New Community Positions

The following Community Positions were not included in the Course Offerings. Students may apply for these positions until the end of the week by submitting a brief note to the supervisor explaining that they would like to apply and why they think they will do a good job.

NEW Community Job Positions:

Position: Attendance Coordinator

Time Needed: Daily 1

Supervisor: Ramona

Job: Collecting, Organizing, and producing attendance lists.

Position: Construction Space Manager

Time Needed: Flexible

Supervisor: Rob

Job: Student helps set up the Construction Room downstairs (across from the Garden Room) at the beginning of the quarter. Job requires someone with good organizational skills who can work independently.

Tai Chi Chu'an List of Moves

1. Two Hands Begin Tai Chi

2. Grasp Birds Tail

a. Warding Off

b. Pulling Sideways

c. Pressing Forward

d. Pushing Away

e. Single Whip

3. Raise Hands and Step Up

4. Stork Flaps its Wings

5. Brush Knee and Twist Step – Left Style

6. Playing the Fiddle

7. Brush Knee and Twist Step – Left Style

8. Brush Knee and Twist Step – Right Style

9. Brush Knee and Twist Step – Left Style

10. Playing the Fiddle

11. Punch with Parry

12. Brush Knee and Twist Step – Left Style

13. Defense in Disguise

14. Cross Hands

15. Embracing Tiger to the Mountain

16. Grasp Bird’s Tail

a. Warding Off

b. Pulling Sideways

c. Pressing Forward

d. Pushing Away

e. Single Whip

17. Out-Going Fist Comes Under the Elbow

18. Retreat and Repulse Monkey – Left Style

19. Retreat and Repulse Monkey – Right Style

20. Retreat and Repulse Monkey – Left Style

21. Slant Flying

22. Raise Hands and Step Up

23. Stork Flaps its Wings

24. Brush Knee and Twist Step – Left Style

25. Picking Needle from Sea Bottom

26. Fan Through the Back

Turn Around and Block with Fist

28. Punch with Parry

29. Connecting Move

30. Grasp Bird’s Tail

a. Warding Off

b. Pulling Sideways

c. Pressing Forward

d. Pushing Away

e. Single Whip

31. Hands through Clouds – Right Style

32. Hands Through Clouds – Left Style

33. Hands Through Clouds – Right Style

34. Hands Through Clouds – Left Style

35. Hands Through Clouds – Right Style

36. Hands Through Clouds – Left Style

37. Hands Through Clouds – Right Style

38. Hands Through Clouds – Left Style

39. Hands Through Clouds – Right Style

40. Single Whip

41. High Pat on Horse

42. Separation of Right Foot

43. Separation of Left Foot

44. Turn Around and Kick with Right Sole

45. Brush Knee and Twist Step – Left Style

46. Brush Knee and Twist Step – Right Style

47. Step Forward and Punch Downward

48. Turn Around and Block with Fist

49. Step Forward and Punch with Parry

50. Connecting Move

51. Kick with Right Sole

52. Two Hands Press to Left Corner

53. Strike the Tiger – Left Style

54. Strike the Tiger – Right Style

55. Kick with Right Sole

56. Strike the Ears with Both Fists

57. Kick with Left Sole

58. Turn Around and Kick with Right Sole

59. Punch with Parry

60. Defense in Disguise

61. Cross Hands

62. Embracing Tiger to the Mountain

63. Grasp Bird’s Tail

a. Warding Off

b. Pulling Sideways

c. Pressing Forward

d. Pushing Away

e. Slanting Single Whip

64.Wild Horse Parts it’s Mane – Right Style

65. Wild Horse Parts it’s Mane – Left Style

66. Wild Horse Parts it’s Mane – Right Style

67. Connecting Move

68. Grasp Bird’s Tail

a. Warding Off

b. Pulling Sideways

c. Pressing Forward

d. Pushing Away

e. Single Whip

69. Fair Girl Weaving – Left Style

70. Fair Girl Weaving – Right Style

71. Fair Girl Weaving – Left Style

72. Fair Girl Weaving – Right Style

73. Connecting Move

74. Raise Hands and Step Up

75. Grasp Birds Tail

a. Warding Off

b. Pulling Sideways

c. Pressing Forward

d. Pushing Away

e. Single Whip

76. Hands Through Clouds – Right Style

77. Hands Through Clouds – Left Style

78. Hands Through Clouds – Right Style

79. Hands Through Clouds – Left Style

80. Hands Through Clouds – Right Style

81. Hands Through Clouds – Left Style

82. Hands Through Clouds – Right Style

83. Single Whip

84. Single Whip Creeps Down

85. Golden Cock Stands on Right Leg

86. Golden Cock Stands on Left Leg

87. Retreat and Repulse Monkey – Left Style

88. Retreat ad Repulse Monkey – Right Style

89. Retreat and Repulse Monkey – Left Style

90. Slant Flying

91. Raise Hands and Step Up

92. Stork Flaps its Wings

93. Brush Knee Twist Step – Left Style

94. Picking Needle from Sea Bottom

95. Fan Through the Back

96. Turn Around and Block with White Snake’s Tongue

97. Punch with Parry

98. Connecting Move

99. Grasp Bird’s Tail

a. Warding Off

b. Pulling Sideways

c. Pressing Forward

d. Pushing Away

e. Single Whip

100. Hands Through Clouds – Right Style

101. Hands Through Clouds – Left Style

102. Hands Through Clouds – Right Style

103. Hands Through Clouds – Left Style

104. hands Through Clouds – Right Style

105. Single Whip

106. High Pat on Horse with Spear Hand

107. Turn Around and Kick with Right sole

108. Step Forward and Punch to Groin

109. Connecting Move

110. Grasp Bird’s Tail

a. Warding Off

b. Pulling Sideways

c. Pressing Forward

d. Pushing Away

e. Single Whip

111. Single Whip Creeps Down

112. Step Up to Make Seven Stars

113. Retreat and Ride the Tiger

114. Turn Around and Kick

115. Shoot the Tiger with the Bow

116. Step Forward and Punch with Parry

117. Defense in Disguise

118. Cross Hands

119. Two Hands Finish Tai Chi

Tai Chi Syllabus

Tai Chi

Trillium Charter School

Second Quarter 2006/7

Instructor: Ken Gadbow

Email: Ken@TrilliumCharterSchool.org

Phone: 503-348-9849

Course Structure

We will study the art of tai chi through both group and one on one instruction. This class is non-competitive. Evaluations will be based on individual progress in understanding and performing parts of the exercise. Students will spend ten minutes each class period making detailed notes on new moves or corrections. There will be a mid-term exam and an end of term exhibition in front of the school community.

Course Objectives

Students will learn a series of movements in the tai chi chu’an yang style long form. Students will be able to practice tai chi at school, at home, or in line at the grocery store. Students will develop their understanding of the philosophy of meditative martial arts.

Course Overview

Tai Chi is an ancient Chinese exercise focusing on relaxation and power. The exercise, which takes about 25 minutes to complete, is designed to facilitate physical, mental, and emotional development. Consisting of 124 movements, Tai Chi is performed in a slow, smooth, and continuous manner. This non-competitive class allows students to progress at their own rate, utilizing one-on-one as well as group instruction. Students should wear loose fitting clothing and socks.

Code of Conduct

All students are expected to know and uphold the Rights and Responsibilities of the Trillium Constitution. We will use the non-violent conflict resolution process that includes conversations, mediations, and the OVRR system.

Framework Concentrations:

Independence:

• Know where to find places that will help you stay focused
• Seek assistance when needed
• Be willing to try new activities.
• Assess your present performance
• Demonstrate awareness of what you’ve learned and why it matters

Community Membership:

• Be willing to try new activities.

Framework Concentrations (cont.)

Health, Wellness, and Safety:

• Have a personal fitness program

Cooperation:

• Make choices about seating, partners and groups that have academic and social benefits

Grading:

Participation (based on student self-evaluation*, page 5) 80%

Mid term exhibition 10%

End of term exhibition 10%

*There are 306 points possible in the self-evaluation. Each student gets evaluated at the end of the quarter, out of a possible 288 (everyone gets 2 freebies). Therefore, in the self-evaluation, an “A” = 288 – 259, “B” = 229 – 258, “C” = 228 – 199, “D” = 198 – 169, “F” = <169.

Attendance Policy:

The majority of your grade in this class comes from your participation. If you are not here, then you cannot participate. If you cannot participate, then you cannot meet the expectations of the class. This class is graded on a pass/no pass basis.

§ If a student misses more than 3 classes, s/he cannot pass.

Trillium Archive Syllabus

Archive: Reporting on Trillium through the Three Petal Press and the Trillium Yearbook

Trillium Charter School 2007/8

Instructor: Ken Gadbow Phone: 503-348-9849 Office hours: Fridays 12-1

Email: Ken@TrilliumCharterSchool.org Newspaper email: ThreePetalPress@gmail.com

Credit available: Language Arts, Art, or Elective

Course Objectives:

Students will write, edit, and layout the school newspaper, The Three Petal Press for quarters one through 3, then switch to yearbook production for quarter four. Students will develop their writing abilities by creating multiple articles for the school paper. Students will develop their note taking and photography skills by being “embedded” in another teacher’s classroom. Students will develop skills necessary to use publication software while creating a mini-newspaper for their cooperating class. Students will develop their skills at editing and providing constructive, critical feedback of others’ work. Students may also develop their artistic talents in the areas of photography and/or comic drawing.

Course Overview:

We will publish 2 issues of the Three Petal Press per quarter. In fitting with Trillium philosophy, the paper is student run – ideas for content, writing, art, and comics are all generated, written, and edited by students. Special attention will be paid this year to representing the activities and ideas of all levels of Trillium, preschool through twelfth grade. Many students will have the opportunity to become “embedded” journalists in another teacher’s class, 1-2 days a week for the entire quarter. The class runs all year. Students are encouraged, but not required, to take all four quarters.

PLP Framework Concentrations:

Community Membership:

• Work in groups together for a common goal
• Give and take, compromise and make solutions
• Lead and participate
• Use language appropriate to audience

Literacy:

• Listen to, read, and understand a variety of informative and narrative texts on your own
• Increase word knowledge (origins and relationships) and develop vocabulary relevant to and across subject areas
• Refine writing process (pre-write, draft, revise, edit, and publish) across subject areas and at grade level
• Communicate ideas through writing using various connections and transitions (including but not limited to facts, anecdotes, precise/relevant words, paragraphs, logical sequencing, and the 6 + 1 traits)
• Demonstrate grade-level knowledge of spelling, grammar, punctuation, capitalization, and penmanship/presentation across subject areas
• Be able to investigate topics of interest and draft an individual project plan that will display the results of that study
• Listen critically and respond appropriately

Independence:

• Keep track of responsibilities, obligations, meetings, due dates, and belongings
• Demonstrate time management skills
• Demonstrate planning skills
• Be prepared for activities and classes

Code of Conduct:

All students are expected to know and uphold the Rights and Responsibilities of the Trillium Constitution. We will use the non-violent conflict resolution process that includes conversations, mediations, and the OVRR system.

Assignments and grading policies:

A student’s grade is based on the work that she/he produces for the paper, as well as the student’s ability to meet deadlines. In order for the paper to be published in a timely manner, it is essential the work is turned in by the deadline. Each student is expected to develop four quality pieces throughout the term, distributed over the issues. A quality piece is defined as one which is of sufficient length and content to challenge the student. Each piece will go into the student’s newspaper folder (in a file kept in Ken’s room), upon which the student’s final grade will be evaluated. Laying-out the paper is considered the equivalent of producing two pieces of work. In addition, students must choose to participate as either an embedded journalist or be on the web development team.

Grading:

Submissions for Three Petal Press: 50%

Notebook (either journalist, web development, or both): 30%

End of Quarter Mini-Newspaper for Cooperating Class: 20%

This class is graded using narrative evaluations and letter grades. In order to be successful in

this course, a student must:

· Participate respectfully in class.

· Peer review other students pieces over the course of the term.

· Challenge him/herself with the pieces he/she creates.

· Meet or exceed the expectations of an Embedded Journalist, Web Development member, or both (see below).

Expectations for Embedded Journalists:

· Be on time to your EJ assignment.

· Be a quiet, patient, respectful observer. Establish beforehand how much you should participate in the class with the classroom teacher.

· Keep a journalist’s notebook for each day of observation. Each entry must include:

o The date, time, and place of the observation.

o A description of the activity or activities of the day, including names of the participants.

o A description of any photographs taken during the observation.

o Your thoughts and ideas related to the experience. This should be fun, and it should be positive.

· Receive a passing evaluation from the classroom teacher at the midterm and end of the quarter.

Expectations for Web Development Team members:

· Develop a website that can publish the Three Petal Press in its entirety each issue.

· Upload each issue as it is produced, laying it out in an accessible and appealing manner.

· Maintain, update, and improve upon the website on a regular basis.

· Provide a space on the website that allows for additional photographs, stories, and even video clips of events that do not make it into the hard-copy of the paper.

· Help other journalists to upload pieces to the website.

· Keep a Web Development Notebook in which the student describes his/her goals and ideas for the website as well as the daily progress of website creation, maintenance, and assistance.

Students should begin each day by consulting The Big Board which contains all the expectations and deadlines for the next issue. Students are expected to print out and save all of their work in their file in the classroom, including the Journalists or Web Development Notebook. You will be graded at the end of the quarter based on the contents of your file.

Attendance Policy:

The majority of your grade in this class comes from your participation. If you are not here, then you cannot participate. If you cannot participate, then you cannot meet the expectations of the class. This class is graded on a pass/no pass basis.

§ If a student misses more than 3 classes, s/he cannot pass.

Course Schedule:

Week 1 (November 11-17)

Introductions and course overview.

• Letters of introduction to Cooperating Teacher due Tuesday.
• Deliver Letters.
• Submit ideas for issue 1.

Week 2 (November 25 – December 1)

• Drafts due for Issue 1: Wednesday the 28^th.
• First EJ visits

Week 3 (December 2-8)

• Final copies for issue 1 due: Wednesday the 5^th.
• 2^nd EJ visit.

Week 4 (December 9-15)

• Lay-out of issue 1.
• Intro or review of lay-out process for mini-EJ papers.
• Midterm review of Notebooks and Evaluation by embedded teacher.
• 3^rd EJ visit

Week 5 (December 16-22)

• Print and distribute issue 1.
• Continue working on EJ mini-papers.
• 4^th EJ visit

Week 6 (January 6-12)

• Submission ideas for 2^nd issue due: Wednesday the 8^th.
• Continue working on EJ mini-papers.
• 5^th EJ visit

Week 7 (January 13-19)

• Drafts due for 2^nd issue: Wednesday the 15^th
• 6^th EJ visit

Week 8 (January 20-26)

• Second issue pieces due Wednesday the 22^nd.
• Draft of EJ mini-paper due Wednesday the 22^nd.
• 7^th and final EJ visit for the term
• No School Monday, in celebration of Rev. Dr. Martin Luther King, Jr.

Week 9 (January 27- February 2)

• Second Issue printed and distributed
• Say goodbye to EJ classroom.
• Complete summary of EJ or WD work in journals.
• LAST WEEK OF TERM

Advising Syllabus

High School Advising: The Syllabus!

Trillium Charter School 2007/8

Instructor: Ken Gadbow Phone: 503-348-9849 Office hours: Fridays 12-1

Email: Ken@TrilliumCharterSchool.org

Objectives:

Students will demonstrate their understanding of the Rights and Responsibilities of the Trillium Constitution. Students will participate in Trillium’s democratic processes to engage in meaningful discourse and understand how to affect change. Students will develop Personalized Learning Plans to follow their own interests and passions at school on the path towards graduation. Students will make progress on the Trillium Framework. Students will use advising time to maintain their student planners. Students will each select and carry-out an advising community-based job[1]. Students will participate in buddy group activities. Student and advisor will keep track of the student’s graduation requirements through course selection and the completion of the Trillium Framework.

Course Overview:

Advising has been evolving over the years at Trillium, and when it is done well, is the center of what Trillium wants to be: a place where students are encouraged to pursue their own interests and demonstrate what they have accomplished to continue to grow as learners. The advising group is the core of Trillium’s democratic model.

Framework Skills:

It is up to the individual student, and the focus of his/her learning plan, to decide what Framework goals will be accomplished in Advising. Students may pursue individual projects during this time that could meet a wide range of Framework goals. At a minimum, students should consider the following Framework standards integral to Advising:

Independence:

• Use resources responsibly
• Understand how to use the school governance and constitution
• Assess your present performance
• Reflect on both what one did learn and didn’t learn
• Set goals to improve present performance
• Revisit reflections over time and use them to understand personal changes
• Demonstrate awareness of what you’ve learned and why it matters

Framework Skills (cont.):

Community Membership:

• Practice nonviolent conflict resolution through:
• Peer to peer conversation
• The mediation process
• Judicial Committee
• Engage in the school’s democratic process through:
• Class Meetings
• All School Meeting

Cooperation:

• Work in groups together for a common goal
• Give and take, compromise and make solutions
• Lead and participate
• Demonstrate sensitivity to issues of equality and inclusion in group dynamics
• Understand and fulfill the roles and responsibilities involved in group success
• Work cooperatively within diverse populations (cultural, age, class, ethnic, gender, linguistic, sexual orientation)
• Recognize when others need help and offer it
• Make choices about seating, partners, and groups that have academic and social benefits.

Code of Conduct:

All students are expected to know and uphold the Rights and Responsibilities of the Trillium Constitution. We will use the non-violent conflict resolution process that includes conversations, mediations, and the OVRR system.

Grading policies:

Advisory is graded on a Pass/Fail basis at the end of each quarter. In order to pass advising, the student must:

• Have 80% attendance over the quarter
• Demonstrate knowledge of the Rights and Responsibilities
• Participate in class meeting every Wednesday
• Participate in monthly events with our Intermediate Buddy group.
• Develop and maintain Personalized Learning Plans
• Demonstrate progress on completing skills in the Trillium Framework.
• Plan, prepare for, and carry out an exhibition of work at the end of the quarter.

Course Schedule:

Week 1: November 11 – 17

• Add/Drop classes (Add/drop ends Friday)
• Reflect on Q2 PLP and add new goals
• Update Framework
• Gather class syllabi, place in binder
• Class Meeting on Wednesday
• Setup Portfolio file.
• No School next week November 19-23

Week 2: November 25- December 1

• Place returned Q1 work in Portfolios and Q1 Report Cards in binders. Update Transcripts
• T: Scrabble/Poker and 1:1 Meetings

Week 3: December 2 – 8

• T: Scrabble/Poker and 1:1 Meetings
• Class Meeting on Wednesday
• Parent-Student-Teacher conferences this week.

Week 4: December 9-15

• T: Scrabble/Poker and 1:1 Meetings
• Parent-Teacher-Student conferences this week.

Week 5: December 16-22

• T: Scrabble/Poker and 1:1 Meetings
• Class Meeting on Wednesday
• No School Next Two Weeks, December 24^th – January 4^th

Week 6: January 6-12

• T: Scrabble/Poker and 1:1 Meetings
• Class Meeting on Wednesday

Week 7: January 13^th – 19^th

• T: Scrabble/Poker and 1:1 Meetings
• Class Meeting on Wednesday

Week 8: January 20^th – 26^th

• Prepare for Exhibition
• No school Martin Luther King, Jr. Day

Week 9: January 27^th – February 2^nd

• Last week of term
• Select Q3 Classes. 1:1 Conferencing
• Small Group Exhibitions (family and mentor invites)
• Potluck celebration (family and mentor invites)

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[1] Currently advising jobs include, but are not limited to: Astrologers, Photographers, Bloggers, Horticulturalists, Meteorologists, Ichthyologists, Party Planners, Interior Decorators, Scribes.

New Report Card Format

Hi all,

The Upper School is phasing in a new report card format, called the End of Term Self Relfection and Assessment (R&A). R&A is an integral part of the student report card that gives students a consistent way to assess themselves and to directly communicate that analysis with parents and teachers. The form is also used by the instructor to assess the student’s skills specific to the course. Every Upper School student fills one out for every one of his/her classes at the end of the term. These then all go home to parents. The Narrative/Grade report currently in use will serve as the cover sheet for Reflection and Assessment.

Benefits:

• Gives predictable, uniform way in which students assess their own progress, and get teacher feedback, across classes.
• Supports assessment of progress over time.
• Keeping these forms (which are currently paper copies) as part of the student’s report card will allow the viewer to readily see how the student is developing in specific areas such as participation in discussions or focusing during activities, for example.
• Assessment data is readily apparent to parents.
• Ties classroom learning directly to Framework goals.

Future modifications:

• Have R&A on-line, as part of a database:
• Students would fill out forms on-line. This would save paper as well as sorting time.

Quarter 1 will be a transitioanl period from the old format to the new. When report cards will arrive home over Thanksgiving break, you will notice that most, but not all, of your student's course will be covered by an R&A form. Beginning Q2 we should be using them across the board. Please let me know if you have questions.

Best,

Ken

Rebecca Bateman Photos of Reality Check Class

Rebecca Bateman, a lower school parent and a terrific photographer, took some terrific shots of the students' final presentation in Reality Check. She visited the class with her fiance Justyn for two of the three presentation days. Her photos can be found at:
http://www.flickr.com/photos/copia_kids/sets/72157602967762856/
We enjoyed having them and welcome them back any time.

Reality Check Final Project Rubric

Community Counter-Ad Creation

Teacher Name: Dr. Gadbow Presentation Date: ____________________
Student Name: ________________________________________

CATEGORY	4	3	2	1
Content	All images and/or text of the counter ad are relevant to exposing hidden messages of the original ad and make it easier to understand. All borrowed graphics have a source citation.	All images and/or text of the counter ad are relevant to exposing hidden messages of the original ad and most make it easier to understand. All borrowed graphics have a source citation.	Images and/or text of the counter ad are relevant to exposing hidden messages of the original ad. Most borrowed graphics have a source citation.	Images and/or text of the counter ad are not relevant to exposing hidden messages of the original ad OR borrowed graphics do not have a source citation.
Attractiveness	The counter ad is exceptionally attractive in terms of design, layout, and neatness.	The counter ad is attractive in terms of design, layout and neatness.	The counter ad is acceptably attractive though it may be a bit messy.	The counter ad is distractingly messy or very poorly designed. It is not attractive.
Use of Tools	The counter-ad is exceptionally clear in its use of advertising tools employed by the original ad.	The counter-ad employs advertising tools used by the original ad.	The counter-ad uses tools of the original ad, but they are not clearly exposed or demonstrated.	The counter-ad does not appear to use any of the tools from the original advertisement.
Presentation	Student can accurately answer all questions related to content in both the original ad and the counter-ad as well as the process used to create the counter-ad.	Student can accurately answer most questions related to content in both the original ad and the counter-ad as well as the process used to create the counter-ad.	Student can accurately answer about 75% of the questions related to content in both the original ad and the counter-ad as well as the process used to create the counter-ad.	Student appears to have insufficient knowledge about the content in the original ad or processes used to create the counter-ad.
Use of Class Time	Used time well during each class period. Focused on getting the project done. Never distracted others.	Used time well during each class period. Usually focused on getting the project done and never distracted others.	Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.	Did not use class time to focus on the project OR often distracted others.
Community Engagement	Counter-ad is placed or distributed in areas that help inform the broader Portland community as to the nature of the original ad.	Counter-ad is placed or distributed in areas that help inform the Trillium community of the nature of the original ad.	Counter-ad is placed or distributed in areas that help inform the Reality Check classroom community of the nature of the original ad.	Counter-ad is not placed or distributed in the community.
Write-up content	Write-up clearly includes all of the following: the original intent of the ad, the tools used, how and why the student modified the ad, where the original ad was found, where the counter ad is distributed, and how each group member contributed.	Write-up includes most of the following: the original intent of the ad, the tools used, how and why the student modified the ad, where the original ad was found, where the counter ad is distributed, and how each group member contributed..	Write-up includes some of the following: the original intent of the ad, the tools used, how and why the student modified the ad, where the original ad was found, where the counter ad is distributed, and how each group member contributed..	TOTAL POINTS POSSIBLE: 32 A=29-32 B=25-28 C=21-24 D=17-20 F=16 or Less TOTAL STUDENT SCORE: _________ Write-up does not include the following: the original intent of the ad, the tools used, how and why the student modified the ad, where the original ad was found, where the counter ad is distributed, or how each group member contributed..
Write-up Conventions	Write-up is clearly written, has few or no grammar or punctuation errors. All sources are properly cited.	Write-up is clearly written, has minor grammar or punctuation errors. All sources are properly cited.	Write-up is somewhat confusing, has multiple grammar or punctuation errors. Some sources are properly cited.	Writing contains sufficient errors in grammar, punctuation, and/or organization to make it difficult to understand OR sources are not properly cited.

Reality Check Final Project

Community Counter-Ad Project[1]

Reality Check

Due: Presentations will begin on Monday, November 5th, 2007

This project can be done in groups of up to 2 people.

Anti Ads (also called Counter Ads) are parodies* or spoofs** of real advertising. Anti Ads often use humor to refocus the original message of the ad to reflect the true nature of a product.

Goal: To use your media deconstruction skills to create an Anti Ad of a print, radio, or television advertisement readily found in the community.

Objectives:

Ø Find an advertisement in the community that you wish to counter.

Ø Create an Anti Ad. Possible ideas:

o Draw a parody of a print ad.

o Create and draw a cartoon spoofing a movie or TV commercial

o Record a radio commercial

o Scan an ad into the computer and then use a photo editing program to alter the ad.

o Perform a skit that spoofs a TV commercial or movie

Ø Write a synopsis of your anti ad that includes:

o The original intent of the ad

o What techniques are used by the advertising agency to sell the product (See Handout: Deconstructing Ads: Some Tools for Media Literacy)

o How and why you modified the ad.

o Who was in your group and what did each person in your group do to help create the anti ad.

Ø Present your Anti Ad to the class, and place, distribute or perform your ad for the broader community.

What to hand in:

Ø The original Ad

Ø Your anti Ad

Ø Write-up

Grading Criteria:

Ø See rubric on back.

*Parody - A literary or artistic work that imitates the characteristic style of an author or a work for comic effect or ridicule.

**Spoof - A gentle imitation; a light parody.

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[1] Adapted from Portland State University faculty Patrick Edward’s work at Jefferson High School