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Social Media Campaign

Digital Media and Social Media

Product Design - Multimedia, Digital Media & Social Media
Technical Skills - Graphic Design & Marketing
Content - Digital Citizenship

Unit Of Work for Design

 

Unit Title: Social Media Campaign

ATL skills: Social, Communication, Thinking
 

Design Problem/scenario: Companies are utilizing social media platforms to sell and market their products &/or services on a global scale to target audiences. Nowadays literally any item can be advertised via Instagram, YouTube, FaceBook, Twitter, etc. even normal household products. Your challenge is to design and produce a SOCIAL MEDIA CAMPAIGN that can maximize the sales of a SPECIFIC PRODUCT &/or SERVICE for a SPECIFIC TARGET AUDIENCE to increase ENGAGEMENT & SALES for a SPECIFIC COMPANY. Your SOCIAL MEDIA CAMPAIGN must include, a narrative, follow principles of advertising, and consider the display of the item and a specific market group.

(Criterion A) Inquiring and Analyzing

Lesson 1 ~ 27/08 ~ Criterion A iv. develops a detailed design brief, which summarizes the analysis of relevant research​​

Aims & Objectives:

  • Classlist

  • Email & Communication

  • Digital Citizenship & Digital Society

  • A (iv)

 

Tasks:​

Step One: One a piece of paper divided into 8 parts and enter this content (10min):

  • NAME (top two panels)

  • Good Students

  • Good Teachers

  • Good Learning Environments

  • Multi-Media is

  • Digital Media is

  • Social Media is

 

Step Two: Write your teacher an introductory email and organise your INBOX/FOLDERS/SIGNATURE (10min).

ATL Skills:

  • Thinking

  • Communication

  • Organisation

Lesson 2 ~ 29/08 ~ Criterion A iv. develops a detailed design brief, which summarizes the analysis of relevant research

Aims & Objectives:

  • Email & Communication

  • A (iv) develops a detailed design brief, which summarizes the analysis of relevant research

  • Class Procedures & Rules

  • Digital Citizenship & Digital Society

 

ATLs:

  • Thinking

  • Communication

  • Organisation

 

Tasks:

Step One: Review your paper brainstorm list and add more details through RESEARCH (10min)

 

Step Two: Design a simply A4 poster (sketch idea on paper) that communicates clearly your thoughts and basic research about one of these concepts (10min):

  • Good Students

  • Good Teachers

  • Good Learning Environments

 

When designing your poster address these points:

  • ALLOW THE RULE OF THIRDS to guide your poster design

  • INCLUDE A POSITIVE MESSAGES in your content & a WHY

  • RESEARCH is needed to understand the RULE OR THIRDS and strengthen your CONTENT

 

Step Three: With a partner - share your two posters and look at the CONTENT and DESIGN then create a group of three new posters, with a central theme being GOOD SCHOOLS and with STUDENTS and TEACHERS are the target audience, that covers these three ideas (30min):

  • Good Students

  • Good Teachers

  • Good Learning Environments

 

RULE OF THIRDS DEFINITION

The Rule of Thirds is the process of dividing an image into thirds, using two horizontal and two vertical lines. This imaginary grid yields nine parts with four intersection points. When you position the most important elements of your image at these intersection points, you produce a much more natural image. It is also suggested that any horizon is placed on either the top horizontal line or the bottom horizontal line. Off-centre composition is pleasing to the eye because it’s typically where the eyes go first. When there is a subject or object off-centre, it also gives viewers the ability to interact with that space between them. This allows for interpretation and conversation between the subject and the background, as opposed to a fully centred subject.

 

The Rule of Thirds is a way to:

  • Use composition techniques that are in line with what’s naturally pleasing to the eye

  • Creatively use negative space

  • Create a conversation between the subject and background

 

The Rule of Thirds Resources:

Lesson 3 ~ 31/09 ~ Criterion A iv. develops a detailed design brief, which summarizes the analysis of relevant research

Tasks:

  1. Create a new GOOGLE DOC/SLIDE for Criterion A Summative Assessment and share access with luke.w@concoridan.ac.th and design a TITLE PAGE (15-20min)

  2. Create a poster with GOOGLE SLIDES that promote THINKING SKILLS for G7 with these design specs (15-20min):

    1. A4 portrait

    2. use this colours scheme https://coolors.co/palette/12263a-06bcc1-c5d8d1-f4edea-f4d1ae

    3. target audience G6 to encourage and promote better THINKING SKILLS

    4. design layout that "The Golden Ratio is a design concept based on using the Fibonacci sequence to create visually appealing proportions in art, architecture, and graphic design. The proportion, size and placement of one element compared to another creates a sense of harmony that our subconscious mind is attracted to."

  3. On your Criterion A doc/slide add this to criterion A IV (15-20min):

    1. Evidence of PRIMARY/SECONDARY RESEARCH regarding DESIGN LAYOUT and a summary

    2. Evidence of PRIMARY/SECONDARY RESEARCH regarding working in a DESIGN TEAM and what you discovered

    3. Evidence of PRIMARY/SECONDARY RESEARCH regarding working to a specific DESIGN BRIEF

 

ATL Skills:

  • Communication

  • Research - Information literacy and Media literacy

  • Critical thinking

  • Creative thinking

 

Resource:

https://www.interaction-design.org/literature/article/the-golden-ratio-principles-of-form-and-layout

 

 

Ruler of Thirds and Fibonacci Design Principles​​

Lesson 4 ~ 02/09 ~ Criterion A iv. develops a detailed design brief, which summarizes the analysis of relevant research

Tasks:

  1. Create a new GOOGLE DOC/SLIDE for Criterion A Summative Assessment and share access with teacher and design a TITLE PAGE (10-20min)

  2. On your Criterion A doc/slide add these components to criterion A IV that relate to GRAPHIC DESIGN RESEARCH (30-40min):

    1. Evidence of PRIMARY/SECONDARY RESEARCH regarding DESIGN LAYOUT PRINCIPLES and then analyse and summarise

    2. Evidence of PRIMARY/SECONDARY RESEARCH regarding working in a DESIGN TEAM and then analyse and summarise

    3. Evidence of PRIMARY/SECONDARY RESEARCH regarding working to a DESIGN BRIEF, DESIGN SPECIFICATIONS with a DEADLINE and then analyse and summarise

 

ATL Skills:

  • Communication

  • Research - Information literacy and Media literacy

  • Critical thinking

  • Creative thinking

Lesson 5 ~ 06/09 ~ Criterion A i. explains and justifies the need for a solution to a problem for a client/ target audience + Criterion A ii. constructs a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem independently

Tasks: 

  1. Create a RESEARCH PLAN (20-30min)

  2. Explain the PROBLEM and JUSTIFY THE NEED TO SOLVE for a CLIENT (20-30min)

Suggested Research Topics:

  • Types of digital media

  • Characteristics of digital media

  • Immersive digital media

  • Digital media dilemmas

  • Social media types

  • Effective social media campaigns

  • Advertising

  • Persuasion

  • Influence and influencers

  • Graphic Design

  • Photography

  • Typography

  • PSA 

ATL Skills:​

  • Research

  • Collaboration

  • Thinking

 

Lesson 6 ~ 08/09 ~ Criterion A iii. analyses a range of existing products that inspire a solution to the problem in detail

Tasks: 

  • Analyse Chobani X Aitch collaboration (20-30min)

  • Analyse GoPro Million Dollar Challenge (20-30min)​​

ATL Skills:​

  • Research

  • Digital Literacy

Chobani X Aitch Resources:

GoPro Million Dollar Challenge:

  • GoPro is living proof that social media contests still have staying power. To promote their new HERO9 Black camera, the brand launched its third annual Million Dollar Challenge. This campaign invites GoPro’s fans around the world to share their best, unedited GoPro footage. The winners then receive an equal cut of $1 million from the brand. With over 10.9 million likes on their Facebook page, it’s a no-brainer to leverage the channel for this campaign. Within 80 days, more than 29,000 people from 125 countries submitted their HERO9 Black video clips.

Lesson 7 ~ 12/09 ~ Criterion A iii. analyses a range of existing products that inspire a solution to the problem in detail

Tasks: 

  1. How to Analyse a Social Media Campaign [a iv] (20-30min)

  2. Analyse Coca-Cola advertising [a iii] (20-30min)​​

ATL Skills:​

  • Research

  • Digital Literacy

 

Resources:

 

Lesson 8 ~ 14/09 ~ Criterion A iii. analyses a range of existing products that inspire a solution to the problem in detail

Tasks:

  1. Twitter Campaign: Do Something (20-30min)

  2. Identify one company &/or one advertising campaign and analyse (20-30min)

ATL Skills:​

  • Research

  • Digital Literacy

DoSomething.org – Personalized Mid-Week Motivation
You don’t always need to be super structured to have a successful Twitter campaign. Sometimes it can be as simple as checking in with your audience in a creative way. That means you don’t always need a branded hashtag, have to give a high value prize away or need all the frills of an all-out branded campaign. Engagement campaigns can be as simple as a small series of questions or a memorable CTA like this one from the non profit organization Do Something.

Lesson 9 ~ 16/09 ~ Criterion A iv. develops a detailed design brief, which summarizes the analysis of relevant research

Tasks:

  1. Examine your research table (ii) and research key elements and share key points (30-40min)

  2. Create a COMPANY PROFILE and identify the PRODUCT/SERVICE (10-20min)

ATL Skills:​

  • Primary & Secondary Research

  • Thinking

Differentiation:

iv. develops a basic design brief, which states the findings of relevant research

iv. develops a design brief, which outlines the analysis of relevant research

iv. develops a design brief, which explains the analysis of relevant research
iv. develops a detailed design brief, which summarizes the analysis of relevant research

Resources: Company Profile: What is it & How to Create it?

Lesson 10 ~ 20/09 ~ Criterion A iv. develops a detailed design brief, which summarizes the analysis of relevant research

Tasks: 

  1. IDENTIFY THE TARGET AUDIENCE (persona) (10-20min)

  2. SUMMARISE and ANALYSE your research (conclusion) (10-20min)

  3. Develop a DESIGN BRIEF (10-20min)

  4. Convert your Criterion A doc/slide to a PDF and submit (5min)

ATL Skills:​

  • Primary & Secondary Research

  • Thinking

 

Resources:

Differentiation:

iv. develops a basic design brief, which states the findings of relevant research

iv. develops a design brief, which outlines the analysis of relevant research

iv. develops a design brief, which explains the analysis of relevant research
iv. develops a detailed design brief, which summarizes the analysis of relevant research

DUE DATE for CRITERION A = 20th Sept​​

Criterion B

 
Lesson 1 ~ 22/09 ~ Criterion B i. develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research

Tasks: 

  1. Create a new Criterion B document (10-20min)

  2. Create a CLIENT PERSONA (10-20min)

  3. Create a list of DESIGN SPECIFICATIONS (10-20min)

ATL Skills:​

  • Primary & Secondary Research

  • Thinking

Design specification themes to address:

  • overarching goal (design brief)

  • specific social media metrics

  • form

  • function

  • social media platform(s)

  • multi-media (identify audio, image, animation, picture &/or video)

  • who/how/when will success be measured

  • aesthetic

  • safety (digital citizenship)

  • software/hardware required

  • comparison product

  • time

Differentiation:

i. lists some basic design specifications for the design of a solution

i. lists some design specifications, which relate to the success criteria for the design of a solution

i. develops design specifications, which outline the success criteria for the design of a solution

i. develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research

Lesson 2 ~ 26/09 ~ Criterion B i. develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research

Tasks: 

  1. Review and rewrite your list of DESIGN SPECIFICATIONS and focus on MEASURE OF SUCCESS (20-30min)

ATL Skills:​

  • Primary & Secondary Research

  • Thinking

Design specification themes to address:

  • overarching goal (design brief)

  • specific social media metrics

  • form

  • function

  • social media platform(s)

  • multi-media (identify audio, image, animation, picture &/or video)

  • who/how/when will success be measured

  • aesthetic

  • safety (digital citizenship)

  • software/hardware required

  • comparison product

  • time

Differentiation:

i. lists some basic design specifications for the design of a solution

i. lists some design specifications, which relate to the success criteria for the design of a solution

i. develops design specifications, which outline the success criteria for the design of a solution

i. develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research

Lesson 3 ~ 28/09 ~ Criterion B ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others

​Tasks:

  1. Create a MOODBOARD with an A3 GOOGLE SLIDE (20-30min)

  2. Sketch 5-10 basic ideas on PAPER (20-30min)

ATL Skills:

  • Thinking

Differentiation:

ii. presents one design, which can be interpreted by others

ii. presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others

ii. develops a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be interpreted by others

ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others

Lesson 4 ~ 03/10 ~ Criterion B ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others

​Tasks:​

  1. Sketch on PAPER design idea #1 and annotate (10-20min)

  2. Sketch on PAPER design idea #2 and annotate (10-20min)

  3. COLOUR FOCUS - https://coolors.co/ (10-20min)

  4. PRESENT - Scan and add 2 designs & colour palette to Criterion B (10-20min)

ATL Skills:

  • Thinking

Differentiation:

ii. presents one design, which can be interpreted by others

ii. presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others

ii. develops a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be interpreted by others

ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others

Lesson 5 ~ 05/10 ~ Criterion B ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others

​Tasks:​

  1. Sketch with a DEVICE design idea #3 and annotate (15-20min)

  2. Sketch with a DEVICE design idea #4 and annotate (15-20min)

  3. FONT FOCUS - https://fontjoy.com/ (15-20min)

  4. PRESENT - add your 2 design and fonts choices to CRITERION B (10-20mn)

ATL Skills:

  • Thinking

 

Differentiation:

ii. presents one design, which can be interpreted by others

ii. presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others

ii. develops a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be interpreted by others

ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others

Lesson 6 ~ 07/10 ~ Criterion B ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others

​Tasks:

  1. Design idea #5 (10-20min)

  2. Present MOODBOARD and 5 x DESIGN IDEAS (10-20min)

  3. Collect feedback on your DESIGN IDEAS from peers (10-20min)

    • PEERS score/grade each design​

    • PEERS identify the best designs and explain why

ATL Skills:

  • Collaboration

  • Organisation

Differentiation:

ii. presents one design, which can be interpreted by others

ii. presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others

ii. develops a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be interpreted by others

ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others

Lesson 7 ~ 11/10 ~ Criterion B iii. presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification

Task:

  1. Update DESIGN SPECIFICATION LIST (strand i) (10-20min)

  2. Recreate (in detail) and annotate (in detail with design specs) your BEST IDEA and PRESENT (30-40min)

​​

ATL Skills:

  • Communication

  • Thinking

Differentiation:

iii. justifies the selection of the chosen design with reference to the design specification

iii. presents the chosen design and justifies its selection with reference to the design specification

iii. presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification

Lesson 8 ~ 14/10 ~ Criterion B iii. presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification

Task:​

  1. Justify your choice based on feedback from the client (20-30min)

  2. Justify your choice based on design specifications (20-30min)

  3. Justify your choice based on the design brief (20-30min)

​​

ATL Skills:

  • Communication

  • Thinking

Differentiation:

iii. justifies the selection of the chosen design with reference to the design specification

iii. presents the chosen design and justifies its selection with reference to the design specification

iii. presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification

Lesson 9 ~ 18/10 ~ Criterion B iv. develops accurate and detailed planning drawings/diagrams and outlines requirements for the creation of the chosen solution

Task:

  1. Develop accurate planning drawings & diagrams (60min)

​​

ATL Skills:

  • Communication

  • Thinking

Differentiation:

iv. creates incomplete planning drawings/diagrams.

iv. creates planning drawings/diagrams or lists requirements for the creation of the chosen solution.

iv. develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution.

iv. develops accurate and detailed planning drawings/diagrams and outlines requirements for the creation of the chosen solution

Lesson 10 ~ 20/10 ~ Criterion B iv. develops accurate and detailed planning drawings/diagrams and outlines requirements for the creation of the chosen solution

Task:

  1. outline requirements for the creation - link to design specifications (10-20min)

  2. outline requirements for the creation - how to build/produce (10-20min)

  3. Update and submit CRITERION B (10-20min)

 

ATL Skills:

  • Communication

  • Thinking

Differentiation:

iv. creates incomplete planning drawings/diagrams.

iv. creates planning drawings/diagrams or lists requirements for the creation of the chosen solution.

iv. develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution.

iv. develops accurate and detailed planning drawings/diagrams and outlines requirements for the creation of the chosen solution

Due Date for Criterion B = 20th Oct

Criterion C

Lesson 1 ~ 31/10 ~ Criterion C i. constructs a detailed and logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution

Tasks:

  • Create a detailed project plan (60min)

ATL Skills:

  • Self-Management

  • Thinking

  • Communication

02.11 ~ Criterion C 
04.11 ~ Criterion C
08.11 ~ Criterion C
21.11 ~ Criterion C ​
23.11 ~ Criterion C 
25.11 ~ Criterion C ii. demonstrates excellent technical skills when making the solution​
29.11 ~ Criterion C iii. follows the plan to create the solution, which functions as intended and is presented appropriately
01.12 ~ Criterion C iv. fully justifies changes made to the chosen design and plan when making the solution

Due Date Criterion C = 1st Dec

Criterion D

Lesson 1 & 2 ~ Tue 06.12 & Thu 08.12 ~ Criterion D (i) designs detailed and relevant testing methods, which generate data, to measure the success of the solution

Tasks:

  • Create an authentic product test

    • create FEEDBACK FORM that addresses - design brief, every design specification, impacts on society and suggested improvement (not google forms, try another free online survey tool)

    • create INTERVIEW QUESTIONS that addresses - design brief, every design specification, impacts on society and suggested improvement

    • access SOCIAL MEDIA METRICS

 

ATL Skills:

  • Communication

  • Digital Literacy

Differentiation:

  • i. designs a (relevant --> detailed and relevant) testing method

Lesson 3 ~ Tue 10.01 ~ Criterion D (ii) critically evaluates the success of the solution against the design specification based on authentic product testing

Tasks:

  • Conduct TEST (15-20min)

    • Present product

    • Collect data

    • FEEDBACK FORM

    • INTERVIEW

    • SOCIAL MEDIA METRICS

  • PRESENT test results (15-20min)

  • CRITICALLY ANALYSE test results (15-20min)

 

ATL Skills:

  • Collaboration

  • Communication

  • Thinking

Differentiation:

  • ii. (states --> outlines --> explains --> critically evaluates) the success of the solution

  • ii. (relevant --> authentic) product testing

Lesson 4 ~ Thu 12.01 ~ Criterion D (iii) explains how the solution could be improved

Tasks:

  • Explains how the solution could be improved

    • Identify several items (use design specification and test results) that were not "excellent" and then explain how each item could be improved to better meet the needs of each design specification​

ATL Skills:

  • Reflection

Differentiation:

  • iii. (outlines --> describes --> explains) how the solution could be improved

Lesson 5 ~ Mon 16.01 ~ Criterion D (iv) iv. explains the impact of the product on the client/target audience.

Tasks:

  • Explain the impacts your artefact had on your client - revisit the Design Brief and the CLIENT and address the overall impact of your product (20-30min)​

  • Update Criterion D and Submit Criterion D as PDF to ManageBac (20-30min)

ATL Skills:

  • Reflection

Differentiation:

  • iv. (outlines --> describes --> explains) the impact of the solution on the client/target audience

Due Date for Criterion D = 16th Jan

Reflection Phase

Wed 18.01 (short day)

Tasks:

  • Reflect, Review, Resubmit & Reports

ATL Skills:

  • Self-management

  • Organization

  • Reflection

Mon 30.01

Tasks:

  • Reflect, Review, Resubmit & Reports

  • END OF YEAR SURVEY 

ATL Skills:

  • Self-management

  • Organization

  • Reflection

Wed 01.02

Tasks:

  • REPORT comments

  • Reflect, Review, Resubmit & Reports

ATL Skills:

  • Self-management

  • Organization

  • Reflection

LAST CHANCE TO RESUBMIT WORK - 1st February is the last day

Fri 03.02 (short day)

Tasks:

  • Kahoot Quiz Question Writing

  • Reflect, Review, Resubmit & Reports

ATL Skills:

  • Self-management

  • Organization

  • Reflection

Tue 07.02

Tasks:

  • AWARDS

  • KAHOOT quiz

  • Reflect, Review, Resubmit & Reports

ATL Skills:

  • Self-management

  • Organization

  • Reflection

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