Lesson Plan
Course Title: Graphic Design & Illustration
Session Title: Emotions Elicited by Advertising
Lesson Duration: Approximately 1 week
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
The student will create an advertising campaign that has an emotional bias.
Specific Objectives:
Discuss emotions
• Discuss reasons why advertisers would want to reach viewers’ emotions.
• Match age groups with emotions.
• Theorize when emotions would be unacceptable or in poor taste.
• Create an emotionally guided campaign.
• Evaluate campaigns.
• Incorporate feedback into design decisions.
Preparation
TEKS Correlations:
130.88 (c)(1)(A)
The student applies academic knowledge and skills in art and design projects. The student is
expected to: apply English language arts knowledge and skills by demonstrating use of content,
technical concepts, and vocabulary; …and composing and editing copy for a variety of written
documents such as brochures, programs, posters, flyers, and magazine covers;
130.88 (c)(2)(A)
The student understands professional communications strategies. The student is expected to:
adapt language for audience, purpose, situation, and intent such as structure and style;
130.88 (c)(3)
The student understands and examines problem-solving methods. The student is expected to
employ critical-thinking and interpersonal skills independently and in teams to solve problems.
130.88 (c)(8)(A)
The student applies ethical decision making and understands and complies with laws regarding
use of technology in graphic design and illustration. The student is expected to: exhibit ethical
conduct related to interacting with others such as client confidentiality privacy of sensitive
content, and providing proper credit for ideas;
130.88 (c)(8)(D)
demonstrate proper etiquette and knowledge of acceptable use policies;
130.88 (c)(8)(E)
analyze the impact of the advertising and visual communications design industry on society,
including concepts related to persuasiveness, marketing, and point of view.
130.88 (c)(11)(C)
The student develops an increasing understanding of graphic design and illustration. The
student is expected to: interpret, evaluate and justify design decisions;
AAVTC: Graphic Design & Illustration: Emotions Elicited by Advertising
Copyright © Texas Education Agency, 2011. All rights reserved.
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Instructor/Trainer
References:
• Search online sites for information regarding emotions elicited by advertising
Instructional Aids:
• Emotions Elicited by Advertising Slide Presentation
• Talking Points
• Emotions Quiz
• Emotions Quiz Key
• Abraham Maslow’s Hierarchy of Needs
o Abraham Maslow (2009). Maslow’s Hierarchy of Needs. Retrieved from
http://en.wikipedia.org/wiki/File:Maslow%27s_Hierarchy_of_Needs.svg
• Project Rubric
Materials Needed:
• List of 20 items from which students will create an advertisement based on emotions
• Examples of ads using emotional ploys
• Magazines
• Newspapers
Equipment Needed:
• Computer
• Projector
• Printer
Learner
• Will need the ability to consider past ads
• Will be open to ideas
• Will be able to share in a group
• Will be able to work individually
Introduction
MI
Introduction (LSI Quadrant I):
•
•
•
•
•
•
•
•
•
Emotion is another word to describe feelings.
List emotions (fear, joy, love, happy, sad, jealous, anger, hurt, etc.).
Memories, as well as current events, are tied to our emotions.
Physiological changes occur when we feel certain emotions.
Ads use emotions to appeal to us.
Needs, instincts, values, traditions, beliefs, and emotions are such appeals.
Emotions may be the strongest.
Advertisers want emotions to override values, logic and economy.
Products tie in to emotional egos—youth, sex-appeal, and style.
AAVTC: Graphic Design & Illustration: Emotions Elicited by Advertising
Copyright © Texas Education Agency, 2011. All rights reserved.
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Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
I. Discussion of emotions used in advertising
A. Ask what items students have purchased
based on the delivery of an advertisers plot to
reach them – were you going to be prettier,
smarter, stronger, leaner, better, more
popular?
B. Were your goals realized? Did the item you
purchased bring you friends?
Instructor can discuss the
universality of emotions.
Different cultures, peoples,
nations, and languages all
experience the same
emotions. They may not be
caused by the same things
but grief is grief in any
culture, and so are joy, fear,
love, etc. They may be called
by many different names, but
the emotions are still the
same.
II. What basic needs do people have?
A. Abraham Maslow said we have physical
needs, safety & security needs, love needs,
esteem needs, and self actualization needs.
B. In general, lower level needs must be met
before an individual can move on to higher
level needs.
III. What reaches you?
A. From a list of 20 items you will individually
create emotionally focused campaigns.
B. These will not need illustrations at this time –
only the emotional focus and what words will
be used to reach your audience.
C. You will create 3 emotional advertising
campaigns.
Application
MI
Guided Practice (LSI Quadrant III):
• As a whole class or large group, create one emotionally guided campaign for an
item, such as cereal – a breakfast food.
• In a small group of 2 or 3, create an emotionally focused campaign for a product
such as facial tissue.
MI
Independent Practice (LSI Quadrant III):
• The student will be given a list of items from which three will be selected.
• The student will consider how each of the 3 items could be marketed using an
emotional twist.
• The student will choose 1 of the 3 items and create a campaign using this
emotional focus.
• The campaign will consist of: manner of presentation to the public, product
audience, and explanation of delivery to audience.
• The class will discuss and critique the potential success of the campaign. The
student will re-evaluate the emotional focus and review, and perhaps resubmit a
AAVTC: Graphic Design & Illustration: Emotions Elicited by Advertising
Copyright © Texas Education Agency, 2011. All rights reserved.
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re-worked idea.
Summary
MI
Review (LSI Quadrants I and IV):
Awareness of why customers are drawn to certain items is necessary for consumers
and advertisers. Why we like certain foods, colors, and items help determine why
others will and perhaps why products will market well. Ultimately, the primary goal of
advertising is to motivate and persuade. Emotions are a critical component in
reaching that goal. According to a 2005 study on the role of emotion in brand
success, emotional associations can positively bias brand association. Those
products which provide multiple points of emotional contact seem to be the most
successful in terms of sales.
Evaluation
MI
Informal Assessment (LSI Quadrant III):
The teacher monitors individual/group progress as students work on activities. The
teacher provides individual help/redirection as needed.
1. Ongoing evaluation by the instructor (the instructor may wish to develop a rubric
on this)
2. Class critique
MI
Formal Assessment (LSI Quadrant III, IV):
Quiz
Teacher evaluation based on rubric assessment
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
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•
•
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Locate various print ads and develop a portfolio of ads which convey certain
emotions.
Locate various multimedia ads and develop a list of ads which convey certain
emotions.
Interview an advertising executive to get a sense of the role of emotion in
advertising.
Read and respond to an article on emotions and advertising.
Conduct a survey of peers (not participating in the class) to determine how ads
affect their emotions.
AAVTC: Graphic Design & Illustration: Emotions Elicited by Advertising
Copyright © Texas Education Agency, 2011. All rights reserved.
4
Talking Points: Emotions Elicited by Advertising – Slide Outline
Happy, Sad, or Indifferent?
Why are your feelings important?
Why are they important to an advertiser?
Are different emotions linked to certain age groups?
What have you felt?
Children and advertising—how would you reach them?
 Is it honest?
 Is it fair?
 What is?
Teen emotions
 fears
 needs
 joys
 attitudes
 others/self
Abraham Maslow Hierarchy of Needs
 Are adult needs different?
 When do we outgrow our needs?
 Is it fair for advertisers to focus on needs?
 Buyer beware?
AAVTC: Graphic Design & Illustration: Emotions Elicited by Advertising
Copyright © Texas Education Agency, 2011. All rights reserved.
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Abraham Maslow’s Hierarchy of Needs
(http://en.wikipedia.org/wiki/File:Maslow%27s_Hierarchy_of_Needs.svg)
AAVTC: Graphic Design & Illustration: Emotions Elicited by Advertising
Copyright © Texas Education Agency, 2011. All rights reserved.
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Emotions Quiz
1.
Emotions are the same as feelings. (T/F)
a. True
b. False
2.
Describe the difference between needs and wants.
3.
Advertisers want viewers to feel emotion when viewing advertisements. (T/F)
a. True
b. False
4.
Define the following terms:
a. Needs
b. Traditions
c. Beliefs
d. Emotions
e. Values
AAVTC: Graphic Design & Illustration: Emotions Elicited by Advertising
Copyright © Texas Education Agency, 2011. All rights reserved.
7
Emotions Quiz (Key)
1. Emotions are the same as feelings. (T/F)
a. True
b. False
2. Describe the difference between needs and wants.
Answers will vary. Needs are basic to supporting life (they can be listed
hierarchically, according to importance), whereas wants are generally based on
emotions.
3. Advertisers want viewers to feel emotion when viewing advertisements. (T/F)
a. True
b. False
4. Define the following terms: Answers will vary
a. Needs
Something necessary to sustaining life
b. Traditions
A long-established way of thinking or acting
c. Beliefs
Confidence, faith, assurance, or acceptance of something that may
be difficult to prove
d. Emotions
Any of the feelings of love, joy, fear, hate, etc.
e. Values
Relative worth, merit, or importance
AAVTC: Graphic Design & Illustration: Emotions Elicited by Advertising
Copyright © Texas Education Agency, 2011. All rights reserved.
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Project Rubric
Criteria
Completeness
(10 pts)
Emotional
focus
(30 points)
Presentation
(20 pts)
Creativity
(30 points)
Professional
Appearance
(10 pts)
Comments:
Exceptional
Above Average
Below Average
Unacceptable
9-10 points
5-8 points
1-4 points
0 points
Work is
complete and
presents a
unified whole.
Work is
complete, but
lacks unity or
Gestalt.
Work is
incomplete.
No attempt was
made to produce
the document.
27-30 points
15-26 points
1-14 points
0 points
Emotional focus
is exceptional.
Some emotional
focus is created
Attempt is made
to create
emotional focus
No evidence of
emotional focus
17-20 points
9 -16 points
1-8 points
0 points
Presentation is
exceptionally
effective
Presentation is
somewhat
effective
Limited
effectiveness of
presentation.
No evidence
effectiveness in
presentation.
27-30 points
15-26 points
1-14 points
0 points
Ideas are
original in
thought and
exceptionally
creative.
Ideas are
somewhat
original and
creative.
Limited
evidence of
creativity and
originality in
thought.
No evidence of
creativity or
originality in
thought or
execution of
project.
9-10 points
5-8 points
1-4 points
0 points
Excellent
project; neat
and professional
in appearance.
Good project.
Very few
corrections are
needed
Fair project.
Several errors
are evident.
Project is
unprofessional
and errors
distract
significantly.
Points
TOTAL
POINTS:
AAVTC: Graphic Design & Illustration: Emotions Elicited by Advertising
Copyright © Texas Education Agency, 2011. All rights reserved.
9