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Year 9 Music
Music in Advertising
Level 6: Personal Learning, the Arts, English, Information
and Communications Technology, Thinking Processes
Contents
Introduction ……………………………………………………………………………. 2
Learning Focus ………………………………………………………………………... 2
Victorian Essential Learning Standards …………………………………………... 3
Teaching and Learning activities …………………………………………………... 4
Music in existing advertisements – an introduction
Detailed analysis of music in existing advertisements
Soundtrack creation
Soundtrack presentation
Assessment ……………………………………………………………………………. 8
Unit resources …………………………………………………………………………. 10
Teacher resource – sample ‘Sunshine wheel’
Ad analysis introductory task
Music in Advertisements – extended analysis questions
Advertisement analysis 1 and 2
Music for Advertisements: creation and analysis assignment sheet
Advertisement soundtrack planner
Teacher resource – sample table for analysis
A guide to completing the written analysis of your ad soundtracks
Music for Advertisements: creation and analysis marking/criteria sheet
Music in advertisements – student evaluation sheet
Unit prepared by Hildy Essex for the year 9 music program at Melbourne High School, 2007 Page 1
Music in Advertising
Introduction
Melbourne High School
In this unit, the dimensions of creating, making, exploring and responding are all addressed. Year 9 Music
Students discuss, investigate and evaluate how music is used to enhance visual media, in
particular television advertisements. Students explore how the music is used to create layers of meaning
and to manipulate the viewer in a variety of existing advertisements. They use appropriate music
terminology to discuss and analyse the music components, and how these components support both the
explicit and implicit meanings of the advertisements. They will apply this knowledge by creating a number
of original soundtracks for an advertisement and by analysing and evaluating their own soundtracks.
Students use information and communications technology (in particular, the software GarageBand –
http://www.apple.com/ilife/garageband) to create soundtracks to accompany existing advertisements.
This unit provides the opportunities for students to demonstrate their achievement against elements of the
standards for Level 6 The Arts and also against elements of the standards for Level 6 Personal Learning,
English, Information and Communications Technology and Thinking Processes.
Learning focus
This unit addresses learning focus statements from all three strands. These include:
Personal Learning
• Students reflect on learning and evaluate achievement of goals
• Students are encouraged to use appropriate strategies to maximise their own and others’ learning
in a range of contexts
The Arts
• Students develop skills in making decisions about creative ways of generating musical
ideas, and manipulate music elements and techniques to effectively realise their ideas
• Students discuss how content and expressive aspects of selected music works can be
communicated to an audience
• Students develop aesthetic and critical awareness, develop skill in presenting and
justifying personal interpretations of and opinions about music using appropriate
language
English
• Students develop their skills in writing appropriately. They practice writing expressively
about thoughts, feelings, opinions and ideas and constructing considered arguments to
persuade others to share a point of view.
Thinking
• Students become discriminating thinkers, capable of making informed decisions about
controversial and complex issues.
Unit prepared by Hildy Essex for the year 9 music program at Melbourne High School, 2007 Page 2
• Students explore differing perspectives and issues in depth and identify a range of
creative possibilities.
• Students continue to evaluate their solutions using appropriate criteria.
Music in Advertising can be used to assess a range of Victorian Essential Learning Standards.
The table below is an example of how this unit might be used to assess some Level 6 standards.
Phy sic al, Personal The individual …monitor and reflect on and discuss their progress as
Perso nal a nd Learning learner autonomous learners, identifying areas for improvement in their
Soci al Le arning learning and implementing actions to address them.
Dis cipli ne- The Arts Creating and …create arts works devised from a range of abstract ideas
bas e d L ear ning making and/or stimuli, demonstrating development of a personal style
…vary the content, structure and form of their arts works to suit
purpose, audience and/or conventions of a specific style.
Exploring and …critically analyse, interpret and describe the stylistic, technical,
responding expressive and aesthetic features of works created by a range of
artists and describe ways that their own and others’ arts works
communicate and challenge ideas and meaning. They use
appropriate arts language and refer to specific examples.
English Writing …write argumentative texts dealing with complex ideas and
issues and control the linguistic structures and features that
support the presentation of different perspectives on complex
themes and issues. They proofread and edit their own writing for
accuracy, consistency and clarity.
Inter dis cip linar y Information and ICT for …justify solutions that enhance the security of output and the
Lear ning Communications creating suitability of products for their purpose.
Technology
…appraise different strategies for organising and managing
resources involved in problem solving and creating information
products.
Reflection, …use explicit terms to discuss their thinking, select and use
evaluation and thinking processes and tools appropriate to particular tasks, and
metacognition evaluate their effectiveness.
Unit prepared by Hildy Essex for the year 9 music program at Melbourne High School, 2007 Page 3
Teaching and learning activities
PLEASE NOTE: A large proportion of this unit involves viewing advertisements. Advertisements can be
taped (via VHS or digitally) on TV to be used in class. If the school pays a subscription to Screenrights then
they may use this material in class for educational purposes.
Teachers inform students that they will be exploring how music is used in television
advertisements, and that they will have the opportunity to create their own soundtrack for an ad.
Students Teacher
In small groups, students record and collate Provides a graphic organiser such as a
their initial responses to the concept of “music ‘sunshine wheel’ to assist in collating ideas.
in media”. (See resources section.)
Students report back to the class about their The teacher records responses from
responses and ideas. discussions and collects graphic organiser of
ideas from student groups for display and
assessment purposes.
As a class, students discuss music in Leads and facilitates class discussion about
television advertisements. music in television advertisements, providing
key questions and prompts such as:
• examples of music which students know of
that is used in current advertisements (eg
Pizza Hut jingle etc…)
• why music is used in advertising (eg, to
make a brand name more well-known, to
make a product seem cool/modern, to
create humour etc…)
• what kind of music is used in different
advertisements
• types of music that can be used in an • different types of soundtracks, such as:
advertisement o originally composed soundtrack
o existing piece of music as soundtrack
o originally composed jingles
• purposes music can be used for within an • different purposes, such as:
advertisement o humour
o shock/attention grabbing
o underscore
• the notion of branding and matching the • branding matching, such as:
music to this o BMW advertisements using classical
music to associate the product with
• how specific elements of music and class and sophistication
compositional devices have been used to o mobile phones using electronic music
create a soundtrack for the advertisement to indicate advanced technology,
Unit prepared by Hildy Essex for the year 9 music program at Melbourne High School, 2007 Page 4
that will manipulate viewers’ responses in o jingles to create brand recognition
particular ways (such as Pizza Hut and Bunnings) etc
Students discuss their responses in class. The teacher supports the use of appropriate
music terminology to describe the music in the
advertisements and its impact on the
message.
Students record a list of the kind of language Facilitates the creation of a list of the kind of
to be used to respond to elements such as language to be used to respond to elements
melody, rhythm, harmony, timbre etc… such as melody, rhythm, harmony, timbre
etc…
Students participate in class workshop of Teacher scaffolds student activities by
sample questions from the In Class Ad conducting a class workshop of sample
Analysis (see resources section). questions from the In Class Ad Analysis (see
resources section).
In pairs or small groups, students view two Teacher provides the advertisements and
soundtracks and complete In Class Ad instructions to help with the task, with
Analysis (see resource section), referring to particular attention to ensuring students refer
their list of terminology throughout. to their terminology list as they complete the
exercise.
Students report back to the class on their Facilitates reporting process and discussion.
findings and a class discussion is had about
the analysis of the music. Particular attention Supports students in the use of appropriate
is paid to the use of music terminology in terminology.
describing the music in the soundtrack, and
the links back to the intended effect of the
Unit prepared by Hildy Essex for the year 9 music program at Melbourne High School, 2007 Page 5
advertisement.
Students analyse and discuss the effect of The teacher demonstrates the effect of
using different pieces of music for the same different pieces of music on the same
advertisement. advertisement and facilitates class discussion
on the differences.
Students Teacher
Develops and refines task sheet, including:
• developing design brief
• including planning templates from range
used within the school
• alerting students to the location of
instructions for using sequencing software
Unit prepared by Hildy Essex for the year 9 music program at Melbourne High School, 2007 Page 6
describe the musical components that product
are used to achieve the effect)
o how effective the music was in
Particular attention is paid to addressing the
manipulating the audience’s view of
intended effect of the music and how the
the product
effect is achieved through the music. On the
board, the teacher shows the students how
they can initially set up a table to help with this
process. See resources section (Teacher
resource – sample table) for an example of
how it may be set up.
Teacher provides another resource to help
students in this task: Analysis Writing Guide
(see resources section).
Unit prepared by Hildy Essex for the year 9 music program at Melbourne High School, 2007 Page 7
Assessment
When assessing student achievement, assessment criteria can be developed from relevant
standards and associated tasks or activities. The table below shows a range of assessment
criteria, tools and strategies applicable to this unit. Teachers could choose to use some or
all of these or use the unit to assess other standards.
Please note: while this unit addresses elements from each of the strands listed below, and these elements
are an integral part of the unit, it may be that the teacher chooses only to assess directly against a smaller
number of domains. For example, it would be reasonable to assess only against The Arts (Creating and
Making and Exploring and Responding) and Information and Communications Technology (ICT for
creating).
ASSESSM ENT
Dom ain Dim ension Ass essm ent cri teri a – Ability to: Evid en ce
Personal The individual • monitor and reflect on their progress as Written evaluation of their work and
Learning learner autonomous learners areas for improvement in their learning.
Managing • allocate appropriate time and resources Completion of short set tasks and
personal learning and complete tasks within set time frames planning sheets.
The Arts Creating and • create music sound tracks that Production of two varying soundtracks
making demonstrate development of a personal for one advertisement.
style
Exploring and • critically analyse, interpret and describe the Written and verbal analysis of the
responding stylistic, technical, expressive and aesthetic music used in a variety of existing
features of works created by a range of advertisement soundtracks and the
artists students’ own soundtracks.
English Writing • analyse the content and message of music Written analysis of the music
in advertisements components of a variety of
advertisements, including their own,
• use musical terminology to express musical and the impact of the music on the
ideas succinctly, clearly and persuasively message.
Unit prepared by Hildy Essex for the year 9 music program at Melbourne High School, 2007 Page 8
• proofread and edit their own writing for
accuracy, consistency and clarity
Information and ICT for creating • select appropriate file formats that suit the Management of media and file sizes.
Communications software being used
Technology
• organise and manage resources involved in Use of the software to create music
creating music soundtracks soundtracks.
Thinking Reasoning, • make informed decisions based on their Written and oral analysis of a variety of
processing and analysis of various perspectives and, advertisements and the impact of the
inquiry sometimes contradictory, information. music and the techniques used.
Reflection, • select and use thinking processes and Written responses to brainstorming
evaluation and tools appropriate to the task (such as Sunshine wheel)
metacognition
Written analysis of the students’ own
soundtrack
Unit prepared by Hildy Essex for the year 9 music program at Melbourne High School, 2007 Page 9
Unit resources
Assessment resource
This document provides information about assessment strategies referred to in the unit. It
is available at http://vels.vcaa.vic.edu.au/support/assessment_resource.html
Video
• Variety of advertisements
Documents
• Teacher resource – sample table
• Teacher resource – sample ‘Sunshine wheel’
Stude nt materia ls
Handouts
• Short ad analysis task
• Extended analysis questions
NB. This resource has questions specifically tailored for four
advertisements: Kia, Mazda, Panadol and Boags. Unless teachers are
able to source copies of these advertisements, teachers will need to
record their own advertisements and write their own questions.
• In class ad analysis
• Music in Advertisement assignment sheet
• Advertisement Soundtrack Planner
• Analysis writing guide
NB. This was initially created as a podcast including the actual
advertisements being discussed, but due to copyright reasons, this
cannot be distributed. Therefore, a text version of this podcast has
been included in this unit. Teachers may choose to create their own
podcast based on this text document, inserting their own
advertisements for use in their classroom with the appropriate
broadcasting permissions. Alternatively, they may just adapt the text
version of the document, and make advertisements of their choice
available to their students for viewing alongside the document.
• Music for Ads assessment criteria
• Student evaluation
Technology
• GarageBand software (see http://www.apple.com/ilife/garageband)
Unit prepared by Hildy Essex for the year 9 music program at Melbourne High School, 2007 Page 10
Teacher resource:
catchy
annoying
music
in jingle
media
film music
Name: _____________________ Form: ______
Year 9 Music – Ad analysis introductory task
Watch 3 different advertisements and make notes under the following headings.
What instruments
are playing?
How does it
match the
ad/What impact
does it have on
the ad?
Any other
comments/
observations?
Year 9 – Music In Advertisements
Extended Analysis Questions Melbourne High School
Year 9 Music
Kia
What is the purpose of this instrument in relation to the message of the ad?
Mazda
Circle the musical characteristics that are present in the music for the Panadol
ad.
Why do you think the composer chose to use these musical characteristics in
an ad for Panadol?
James Boag
What do you notice about the sound quality at the beginning of the ad?
How does the music correspond with the action/narrative in the ad?
When the man begins to walk towards the door towards the end, what musical
elements combine to further intensify the drama? Answer under the following
categories:
Pitch:
Dynamics (volume):
Rhythm:
Other:
After considering all these musical elements, what is the viewer supposed to
think about James Boag the man?
Analysis of soundtrack:
• Instrumentation
Product name:
Target market:
Analysis of soundtrack:
• Instrumentation
Part 1 - Composition
Soundtrack 1
• Select an existing piece of music that will manipulate the audience’s
view of the product in a particular way.
Soundtrack 2
• This soundtrack should be an original composition using a combination
of:
o your own music input via the midi keyboard
o loops from GarageBand
o imported sections of other music files
• It should reflect and support the narrative of the advertisement.
Part 2 - Analysis
You need to include the following information in your analysis for each
soundtrack:
• Instrumentation
• The intended effect of the music
• The musical components used to create this effect
• How successful the use of the music is
Advertisement Soundtrack Planner
Who is this product and advertisement aimed at? In other words, who is
the target audience? Consider age, gender, class, ‘type’ etc…
For example, teenaged girls, parents, old people, sporty people etc…
Intended effect of the music Musical elements combined to achieve this effect
Classic product that has Use of classical music (as opposed to popular music),
been around for a long time immediately apparent through use of string orchestra, plus
and will remain classic timpani.
James Boag
Intended effect of the music Musical elements combined to achieve this effect
Romantic Use of heavy vibrato on solo violin when the man appears
To create drama and Increased tension when he walks up to the keyhole through
suspense surrounding the the use of:
character of James Boag, to
• growing dynamics (through layering in of instruments)
make him seem mysterious
• higher pitch
• dotted rhythm in accompaniment
• slight tempo increase
For example, if we are discussing the Levis advertisement, an obvious association that you
might identify is that the music is trying to create a dramatic feel.
This is certainly true, but on a more subconscious feel, the You should think carefully about
drama in the music is actually suggesting that the all the different messages the
product will make the consumer feel more powerful or advertisement is trying to send.
strong. Some advertisements may be
sending only one primary
Going to this deeper level is very important in writing message, but most will have a
your analysis. couple of different messages
that you could identify.
Another example is with the use of the Drumstick ad. An
obvious association you might identify is that the music is
supposed to create a happy, carefree feeling.
On a deeper level, you can go further and identify that the music is trying to create a happy
and carefree feeling, but one that transports the listener back into their childhood, creating
feelings of innocence and simplicity, and encouraging them to purchase Drumstick’s in order
for them to be able to capture that feeling again in their lives.
The next important part of your analysis is identifying the actual music components that are
being used to create the effect or messages that you have identified.
For example, in the Levis ad, it is not enough to simply say that the music is dramatic in
order to make the consumer believe the product will make them feel more powerful. You
need to discuss exactly HOW the music is dramatic and powerful. The kinds of things you
would identify include:
In the Drumstick ad, in order to identify exactly HOW the music is creating the feeling of
innocence, you would need to discuss the following elements:
• the use of a simple melody, broken up into short, singable phrases
• the use of constant repetition, as is found in many nursery rhymes and children
songs
• the use of an airy singing quality, to replicate the kind of tonal quality a child might
sing with
• the use of nonsense syllables (la la) in the accompaniment to the melody
• the chosen text for the singers, about being young and free
When you are beginning your analysis, it is a very good idea to start by creating a table.
Your first column should list the intended effect of the music, such as sending a message
that the product is a classic, long-lasting product. Your second column should address the
music components that combine to create this effect. This should be done in as detailed a
way as possible. By creating your table in this way, you will ensure that you are addressing
both aspects of the analysis.
Levis
Intended effect of the music Musical elements combined to achieve this effect
Classic product that has been Use of classical music (as opposed to popular music), immediately
around for a long time and will apparent through use of string orchestra, plus timpani.
remain classic
James Boag
Intended effect of the music Musical elements combined to achieve this effect
Romantic Use of heavy vibrato on solo violin when the man appears
To create drama and suspense Increased tension when he walks up to the keyhole through the use
surrounding the character of of:
James Boag, to make him seem
• growing dynamics (through layering in of instruments)
mysterious
• higher pitch
• dotted rhythm in accompaniment
• slight tempo increase
• the instrumentation
o this should go towards the beginning of the analysis, and should include
information about all instruments you used in the soundtrack, including
voices.
o this should go at the end of your analysis and should include both the things
that you thought were very successful about your soundtracks, and any
things that you think you might do differently next time.
The End
HAVE FUN!
NAME: ________________________
4 3 2 1
WRITTEN DESCRIPTION
Written description –
identification of intended
effect of the music and
musical components to
achieve the effect
Written description –
appropriate use of
musical terminology
SOUNDTRACK
Appropriate selection of
music to match stated
intended effect
ORIGINAL MUSIC
Effective use of
contrast
Effective use of
dynamics
Matching the music to
the narrative
Effective use of
structure
Effective use of timbre
Total: Grade:
_____________ _______________
32
A+ A B+ B C+ C D+ D E+ E UG
32-30 29- 26-24 23- 21 20- 18 17- 15-14 13- 10-0
27 22 19 16 11
COMMENTS
MUSIC IN ADVERTISEMENTS – STUDENT EVALUATION
If no, how can I make sure I complete similar tasks on time in the future?