1.

Time Needed: 50 minutes

2. Materials Needed:
a. Computer with access to internet
b. Projector
c. Prompt cards (one per group)
d. Group worksheets (one per group)
e. Instruments (depending on availability)
i. Piano, xylophone, vibraphone, tambourine, ukulele, cahone, guitar, hand
drum, maracas, finger cymbals, etc.
3. Learning Objectives:
a. Using various instruments and their voices, students will be able to compose a
piece of music accompanying a commercial in 15 minutes or less.
i. MU:Cr1.1.I a.: compose and/or improvise melodic, rhythmic, and
harmonic ideas and chordal accompaniments in a variety of patterns and
styles.
b. Using various instruments and their voices, students will be able to perform their
compositions for the class in its entirety
i. MUPr6 1.I a.: Demonstrate technical accuracy and expressive qualities, as well
as an understanding of expressive intent, in prepared and improvised
performances of a varied repertoire of music representing diverse cultures,
styles, and genres.
c. After viewing examples, students will be able to explain their interpretations of the use
of music in advertisements in at least one complete sentence.
i. MU:Re8.1.I a.: Explain and support the meaning of musical works, citing as
evidence the elements of music, context, and personal research.
4. Assessment: Worksheets that outline what instruments/voices were used, how they were
used, and why they were used.
5. Personal Objectives: Get more students to answer questions
6. Procedures:
a. Classroom setup
i. Turn on projector
ii. Open a tab for each of the following links
1. fhttps://www.youtube.com/watch?v=4CPab8U5zTU
2. https://www.youtube.com/watch?v=dDg5iwqqbO0
3. https://www.youtube.com/watch?v=wZu5l3PCCHs
4. https://www.youtube.com/watch?v=AIxY_Y9TGWI
iii. Set up instruments on/by table
b. Anticipatory set
i. Ask students if they have a favorite TV commercial
1. Ask them if they recall any music playing in the background
ii. Ask them why you would play music in the background of a commercial
c. Examples and leading questions
i. Apple and Jet’s “Are You Gonna Be My Girl”
1. What did the music make you feel?
2. Why do you think this song was used in this ad?
ii. State Farm - “Do the Jingle”
1. What was the music in this ad?
 2. Why did they only use such a short piece of music?
3. What makes music catchy and get stuck in your head?
iii. Extra Gum – “Origami”
1. Give me some words that describe the music used in this ad
2. Why do you think they used it versus the song we heard in the first
example?
3. What would the commercial be like if there wasn’t any music?
iv. YouTube video: “Corporate Music – How to Compose with no Soul” by
Tantacrul (12:20-13:09)
1. (Before Video) Ask if students can think of any clichés in music
advertising
2. Play video clip
3. Have you ever heard similar songs used in ads before?
4. Do you think they are easy to write?
5. Tell students they will get to find out themselves
d. Independent Practice
i. Instructions:
1. Get in groups of 3 or 4
2. Write a short commercial based on a provided prompt that they
will draw at random
3. Write/play a song along with it using instruments around the room
4. Perform the commercial for the class and be ready to explain your
creation
5. Fill out worksheet as you go noting what instruments/voices you
used, how you used them, and why you used them.
ii. Pass out a worksheet to each group and let them choose a prompt card
from your hand at random
iii. Allow 15 minutes for students to do this
iv. Each group presents/explains
v. Turn in worksheets
7. Closure: I hope you all see how music can affect advertising and how it can be used to
get you to feel a certain way about products. Remember this in the future whenever you
come across a commercial and think about why they used it.