Record of campaign lessons


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Record of campaign lessons

  1. 1. Abigail Faponle 11U Campaign - Record of lessons 06/09/10 Today we started the unit campaign we discussed what we associate campaigns with like promotion, communication and useful information. With a big roll of paper the whole class generated ideas on potential campaign topics and wrote them down as a brainstorm. We sat in a big group and discussed personal problems and experiences that are in serious need to be dealt with. We also talked about community issues that affected us and what we thought could be done as well as why we would want to promote this to public and make them aware. 13/09/10 Today we re-capped on what we did last lesson. We then separated ourselves into groups to research what we as groups thought would be a potential campaign topic that needed promoting and what topic we should make our public aware of. Once we decided what our topic was we done some internet research to find out more about the topic like the background of it. E.g. why they started the campaign, why they think it’s a good topic to promote or inform the public about, when they started the campaign and what impact has it had on the law or people. With then decided to put these findings into a presentation where we would present our findings, statistics and research to our fellow class mates to explain why we think this is a good subject and also to inform them about the
  2. 2. Abigail Faponle 11U problem and what we could do to create a solution or a positive impact. 15/09/10 Today we continued our campaign topic. We started with some warm-up games to get our mind in the right zone to brainstorm. We then put ourselves into groups of five and each group scanned some newspapers to find some realistic appropriate stories to analyse annotate and perform. After we found the our potential story we read through it to make sure we understood what happened, then we came up with 4 separate individual statements from the story. Once we had the 4 statements noted down on separate papers we put them together with our other class mates but we jumbled them up so we had different statements from different articles and situations merged together. After we looked at all the statements altogether we then took 4 separate statements, ones of which were not our own. With those we generated ideas for 4 different freeze-frames based on each statement. When we had our freeze-frames sorted, each group shared theirs with the rest of the class. In our own groups we chose our best freeze frame that we came up with and wrote down each characters feelings for example, my character was a young man getting arrested so my feelings and the thoughts were as following: angry, what am I going to do?, who are these people around me, upset, confused. We then had to put these thoughts and feeling into statements as which we would then perform as a monologue. In our groups we performed our monologue one at a time; after we did this the whole class performed their monologues but all at once so it kind of overlapped. When we had finished we looked back on our performance unaware that we already had an opening for possibly a future performance which could highlight and inform the public about our potential campaign topic.
  3. 3. Abigail Faponle 11U 20/09/10 In this class we were once again split into 4 groups and given a subject in which we were then to brainstorm ideas on how to make our audience away through a short performance. Everyone’s topics had to persuade or argue about a certain fact or opinion. My group was given the task to show the audience or persuade the audience and make them aware of a specific statement: tomatoes are vegetables. We done this by making a mimic of a reality television show (The Jeremy Kyle Show) where a ‘tomato’ would come on stage, sharing its feelings on this statement and arguing that it is true whilst persuading the audience that a tomato is a vegetable. When we had finished all of our performances we realised we had used an important strategy to address our audience: persuasion. This is important as when we get to actually doing our campaign we will need to persuade the public to come over and listen as well as persuading them and informing them about our campaign topic. 27/09/10 In this lesson we started to develop on our brainstorms of potential campaign topics. We got into groups of three or less and gathered research on our chosen campaign topic. We found out information like, what the campaign is, what it is trying to promote or raise awareness of, when it was founded, who sponsors them etc. With information like this we also generated ideas of why we thought this campaign was put on and why they thought it was important. With this information we then put it into a brief presentation ready to present to our peers the following lesson.
  4. 4. Abigail Faponle 11U 29/09/10 In this lesson we revealed our presentations to our fellow classmates improving our presentation skills by increasing the volume of our speech, using eye contact and discussing with our audience. In the end we had a bunch of different campaigns that each group felt passionate about. Together we decided what we thought would be the best campaign for us as individuals as well as a group of young females. 04/10/10 Today we have had a professional, paid actor come in and help us with planning on how we are going to approach the public. We sat down in a circle and each individual of my group made up of Zara, Tionne, Moshomi, Abisola, Tangina and myself came up with our target audience; women of all ages. With our target audience in mind we then realised that we are our own target audience as we are females of different ages. This helped us plan what our public want to hear, see and feel. We want our campaign to have a huge impact on our audience so we generated ideas of different ways we could approach our audience like presentations, interactive discussions and through performance. We then combined this and decided we would take a multimedia approach to our public so people can get different effects and experiences. We discussed as a group, listening and having our say about what things we could do in our campaign, we want to take a unique approach so we decided to think abstract in the sense that we don’t have to perform in our performance to really get to our audience, we could hang posters of ‘the perfect image’ then showing what those women actually look like. We then took on different roles of research. 11/10/10 During this lesson we managed our time well by catching up on research and further activity research on which we could use
  5. 5. Abigail Faponle 11U for our campaign in order to make the public more aware. Our research included statistics, facts and opinions. All of these can be used to persuade and influence the public. 13/10/10 In this lesson we worked alone with a professional actor to develop our performances. We started with getting into our groups recapping on previous meetings of which we discussed the different aspects of how we approached the public. We then started to slowly create a performance with the use of my group’s ideas as well as my own input. After we had a short rehearsed scene, the professional actor helped us develop our characters through body language. It started of with a short activity of us walking around in the space of the room, we then started to lead with a particular body part (this could be from our nose or from our hands) by doing this exercise we got a feel and deeply noticed each and every body part. This helped with our performance as when we perform now we will be more aware of our body parts, how they move, how they feel and more importantly how we can use it on stage to portray a certain mood or character. 01/11/10 In this 50minute lesson we have looked at various ways companies/campaigns promote themselves and make themselves known. We looked at different ways such as flash mobs. We then had a discussion on various ways we could promote our campaign we also decided on a flash mob to promote our campaign because we thought this idea would get the most recognition 03/11/10 We have developed our performance by using different drama techniques and skills to make our performance memorable to audience. We realised that we were side-tracking with our key
  6. 6. Abigail Faponle 11U message; this was highlighted by one of our peers. We then brainstormed on ways how we could highlight our message and make it clearer to our audience the moral of our performance. We then took this into account and changed and developed our performance making it better.