Creating and Sharing

Lesson Overview

In this 60-minute lesson, Year 2-3 students will work collaboratively to film and produce a television-style advertisement using iPads. They will follow their storyboards developed in prior lessons and apply persuasive techniques explored in Lesson 4. The lesson culminates with groups sharing their advertisements with the class and reflecting on the effectiveness of their persuasive elements. Individual contributions will be assessed to support collaboration skills.

This lesson aligns closely with the Australian Curriculum (v9) for The Arts: Visual Arts for Years 1-2 and 3-4, emphasising creating artworks, using materials and technologies, and reflecting on art practices.

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Curriculum Links

Australian Curriculum - The Arts (Visual Arts) Years 1-2 and 3-4

• AC9AVA2C01: Use visual conventions, visual arts processes and materials to create artworks.
• AC9AVA4P01: Share and/or display artworks and/or visual arts practice in informal settings.
• AC9AVA2D01: Experiment and play with visual conventions, visual arts processes and materials.
• AC9AVA4D01: Experiment with a range of ways to use visual conventions, visual arts processes and materials.
• General Capabilities: Critical and Creative Thinking, Personal and Social Capability, ICT Capability.

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Learning Objectives

By the end of this lesson, students will:

1. Collaborate effectively to film a short television-style advertisement using iPads, demonstrating application of planned persuasive techniques.
2. Use the storyboard created in Lesson 3 and persuasive language and visual techniques from Lesson 4.
3. Exhibit creativity and communication skills while filming digital media.
4. Share their advertisement with peers in an informal setting and discuss the persuasive strategies used.
5. Reflect individually on their contribution and the effectiveness of the advertisement in persuading an audience.

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Materials Required

• iPads or tablets with video recording capability (enough for group use)
• Storyboards developed in previous lessons
• Classroom space suitable for filming
• Headphones (optional for focused filming)
• Reflection sheets with key persuasive vocabulary and concepts introduced earlier in the unit
• Whiteboard or chart paper to record group reflections

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Lesson Breakdown (60 minutes)

1. Introduction and Organisation (10 minutes)

• Teacher explains the learning intention: "Today, you will use your storyboards and the persuasive techniques we have learned to film your advertisements in small groups."

• Quick review: Recap key persuasive techniques from Lesson 4 (e.g., emotive language, strong visuals, repetition).

• Group formation and role allocation: Students organise into their pre-established groups. Each student decides roles for filming, acting, directing, or managing props and sound.

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2. Filming Advertisements (30 minutes)

• Students use iPads to film their advertisements in their groups. Encourage:

• Following the storyboard closely.

• Using persuasive techniques deliberately.

• Experimenting with camera angles, expressions, and props.

• Rotating roles if time permits to include multiple contributions.

• Teacher support: Circulate, guiding groups, providing feedback on persuasive techniques application and helping with the technology.

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3. Sharing Advertisements (12 minutes)

• Each group presents their finished advertisement to the class.
• Encourage respectful viewing and positive peer feedback.
• After each presentation, briefly discuss:
• What persuasive techniques were used?
• How effective were they in encouraging the audience?

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4. Reflection and Assessment (8 minutes)

• Individual reflection: Students complete a simple reflection sheet noting:

• Their contribution to the group.

• Which persuasive techniques they think worked best.

• What they might do differently next time.

• Teacher collects reflection sheets to assess individual contributions and understanding as part of the assessment conditions.

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Assessment Criteria

• Process Assessment: Observation of collaboration, use of persuasive techniques, and role participation during filming.

• Product Assessment: Final advertisement evaluated on:

• Clarity of message.

• Effective use of persuasive language and visual elements.

• Creativity and engagement.

• Reflection Sheet: Measures individual understanding and contribution.

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Differentiation and Support

• Provide additional scaffolding for students who need help with iPad operation or understanding persuasive language.
• Offer visual prompts and sentence starters for reflections.
• Allow flexible group roles to suit students' strengths and needs.

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Key Vocabulary to Reinforce

• Persuade, advertise, audience, storyboard, emotion, repetition, visual, message, role, collaboration.

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Extension Ideas

• Upload videos to a class blog or platform for sharing with families.
• Invite students to vote on the most persuasive advertisement and discuss why.
• Link with literacy activities by creating written captions or scripts for the advertisements.

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This lesson completes the unit "Protecting Imaginary Places" by integrating creativity, technology, and persuasive communication, empowering young students to express ideas through multimodal media consistent with the Australian Curriculum for The Arts in Years 2-3.