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Unit 3: Music and Recording
Online Presence for Artists
Students analyze favorite artists’ social media strategies, examine branding aesthetics and artist bios, then create promotional social media posters reflecting mood and tone through design elements.
Overview
Throughout this lesson, students will learn about the importance of online presence for artists. Students will analyze their favourite artists' social media pages examining artist bios and brand aesthetic. Finally, students will create their own social media posters to advertise their songs, keeping in mind how various elements such as font and colours convey mood and tone.
Duration
2-3 Hours
Materials
• Computers/devices with internet and internet access
• Canva subscription (or other graphic art app subscription)
• "Social Media Poster Rubric"
Activate: Analyze an Artist
Inform students that today's lesson is all about social media presence. Ask students to name an artist (or two, or three) with a strong social media presence. Together, as a class, review that artist's social media pages starting with Instagram, then Facebook and their website (if applicable). Discuss the following:
1. What is unique about this artist?
2. What information do they include in their bio?
3. What other information can you gather from their social media pages?
4. What is their brand aesthetic? A brand aesthetic refers to the mood, tone, and style of the visuals used in the content.
5. Is their content consistent across all platforms?
Acquire: Online Presence for Artists (Diana Hellson)
Have students read "Online Presence for Artists" by Diana Hellson found on pages 94 - 99 of the Create to Learn textbook. Alternatively, students can watch her lesson here: https://www.createtolearn.ca/tutorial/artists-online-presence
To debrief the reading, ask the class the following questions:
1. What questions does Diana recommend asking yourself in each lesson?
2. What information should your bio contain?
3. What is the purpose of artists' social media pages?
4. What types of applications need longer biographies?
5. What does Diana say can be easy to miss in the beginning?
6. What are some examples of "brand assets"?
7. What tips does Diana give about creating social media posters?
Apply: Song Poster
Inform the class that based on their leaning about social media presence, they are going to apply the tips they learned to create a social media poster to advertise their songs!
For more tips, we recommend reviewing the following lessons:
1. Cash in on Your Passion by Casey Desjarlais for a Canva tutorial and tips for advertising on Facebook and Instagram
2. Music Makers 101 by Dakota Bear for a Canva tutorial and a lesson about press and publicity, including how to create an electronic press kit.
3. Graphic Arts by Ovila Mailhot for a lesson about creating original graphic art using Photoshop.
Before students begin, review the "Social Media Poster Rubric" so students know what they will be graded on. Instruct students to think about which colours and fonts will help convey the mood of their songs.
Assess: Social Media Poster Rubric
Use the "Social Media Poster Rubric" to assess students' posters.
Assessment Rubric
SOCIAL MEDIA POSTER RUBRIC
| Category | EXCELLENT (12-15) | GOOD (10-12) | SATISFACTORY (7-9) | NEEDS IMPROVEMENT (0-7) |
|---|---|---|---|---|
| Relevant Information | The poster includes all relevant information including song name, artist, artist bio and social media handles | The poster includes most relevant information including song name and artist name and social media handles | The poster includes the song name and artist name only | The poster is missing one of the following: song name, artist name |
| Poster Colours | Brand colours elicit emotions in the viewer that correspond with the mood of the song | Brand colours attempt to elicit emotions in the viewer that correspond with the mood of the song | Brand colours are somewhat unrelated to the mood of the song | Brand colours are completely unrelated to the mood of the song |
| Font | The font adds personality to the poster | The font attempts to add personality to the poster | The font is either too big, too small or distracting to the poster | The font is not legible |
| Purpose/Audience | Design as a whole is well connected to its purpose and audience | Design as a whole is clearly connected to its purpose and audience | Design as a whole has a slight connection to its purpose or audience | Design has a whole does not match the purpose or audience |
| Creativity and Originality | Poster displays a high level of creativity and originality | Poster displays some use of creativity or originality. | Poster displays little to zero creativity or originality | Poster is not original. |
Total = /75 marks
Curriculum Connections
British Columbia and Yukon
• Entrepreneurship and Marketing 10
• Media Design 10
• Graphic Production 11 (identical to Entrepreneurship and Marketing 10)
• Career Life Education
Alberta, Northwest Territories and Nunavut
• Grade 11 and Grade 12 Entrepreneurship course
• Art 10, 20, 30
Ontario
• Business Studies Grade 9 and 10
• Information and Communication Technology in Business, Grade 9 or 10
• Media Arts Grade 11 and 12