer rights, and government oversight. Within a few years the landscape of advertising may change again rapidly, as the influx of new technology, the complexity of advertising to our youth, and the rising alarm about health choices is constantly evolving in the US and around the world. We cannot shut out the din of applause, boos, supersizing, outrage and approval.
This survey/questionnaire will be conducted anonymously on the first day of class. It will seek to uncover students’ attitudes toward smoking electronic cigarettes, also known as “vaping.” Those attitudes will help shape the instruction in the Advertising class to meet the educational imperative for critical thinking. And by focusing on a topic, such as e-cigarettes, which is relevant to today’s issues and ‘in the news’, it may prove an interesting starting point for the students to think about how the media may be trying to manipulate the message. All of the students who take the survey may not take the class, but since the results will be anonymous there will be no way to tie the replies to a particular student. There will be no post-assessment to see if there has been a change in attitudes, the Student Teacher will have to gauge the openness to new ideas without the benefit of a specific e-cigarette tool. With the subject of advertising e-cigarettes and the sales of them being debated in both the Washington and Oregon Legislatures, it will be an interesting time to have the topic in the classroom. It is the collective data results that will be important, rather than any one specific response.
The hope is that the learning environment in the class will be enhanced and the students will be open to learning how messages are crafted in advertising. Since as citizens we all have a stake in the debate, we want to encourage critical thinking processes that will help educate our students. We all want them to grow to become responsible adults and informed citizens.
Survey Results and Analysis
All of the students who take the survey may not take the Advertising class, but since the results will be anonymous there will be no way to tie the replies to a particular student. There will be no post-assessment to see if there has been a change in attitudes, the Student Teacher will have to gauge the openness to new ideas without the benefit of a specific e-cigarette tool. With the subject of advertising e-cigarettes and the sales of them being debated in both the Washington and Oregon Legislatures, it will be an interesting time to have the topic in the classroom. It is the collective data results that will be important, rather than any one specific response.
The hope is that the learning environment in the class will be enhanced and the students will be open to learning how messages are crafted in advertising. Since as citizens we all have a stake in the debate, we want to encourage critical thinking processes that will help educate our students. We all want them to grow to become responsible adults and informed citizens. (The following photograph was not shown to the students taking the survey, in order not to bias results.)
Survey Results and General Analysis
One of the survey surprises for the researcher was the impact of peers and classmates on adding to the anti-smoking message. The reverse of peer-pressure TO DO something, like smoking, seems to be at play, so that the students want to be respected by their peers for not smoking. The researcher expected the opposite from the Union High students; however, with half of the students being underclassmen and the seniors being athletes, there could be some inherent bias against smoking and being cool if you smoke.
- Radio seemed to be the least listened to media with 52% of the respondents never hearing anti-smoking ads, while 35% heard them “hardly ever” and 13% reported to hear them “sometimes.”
- Outdoor ads were a surprising source of media attention as 48% of the students “sometimes” say anti-smoking bill boards and 13% “often” saw such ads.
- Magazines proved an enigmatic media as 13% of the students “never” saw anti-smoking ads, while 4% saw them “all the time;” 43% of the students “hardly ever” saw anti-smoking ads in magazines and 35% “sometimes” saw such ads.
- Television was a fairly consistent source of anti-smoking ads with 39% seeing ads “often” and 30% seeing them “sometimes;” 17% reported seeing TV anti-smoking ad “hardly ever” and 13% reported never seeing them.
- Internet anti-smoking ads were reported by 39% of the students to appear “sometimes,” 26% “hardly ever,” 26% “never” and 9% “often.”
The responses were very consistent between the influence of anti-smoking among peers, friends and classmates: 22% said they “never” discussed the topic, 13% said they “hardly ever” discussed it, between 52% and 61% said they “sometimes” discussed the topic, and between 13% and 4% reported they “often” discuss anti-smoking. None of the students reported talking about anti-smoking all the time with friends and classmates.
The failure of the advertising market to dent the negative image of “vaping” shone through the results of the student attitudes towards the habit.
- Only one parameter, “safer than cigarettes” received a high regard tally among 17% of the students, while an additional 17% rated “safer than cigarettes” as good.
- Every other parameter, from “grown-up” to “good-looking” and “exciting” and “cool” and “popular” and “attractive,” received “low” and “not so good” ratings from the students in advertising the class.
- To the surprise of the researcher the adjective descriptors received a plethora of LOW ratings. The word “grown-up” received a LOW from 26%, “good-looking” received a LOW from 61% as did “exciting,” The description “cool” received a LOW from 69% of the students, disproving the hypothesis that celebrity e-cig “vaping was cool.” The adjective “popular” received a LOW rating from 43% of the students, “attractive” from 57% and safer than cigarettes from 17% of the students.
Leonardo DiCaprio smoking and e-cigarette, care of NBC
E-cigarettes did not “score well,” receiving low marks among the students in the class, with the only praise for the habit of “vaping” coming from the perception that it seems to be safer than cigarettes to one’s health; however, when it came to estimating who would smoke e-cigarettes in the future, only 5 said they would definitely try it (2 as an experiment, 2 within the next year, and 1 in the next 5 years). It appears that the students taking the survey have a healthy skepticism as to the merits of electronic nicotine. The vast majority of the class indicated on the survey that they would not try e-cigarettes.
Summary
The researcher overestimated the potential impact of celebrity advertising and its influence on Union High students to consider vaping e-cigs in the near future. The overwhelming statistics are from those who said that they would definitely not try vaping. If these replies were truthful, it appears that the messages against smoking as harmful to your health, as stated by the Surgeon General, have had a lasting impact of smoking among this set of high school students. It also leads me to believe that although there has been a large emphasis on celebrity endorsements of electronic cigarettes, those endorsements have not had a major impact on the psyche of the Advertising students at Union High School.
Ironic Image of a smoking hot Union High School
Henry E. Hooper 