Lesson Plan
Course Title:
Graphic Design & Illustration
Session Title:
Propaganda
Lesson Duration: Approximately one to two weeks
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this assignment, the student will use propaganda concepts to design an
effective advertisement.
Specific Objectives:
1. Define terms associated with the lesson.
2. Identify types of propaganda used in advertising.
3. Discuss words and strategies used in advertising based on target audience.
4. Compare various ads by the level of propaganda used.
Preparation
TEKS Correlations:
130.88(c)
(1) The student applies academic knowledge and skills in art and design projects. The student
is expected to:
(A) apply English language arts knowledge and skills by demonstrating use of content,
technical concepts, and vocabulary; using correct grammar, punctuation, and
terminology to write and edit documents; and composing and editing copy for a
variety of written documents such as brochures, programs, posters, flyers, and
magazine covers.
(2)
The student understands professional communications strategies. The student is expected
to:
(A) adapt language for audience, purpose, situation, and intent such as structure and
style;
(C) interpret and communicate information, data and observations;
(E) apply active listening skills; and
(F) listen to and speak with diverse individuals.
(8)
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:
(E) analyze the impact of the advertising and visual communications design industry on
society, including concepts related to persuasiveness, marketing, and point of view.
(11) The student develops an increasing understanding of graphic design and illustration. The
student is expected to:
(C) interpret, evaluate, and justify design decisions;
(D) conduct oral or written critiques of designs by:
(i) applying a critical method of evaluation;
(ii) communicating an oral or written defense; and
(F) employ a creative design process to create original two– or three-dimensional
projects by:
AAVTC: Graphic Design & Illustration: Propaganda
Copyright © Texas Education Agency, 2011. All rights reserved.
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(i) creating designs for defined applications;
(ii) applying elements of design;
(iii) applying design principles and typography; and
(iv) using good composition.
Instructor/Trainer
References:
 Lee, Alfred McLung, & Lee, Elizabeth Briant. 1939. The Fine Art of Propaganda. Harcourt,
Brace, and Co.
 http://www.sourcewatch.org/index.php?title=Propaganda
 http://www.calvin.edu/academic/cas/gpa/
Instructional Aids:
 Propaganda Slide Presentation
 Propaganda Vocabulary Terms Organizer
 Propaganda Project Rubric
Materials Needed:
 Magazines
 Pre-selected ads
 Movie advertisements
 Pencils
 Paper
 Dictionary
 Thesaurus
Equipment Needed:
Computer with software to project slide presentation
Projector
Learner
Experience with basic design concepts; completion of the Focal Point in Advertising lesson
would be beneficial (http://www.cte.unt.edu/arts/curriculum-graphic.html).
Introduction
MI
Introduction (LSI Quadrant I):
SAY: Words may encourage, incite anger, motivate, or offer joy and peace. We
make numerous emotional connections with words.
SAY: Words may be truthful. Words may be lies. Words are powerful tools.
ASK: How many of you know what propaganda is? (wait for answers and discuss)
ASK: What distinguishes propaganda from factual information?
SAY: Today we are going to look in depth at what propaganda is and
develop an advertisement using propaganda.
AAVTC: Graphic Design & Illustration: Propaganda
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Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
Outline (LSI Quadrant II):
I. Define terms associated with the lesson.
A. From Merriam Webster Online – "the spreading of
ideas, information, or rumor for the purpose of
helping or injuring an institution, a cause, or a
person, or ideas, facts, or allegations spread
deliberately to further one's cause or to damage
an opposing cause; also: a public action having
such an effect."
II. Identify types of propaganda used in advertising.
A. Bandwagon – Very common, where the individual
generally follows the crowd to become part of the
“winning team.”
B. Card Stacking – Only presenting information that
supports a proposal and omitting other information.
C. Glittering Generalities – (often political) Uses
words associated with strong values, but that
means different things to different people.
D. Name Calling – (seldom used, political) Derogatory
language or words often used to describe an
enemy.
E. Lesser of Two Evils – (often political) Convinces us
to choose the less offensive option.
F. Plain Folks – The views represented are those of
the common people and everyone around him/her.
G. Pinpointing the Enemy – (most often used during
wartime) Pointing to one group of persons as the
enemy (gays, Muslims, or some other group that is
targeted for bias).
H. Simplification – (similar to above) Eliminates
important information and tries to make it a simple
choice like stereotyping.
I. Testimonials – Quotations or endorsements; in or
out of context.
J. Transfer – Linking two items together to try and
make the viewer think of them in the same way.
AAVTC: Graphic Design & Illustration: Propaganda
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An example of a
glittering generality is
the phrase “weapons of
mass destruction.”
An example of “Plain
Folks” is the Republican
Party’s reference to the
“Average Joe” or
“Soccer Moms” during
the McCain/Palin
campaign.
There are numerous
examples of testimonials
and endorsements by
prominent athletes and
actors (clothing,
insurance, food and
beverages, utilities,
online/cell phone service
providers, etc.). Have
students brainstorm
examples of advertising
testimonials.
Ask: Have you ever
been influenced to
purchase a certain
product based on an
endorsement?
III. Discuss words and strategies used in advertising
based on target audience.
A. ages 20-35
B. ages 40-55
C. ages 60 and older
Ask: Why do advertisers
shift strategies based on
audience age groups?
IV. Compare various ads by the level of propaganda
used.
A. Type of propaganda used
B. Target audience
C. Success of the message
D. Application of design elements
Application
MI
Guided Practice (LSI Quadrant III):
Using one item, allow the class to create ads in any of the propaganda styles. Share
ad ideas as a group and discuss the success of the design.
NOTE: This is a classroom interactive experience
MI
Independent Practice (LSI Quadrant III):
1. Using a list of objects given to you, create ten slogans using Propaganda and
directing five of the slogans toward adults.
NOTE: Generate a list of items for the students to target for propaganda, or
divide the class into two groups and have each group develop the list for the
other group to target.
2. Take one slogan and address the following age categories using words directed
toward their specific place in life:
 ages 20-35
 ages 40-55
 ages 60 and older
3. Develop the best slogan into a final advertisement.
Summary
MI
Review (LSI Quadrants I and IV):
Review different types of propaganda by identifying the following statements:
Words can hit like a hammer.
AAVTC: Graphic Design & Illustration: Propaganda
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Words can soothe like a balm.
Words can encourage and entice, and offer truth or fiction.
Remember: Awareness of word choice and their use can make a difference in
product presentation, and sales. The way in which the words or ad are
presented can influence the viewer...even if the message is false!
Evaluation
MI
Informal Assessment (LSI Quadrant III):
 The teacher will monitor student progress and assess understanding during class
discussions and independent practice. Individual redirection should be provided
as needed.
MI
Formal Assessment (LSI Quadrant III, IV):
 Class critique and discussion of student-created advertisements. Use the rubric
as the basis for discussion and for evaluation of projects.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
 Students may bring in examples of propaganda for class discussion.
 Students may explore visual arts career opportunities associated with
propaganda (research Song Byeok for an example of a Korean artist)
 Students interested in history may explore the United States Holocaust Memorial
Museum website and consider the role of propaganda in the events leading up to
WWII (http://www.ushmm.org/propaganda/).
AAVTC: Graphic Design & Illustration: Propaganda
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Propaganda Vocabulary Terms Organizer
Define, or provide an example of the following terms from the presentation/class
discussion:
1. Bandwagon
2. Card Stacking
3. Glittering Generalities
4. Name Calling
5. Lesser of Two Evils
6. Plain Folks
7. Pinpointing the Enemy
8. Simplification
9. Testimonials
10. Transfer
AAVTC: Graphic Design & Illustration: Propaganda
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Propaganda Project Rubric
Criteria
Completeness
(30 pts)
Design elements
(10 pts)
Propaganda
(30 pts)
Creativity
(20 pts)
Technical skill
(10 pts)
Exceptional
Above Average
Below Average
Unacceptable
25-30 points
16-24 points
1-15 points
0 points
All elements
included (10
slogans, 3 design
concepts, final
advertisement).
Final
advertisement is
complete, but
slogans or design
concepts are
incomplete.
Slogans and
design concepts
are complete, but
final
advertisement is
incomplete.
None of the
parts of the
project is
complete.
9-10 points
5-8 points
1-4 points
0 points
All design
elements are
appropriately
applied.
3-4 design
elements are
appropriately
applied.
1-2 design
elements are
appropriately
applied.
No evidence of
application of
design
elements.
25-30 points
16-24 points
1-15 points
0 points
Message is clear
and appropriate
for target
audience.
Message is clear
but inappropriate
for target
audience.
Message is
appropriate for
target audience
but needs some
clarification.
Message is
unclear and
inappropriate for
target audience.
18-20 points
10-17
1-9
Design ideas are
original in thought
and exceptionally
creative.
Design ideas are
somewhat
original and
creative.
Limited evidence
of creativity and
originality in
thought.
9-10 points
5-8 points
1-4 points
Professional
project.
Drawing level is
appropriate and
all products are
neat and
professionally
presented.
Drawing level is
appropriate, but
there are
smudges or
rough edges on
the final products.
Drawing level is
inappropriate but
the products are
neat.
Points
0 points
No evidence of
attempted
creativity or
originality in
thought or
execution of
project.
0 points
Project is
unprofessional.
Drawing level is
inappropriate
and there are
smudges,
stains, creases,
torn edges, etc.
on the final
products.
Total_______________
(Based on 100 pt scale)
AAVTC: Graphic Design & Illustration: Propaganda
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