V.T341

The Art of Advertising

The Art of Advertising

Students will identify artistic techniques used in selected public service announcements (PSAs) and then create their own PSA using text and images.

This item has not been field-tested by Michigan teachers.


These are analytic rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

Teacher Scoring Rubric - PSA Analysis

  • Dimension
  • Student’s Response Identifies the Artistic Techniques of Appropriation, Re-Contextualization, and/or Juxtaposition Used

  • Student Describes How the Text and/or Imagery Have Been Appropriated, Re-contextualized, and/or Juxtaposed to Create New Meaning

  • 1
  • 2
  • 3
  • 4
  • Student describes imagery and text but does not identify any artistic technique(s) used to create the PSA.

    N/A at this time.
  • Student identifies artistic techniques but does not identify the use of appropriation, recontextualization, or juxtaposition.

    N/A at this time.
  • Student correctly identifies some, but not all, of the artistic technique(s) of appropriation, recontextualization, and/or juxtaposition used.

    N/A at this time.
  • Student correctly identifies each of the artistic technique(s) of appropriation, recontextualization, and/or juxtaposition used.

    N/A at this time.
  • Student describes text/and or imagery but does not discuss the message nor relate it to the use of appropriation, re-contextualization, and/or juxtaposition.

    N/A at this time.
  • Student describes the text and/or imagery and discusses the message but does not relate the message to the use of appropriation, recontextualization, and/or juxtaposition.

    N/A at this time.
  • Student partially describes how the text and/or imagery have been appropriated, recontextualized, and/or juxtaposed to create new meaning.

    N/A at this time.
  • Student describes how the text and/or imagery have been appropriated, recontextualized, and/or juxtaposed to create new meaning.

    N/A at this time.

Teacher Scoring Rubric - PSA Creation

  • Dimension
  • Student Defines a Topic of Public Interest and Presents a Unique Message on the Topic

  • Student uses Appropriation, Recontextualization, and/or Juxtaposition in Combining Text and Imagery to Create New Meaning

  • Text and Image Characteristics Enhance Message of the PSA

  • 1
  • 2
  • 3
  • 4
  • Topic of student’s PSA is not clear. The message is broad and general.

    N/A at this time.
  • Student defines a topic of public interest, but the message is not clear.

    N/A at this time.
  • Student defines a topic of public interest but does not create a unique message on the topic.

    N/A at this time.
  • Student defines a topic of public interest and presents a unique message on the topic.

    N/A at this time.
  • Student creates a unique PSA but does not use appropriation, recontextualization, or juxtaposition to add meaning to the message.

    N/A at this time.
  • Student appropriates imagery and/or text. Efforts to recontextualize and/or juxtapose the imagery and text create a message that lacks clarity.

    N/A at this time.
  • Student appropriates imagery and/or text, but the image simply illustrates the text. The PSA does not use recontextualization or juxtaposition of images to add meaning to the PSA.

    N/A at this time.
  • Student uses appropriation, recontextualization, and/or juxtaposition to create new meaning. The appropriated imagery is re-contextualized or juxtaposed and text is added in a way that carries associations from the original context to the new message.

    N/A at this time.
  • Student uses a number of different imagery and text characteristics that compete for attention and distract from the message of the PSA.

    N/A at this time.
  • Student’s choice of font style, size, and color are aesthetically pleasing but blend with the image and make the message difficult to read.

    N/A at this time.
  • Student’s choice of imagery and font style, size, and color contribute to an aesthetically pleasing PSA. The placement of the text distracts from the message.

    N/A at this time.
  • Student’s choice of imagery and font style, color, and size, as well as the placement of the text, create an aesthetically pleasing PSA.

    N/A at this time.
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