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To understand ways that advertising moves us to want more, promises us a better lifestyle and moves us away from what is natural.


•   To have participants use a graphic organizer to reflect on the ways advertising promotes commercialism.
•   To have participants reflect on how commercialism moves us away from nature.
•   To have participants create a sculpture that is original and that uses found items.
•   To have participants interpret their sculpture in a way that promotes caring use of our environment and/ or a reduction in consumerism.
•   To have participants write an introduction that is informative and convincing and to present this introduction orally.
•   To have participants return or recycle their sculpture components thus practising wise use.

•   ¿Illusion? film and/or Internet: Filmography/illusion (Video 2 of 4)
•   Found materials from the environment or home (rocks, sticks, shells, seeds, rope, recycled bottles, screws, springs, yarn, old toy or game parts, worn-out shoe, tin can, used cardboard, foil, etc.)
•   Materials for attaching components of sculpture (glue, wire, string, elastics, etc.)
•   Camera to record art work

   Worksheet 2a – Advertising Influences (Graphic Organizer) Worksheet 2a - Advertising Influences (Graphic Organizer)
   Worksheet 2b – Artist Cards Worksheet 2b - Artist Cards


Preliminary Activity


If children have completed activity #1, discuss their artwork. Talk about:

a)   what they enjoyed most about creating the art
b)   what was most frustrating
c)   what they would change about their work if they had the opportunity to do the art activity again
d)   how children and animals were feeling in their pictures.


¿Illusion? pausing just after the magician puts the bird into the hat (filmography/illusion, 1:04, Video 2 of 4). If they have already viewed the first segment ask them to watch it again and think of their own art making.

Group discussion
•   What did you like about the magician?
•   What didn’t you like?
•   How did the animator make the magician seem more powerful than the children?
•   What aspects of the magician were appealing?
•   What expressions did the children have when looking at him?
•   How might the little girl have felt as her rabbit was changed into a mechanical toy?
•   How might the other children feel?
•   What do you think is going to happen to the bird?


View the video 3 of 4

Group discussion
•   Earlier in the film the children were in school and playing outside. Where are the children during this final segment of the animation?
•   How did the children react?
•   What was the final incentive to the children?
•   What do you think the children wanted?
•   Brainstorm a list of things the magician bombarded the children with.

Complete Worksheet 2a – Advertising Influences
(Graphic Organizer)
Worksheet 2a - Advertising Influences  (Graphic Organizer)




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Main Activity

Sometimes we need a little help combating the pressures of society. The magician represents the pressures of commercialism in society.

Your job is to create a Super Sculpture or a representation of a character to help promote love for the environment.

Item to create:
Use your imagination to create a character that has personality and a strong desire to promote his or her beliefs.



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Your creation might:
•   encourage children to play outside, to promote spending time in nature
•   encourage others to reuse rather than buy new items
•   remind others that living simply is often more rewarding than worrying about having the newest toys and technology
•   introduce others to some unusual marvels of nature
•   teach others about a specific habitat and why protecting it is important
•   etc.

Your sculpture could be created outside with items found entirely in the environment.
After you have shared your creation (for example, it may be photographed), put all the materials back where you found them or try to make the environment better than the way you found it.
- Important note: Do not take growing plants or disturb the habitats of animals
.

Or

Your sculpture could be made with used items from around home or from the environment that would otherwise go to the garbage/recycling.
After you have shared your creation (for example, it may be photographed), you might wish to keep it or dismantle it and recycle or reuse the components.

Whichever method you choose, be creative, take risks in your art making.
You may work with a group, partner or individually. You may want to trade items with others in the class. You might share items.

You must complete an artist card to be placed on your sculpture.
Have a base for the sculpture to sit on (if outside, this might be the ground, sand, a stump, etc.). The sculpture will be displayed and shared accompanied by the artist card.

Prepare an introduction for your creation.
As you fill in your artist card, it will serve as an outline. Think of details to make your introduction interesting. Make up feats your sculpture has already accomplished and goals it is aiming for. Explain what special features your sculpture has and how the features help it do its job well (examples: an enormous nose for sniffing out pollutants in the air; a magic tube for changing non-disposable drinking cups into insulation; etc.).

Worksheet 2b – Artist Cards (Worksheet to be printed on card stock) Worksheet 2b - Artist Cards (Worksheet to be printed on card stock)

Remember to have a beginning, a middle and an ending.
Leave your audience feeling that they know your sculpture. You will be presenting your sculpture to the group.


Follow-up Activity


Place your sculpture or a photo of it on display in your home, school or club to remind you of what the sculpture stands for.

How are you like your sculpture?



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