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Record of campaign lessons

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Record of campaign lessons Record of campaign lessons Document Transcript

  • Abigail Faponle 11UCampaign - Record of lessons06/09/10Today we started the unit campaign we discussed what weassociate campaigns with like promotion, communication anduseful information. With a big roll of paper the whole classgenerated ideas on potential campaign topics and wrote themdown as a brainstorm. We sat in a big group and discussedpersonal problems and experiences that are in serious need tobe dealt with. We also talked about community issues thataffected us and what we thought could be done as well as whywe would want to promote this to public and make themaware.13/09/10Today we re-capped on what we did last lesson. We thenseparated ourselves into groups to research what we as groupsthought would be a potential campaign topic that neededpromoting and what topic we should make our public aware of.Once we decided what our topic was we done some internetresearch to find out more about the topic like the backgroundof it. E.g. why they started the campaign, why they think it’s agood topic to promote or inform the public about, when theystarted the campaign and what impact has it had on the law orpeople. With then decided to put these findings into apresentation where we would present our findings, statisticsand research to our fellow class mates to explain why we thinkthis is a good subject and also to inform them about the
  • Abigail Faponle 11Uproblem and what we could do to create a solution or apositive impact.15/09/10Today we continued our campaign topic. We started with somewarm-up games to get our mind in the right zone tobrainstorm. We then put ourselves into groups of five and eachgroup scanned some newspapers to find some realisticappropriate stories to analyse annotate and perform. After wefound the our potential story we read through it to make surewe understood what happened, then we came up with 4separate individual statements from the story. Once we hadthe 4 statements noted down on separate papers we put themtogether with our other class mates but we jumbled them up sowe had different statements from different articles andsituations merged together. After we looked at all thestatements altogether we then took 4 separate statements,ones of which were not our own. With those we generatedideas for 4 different freeze-frames based on each statement.When we had our freeze-frames sorted, each group sharedtheirs with the rest of the class. In our own groups we choseour best freeze frame that we came up with and wrote downeach characters feelings for example, my character was a youngman getting arrested so my feelings and the thoughts were asfollowing: angry, what am I going to do?, who are these peoplearound me, upset, confused. We then had to put thesethoughts and feeling into statements as which we would thenperform as a monologue. In our groups we performed ourmonologue one at a time; after we did this the whole classperformed their monologues but all at once so it kind ofoverlapped. When we had finished we looked back on ourperformance unaware that we already had an opening forpossibly a future performance which could highlight and informthe public about our potential campaign topic.
  • Abigail Faponle 11U20/09/10In this class we were once again split into 4 groups and given asubject in which we were then to brainstorm ideas on how tomake our audience away through a short performance.Everyone’s topics had to persuade or argue about a certain factor opinion. My group was given the task to show the audienceor persuade the audience and make them aware of a specificstatement: tomatoes are vegetables. We done this by making amimic of a reality television show (The Jeremy Kyle Show)where a ‘tomato’ would come on stage, sharing its feelings onthis statement and arguing that it is true whilst persuading theaudience that a tomato is a vegetable. When we had finishedall of our performances we realised we had used an importantstrategy to address our audience: persuasion. This is importantas when we get to actually doing our campaign we will need topersuade the public to come over and listen as well aspersuading them and informing them about our campaigntopic.27/09/10In this lesson we started to develop on our brainstorms ofpotential campaign topics. We got into groups of three or lessand gathered research on our chosen campaign topic. Wefound out information like, what the campaign is, what it istrying to promote or raise awareness of, when it was founded,who sponsors them etc. With information like this we alsogenerated ideas of why we thought this campaign was put onand why they thought it was important. With this informationwe then put it into a brief presentation ready to present to ourpeers the following lesson.
  • Abigail Faponle 11U29/09/10In this lesson we revealed our presentations to our fellowclassmates improving our presentation skills by increasing thevolume of our speech, using eye contact and discussing withour audience. In the end we had a bunch of differentcampaigns that each group felt passionate about. Together wedecided what we thought would be the best campaign for us asindividuals as well as a group of young females.04/10/10Today we have had a professional, paid actor come in and helpus with planning on how we are going to approach the public.We sat down in a circle and each individual of my group madeup of Zara, Tionne, Moshomi, Abisola, Tangina and myself cameup with our target audience; women of all ages. With ourtarget audience in mind we then realised that we are our owntarget audience as we are females of different ages. Thishelped us plan what our public want to hear, see and feel. Wewant our campaign to have a huge impact on our audience sowe generated ideas of different ways we could approach ouraudience like presentations, interactive discussions andthrough performance. We then combined this and decided wewould take a multimedia approach to our public so people canget different effects and experiences. We discussed as a group,listening and having our say about what things we could do inour campaign, we want to take a unique approach so wedecided to think abstract in the sense that we don’t have toperform in our performance to really get to our audience, wecould hang posters of ‘the perfect image’ then showing whatthose women actually look like. We then took on different rolesof research.11/10/10During this lesson we managed our time well by catching up onresearch and further activity research on which we could use
  • Abigail Faponle 11Ufor our campaign in order to make the public more aware. Ourresearch included statistics, facts and opinions. All of these canbe used to persuade and influence the public.13/10/10In this lesson we worked alone with a professional actor todevelop our performances. We started with getting into ourgroups recapping on previous meetings of which we discussedthe different aspects of how we approached the public.We then started to slowly create a performance with the use ofmy group’s ideas as well as my own input. After we had a shortrehearsed scene, the professional actor helped us develop ourcharacters through body language. It started of with a shortactivity of us walking around in the space of the room, we thenstarted to lead with a particular body part (this could be fromour nose or from our hands) by doing this exercise we got a feeland deeply noticed each and every body part. This helped withour performance as when we perform now we will be moreaware of our body parts, how they move, how they feel andmore importantly how we can use it on stage to portray acertain mood or character.01/11/10In this 50minute lesson we have looked at various wayscompanies/campaigns promote themselves and makethemselves known. We looked at different ways such as flashmobs. We then had a discussion on various ways we couldpromote our campaign we also decided on a flash mob topromote our campaign because we thought this idea would getthe most recognition03/11/10We have developed our performance by using different dramatechniques and skills to make our performance memorable toaudience. We realised that we were side-tracking with our key
  • Abigail Faponle 11Umessage; this was highlighted by one of our peers. We thenbrainstormed on ways how we could highlight our message andmake it clearer to our audience the moral of our performance.We then took this into account and changed and developed ourperformance making it better.