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Here students study multimedia persuasion techniques and use them to create Photo Story 3 advertisements
Art, Computers & Internet, Language Arts, Social Studies
5, 6, 7, 8
Title – Improving Multimedia Literacy Skills Using Photo Story 3
By – Emily Moore
Primary Subject – Computers / Internet
Secondary Subjects – Language Arts, Social Studies, Music, Art,
Grade Level – Grades 5-8
Concept/Topic to Teach:
- Deliberate juxtaposition of images, sound, and text allow film, video, and animation producers to create powerful, persuasive messages that sway audiences far more effectively than content alone. By understanding and exploring these techniques, students can learn to be critical of the media they watch and thus improve their overall online literacy.
- This lesson plan helps to meet multiple requirements set forth by Chapter 123 of the Texas Essential Knowledge and Skills for Technology Education/Industrial Technology Education for Middle School through High School (
- ) including:
- Students will learn how to identify (and, thus, choose their response) to five of the most common techniques that multimedia producers, such as advertisers, use to emotionalize content and manipulate audience response.
- Given a description of five basic manipulative techniques (image juxtaposition, narration/image juxtaposition, lingering, repetition, tailored soundtracking), students will correctly identify the most likely audience response for each technique.
- Given a computer pre-loaded with Photo Story 3 and access to web-based instruction for using Photo Story 3, students will create their own one- to three-minute advertisement using at least three of the five manipulative techniques.
- Given a showing of three multimedia ads, students will spot at least six occurrences of one or more manipulative techniques and critically discuss the effectiveness of the techniques.
- Access to a PC running Windows Photo Story 3 (one per student)
- Access to a multimedia-ready PC/PC projector (one for the instructor)
- Photo Story tutorial
- Six to 10 live (or taped) television or web advertisements, each of which demonstrates two or more manipulative techniques from sources such as:
- Paper and pen (each student)
- For students with disabilities:
- pre-built “ad components” (images, text, background music, narration tracks formatted for use with Photo Story 3)
- instructions for assembling the components into a multimedia ad and applying manipulative techniques.
Anticipatory Set (Lead-in):
- Students will view three advertisements, each of which demonstrates two or more manipulative techniques.
- After viewing each advertisement, the teacher instructs students to jot down their impressions of the product/service being advertised (without adding qualifiers; i.e., teacher doesn’t ask for positive or negative impressions).
- Teacher explains the difference between actual (stated) content and implied (unstated, but suggested) content.
- Using multimedia examples as necessary, teacher discusses the five manipulative techniques and their importance in contributing to implied content: i.e., tone, style, and story development. (In other words, the importance of the five techniques in shaping audience response and generating audience action.)
- Using Photo Story 3 and applying at least three manipulative techniques, students create their own 1- to 3-minute multimedia advertisements for fictitious or real products/services.
- In an instructor-led group, students watch each others’ advertisements, noting the techniques used.
Plan for Independent Practice
- Students watch multimedia ads of their choice on television or the Internet and, for each, write down the product, the manipulative techniques used and perceived effectiveness. Students share their findings and perceptions with the class.
Closure (Reflect Anticipatory Set):
- Students will once again view the three advertisements they viewed in the anticipatory set, with these differences:
- View again as normal.
- How effective is this ad?
- What is implied that is not actually stated?
- How is the implied information communicated?
- View a second time with the sound turned off.
- How effective is this ad without music/narration?
- What did the music/narration add to the effectiveness of the ad?
- What, if anything, did the music/narration imply?
- What did it actually state?
- View stop-timed (instructor stops each advertisement at the “technique” junctures).
- Which technique is being demonstrated here? Is it effective? Why or why not?
- Is the ad less effective now that students understand the technique that was used (and why it was used)?
Assessment Based on Specific Objectives (listed above):
- Objective #1: Quiz delivered three times:
- Verbal response (in-class)
- As an online quiz (matching)
- Pen/paper quiz (fill-in-the-blank).
- Objective #2: Rubric.
- Objective #3: Feedback on in-class presentations (verbal and/or delivered via online voting).
Adaptations (For Students with Learning Disabilities):
- Slower tracked students participate fully in the class with the exception of the Photo Story 3 project (see Step-By-Step Procedures #3). For this project, they assemble teacher-created components using (optional, based on ability) step-by-step instructions.
Extensions (For Gifted Students):
- Find a video clip depicting an advertisement from early TV (circa 1950′s). Note what, if any, manipulative techniques it employs. Using Photo Story 3, recreate the ad using as many modern-day manipulative techniques as possible and present both versions to the class for discussion.
- Research additional manipulative techniques used in multimedia development (there are many). Write a paragraph describing the intended result of each, and share with the class a video/multimedia demonstrating of each.
Possible Connections to Other Subjects:
- This lesson integrates topics covered in age-appropriate art, music, civics/social studies, ethics, and business communication/marketing courses.
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