The Arts · Year 2

Active learning ideas

Understanding Media Messages

Active learning helps Year 2 students grasp abstract media concepts by letting them see, hear, and create persuasive messages themselves. Hands-on tasks make the techniques used in ads and shows visible, so students move from passive viewers to active questioners of what they consume.

• ACARA Content Descriptions
• AC9AME2R01
• AC9AME2C01

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Think-Pair-Share
• 30 min · Small Groups

Group Analysis: Commercial Breakdown

Show a 30-second commercial. In small groups, students list three ways it tries to convince viewers, such as fun music or happy faces. Groups share one technique with the class and vote on the most persuasive.

Explain how a commercial tries to convince you to buy something.

Facilitation Tip

During the Commercial Breakdown, pause the ad after key moments so students can note colors, music, and repeated phrases before discussing why those choices matter.

What to look for

Provide students with a simple print advertisement. Ask them to write: 1. Who do you think this ad is for? 2. What does the ad want you to do? 3. Name one thing you see that makes it interesting.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 02

• Think-Pair-Share
• 25 min · Pairs

Pairs Compare: Poster vs Video

Provide matching poster and video of the same message, like a toy ad. Pairs note differences in delivery, such as words versus movement. Pairs present one key difference to the class.

Critique a simple media message by identifying its purpose and target audience.

Facilitation Tip

When pairs compare posters and videos, ask students to label one difference in text style and one difference in visual focus before sharing with the class.

What to look for

Show students two short video advertisements for similar products but with different styles (e.g., one for toys, one for healthy snacks). Ask: 'How are these ads different? Who do you think each ad is trying to talk to? Which one do you think is more convincing, and why?'

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Think-Pair-Share
• 40 min · Whole Class

Whole Class: Message Creation Relay

Divide class into teams. Each team adds one element to a group poster ad, like a slogan or image, explaining its purpose. Teams present final posters and critique each other's choices.

Compare how a message is delivered differently on a poster versus a video.

Facilitation Tip

For the Message Creation Relay, provide sentence starters like ‘Buy this because...’ and ‘This is for...’ to scaffold persuasive language for all writers.

What to look for

Display a picture of a common product (e.g., a juice box). Ask students to hold up one finger if the purpose is to sell, two fingers if it's to inform, or three fingers if it's to entertain. Then, ask them to point to their eyes if the target audience is children, or their parents if it's adults.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 04

• Think-Pair-Share
• 35 min · Individual

Individual: My Ad Sketch

Students sketch a simple ad for a favorite snack, labeling purpose, audience, and two convincing techniques. They share sketches in a gallery walk, giving peer feedback on effectiveness.

Explain how a commercial tries to convince you to buy something.

Facilitation Tip

In My Ad Sketch, give colored pencils and sticky notes so students can label persuasive elements directly on their drafts before finalizing.

What to look for

Provide students with a simple print advertisement. Ask them to write: 1. Who do you think this ad is for? 2. What does the ad want you to do? 3. Name one thing you see that makes it interesting.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers should model skepticism by asking aloud, ‘Why did they choose that music?’ or ‘Who might feel left out of this message?’ This builds a classroom culture where questioning is expected. Keep examples close to students’ lives, like classroom supplies or snacks, so the purpose of messages feels real. Avoid long lectures because students learn best by spotting techniques themselves in short, repeated viewings.

By the end, students should point out persuasive elements in ads, explain who the message targets, and apply these ideas in their own work. Their discussions and creations will show they can separate fun from selling and spot missing information in media.

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Watch Out for These Misconceptions

• During Commercial Breakdown, watch for students who assume the ad tells the whole story.

  Use the pause-and-notice routine in the Commercial Breakdown to highlight what is missing, like a toy ad that never shows a child cleaning up after playing. Ask, ‘What don’t we see that might make this less fun?’

• During Poster vs Video, watch for students who think both formats work the same way.

  In Poster vs Video, have pairs compare a print ad and a video ad for the same product side by side. Ask them to point to evidence of sound or motion in the video and explain how that changes the message.

• During Message Creation Relay, watch for students who believe ads are just for entertainment.

  During the relay, remind students that their mini-ads must include a clear purpose on their sticky note. Afterward, collect these notes to show the class how ‘fun’ and ‘selling’ often work together in real ads.

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Methods used in this brief

• Think-Pair-Share