Today my Year 9 low ability / SEN class made this:
It was the result of a lesson that started by analysing current adverts for their message. We then went on to look at the story of Kitty Eckersley and why her husband joined the Army.
Next, we brainstormed (properly – in fours and in silence, then sharing!) why men might volunteer to fight. With a little help, we came up with four ways that the government might try to persuade people to ‘join up’:
– Anti-German messages
Students then looked at six posters from WWI and identified one of the four elements within them, choosing specific parts and not whole posters.
As an extended plenary, students used the free form capture tool on the whiteboard to cut out the areas for their theme and designed new posters using the bits they had selected. We were able to save it as an image and print it out.
For homework, the students are comparing the posters they created to the Kitty Eckersley story and identirying which of the four methods most influenced her husband.
What was really good to see was students making informed choices and debating whether certain sections could be included under two headings. By allowing the creative task to come to the forefront of the lesson we unlocked a new set of thinking: students were thinking about the interplay of images and text, as well as how to create an overall effect. They got an end product and were willing to invest time in making it look good. Also, they wanted it to work.
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