:30 and :60 Second Commercial
First course, Third grading period, Weeks 4-5
It is a financial reality. Radio stations need money to operate. Most non-public stations depend on
commercials to stay on the air.
Enduring Understanding
Understanding how commercials are organized to sell a product in a compelling and appealing way
will help students to prepare for employment at a commercial radio station, to understand audio mix­
ing principles, and to be more discerning consumers and listeners.
Essential Question
What factors are considered in producing a commercial and how is it produced?
Objectives and Outcome
• Students will understand the purpose of a commercial.
• Students will be able to articulate how a commercial is structured to sell a product in its cal­
culated message to the consumer.
• Students will identify persuasive approaches used to sell a product.
• Students will be able to produce a :30 and :60 commercial.
Suggested Time
Two weeks
Resources and Materials
Pre-selected commercials of various products on both TV and radio
Computer and editing software
Visit the archives of Clio (http://www.clioawards.com) winners in radio for a list of commercials that
received recognition. A CD of all winners of Mobius Awards (http://www.mobiusawards.com/) for
international advertising (online, television, radio, print and other arenas) is available for purchase
at their Web site. You may wish to record current commercials to use with this curriculum guide.
Teachers may find the following resources helpful when they discuss persuasive techniques. From the
classic Vance Packard Hidden Persuaders to contemporary Web sites, students can learn more about
the techniques used to persuade buyers.
“Frequently Asked Advertising Questions: A Guide for Small Business” (www.ftc.gov/bcp/conline/
pubs/buspubs/ad-faqs.htm)
D.C. Public Schools CTE • Prime Movers • RTNDF
Radio Curriculum — First Course
1.31.0 “:30 and :60 Second Commercial”
“Making Commercials,” Radio Production, pages 188-203
“Chapter 15, Making Commercials,” Radio Production, CD-ROM
“Commercials and Announcements,” Writing for Television, Radio, and New Media, pages 66-119
Procedure
1. What makes a commercial memorable? Can students recite any commercials? How many students
have to sing the words in order to recite the whole commercial? Do they recall key phrases — “Try it,
you’ll like it”? Can they identify the product that is associated with a song, phrase or sound effect?
Keep students’ responses in mind as you introduce the strategies used to create a commercial.
2. Play two to three commercials for students to analyze. Initial discussion may focus on branding,
theme music, sound effects, and the overall message of the commercial.
One of your examples should begin with music. Would this music keep them from switching the dial?
Advertising agencies often use music to keep teens listening.
3. Teachers should present methods of persuasion that are used in advertising. Select one of the
commercials to analyze for subtleties of persuasion. Is the celebrity’s voice easily recognized – no
introduction needed? Does the pacing reflect the bandwagon that listeners are to join? Does the
structure enhance the emotional pull at the end of the commercial?
Teachers may also wish to approach persuasion through an application of Aristotle’s three elements
of persuasion — ethos, logos and pathos. If not used at this time, students will be introduced to and
apply these in “Produce a Commercial” (Fourth Course, Second Grading Period).
4. Start with a specific demographic group or target audience. Select a local business to act as a
client. What products would teenagers buy at this store? What products might their parents buy for
themselves? Is there anything available for grandparents to buy for themselves at this business? If
not, what could grandparents purchase for their grandchildren?
Consider how commercials would differ based on the target demographic. Answers would include:
• The product being promoted would vary.
• The need or desire would change — from utilitarian (tools, tissues and batteries) to decora­
tive (jewelry, clothes, home accessories) to emotional (express love or help a loved one).
• The music or sound effects used would reflect the age group.
What elements should stay the same, no matter the target audience?
5. Select both 30- and 60-second commercials to play. Discuss how much more one can say and hear
in the longer versions. Dissect the use of time in both, second by second:
• How does each commercial grab the listener’s attention in the first seconds?
• Does the longer commercial have more music?
• Is the longer commercial more likely to be a testimonial?
• Does the shorter commercial make use of repetition?
D.C. Public Schools CTE • Prime Movers • RTNDF
Radio Curriculum — First Course
1.31.0 “:30 and :60 Second Commercial”
To be placed in a prime slot, a client’s advertisement may be limited to 30 seconds because of time
available and cost per second. How can you communicate the key ideas without giving the impression
of rushing through a script?
6. Focus on making a script compact. Many radio and television commercial producers use five steps
to organize their advertisements. These steps may be summarized as:
• Grab the listener’s attention
• Hold the listener’s attention
• Present a problem or situation that the product/business will be able to resolve.
• With or without a direct introduction of the product/business, intimate that the problem or
situation can be solved by it.
• Motivate the listener to buy the product, visit the business or act.
Play a 60-second commercial that clearly illustrates these five steps. Have students identify the
points when each step takes place. You may wish to play a 30-second commercial. Although much
tighter, the shorter commercial will follow the same pattern.
7. Provide each student group with a different commercial script to read, record and load into their
workstations. Each group is to determine its target audience and persuasive technique. The final
commercial is to be 60 seconds. Students are to select relevant sound effects from a sound effect CD
— if you have one — or record ambience beds to place under the commercial and mix.
8. Have groups share their commercials. You might have other students identify which persuasive
techniques were used and to which demographic group they think the commercials would appeal. Did
students use the best “voice” for the commercial? What mood was conveyed? Was it appropriate for
the product being promoted?
9. Take time to consider some standards and practices in airing commercials. Which products are not
advertised on American radio and television? Why are some products and services advertised only
after 10 p.m.? Who determines what is stated in an advertisement? Does the advertiser get to have
whatever he wants in his commercial since he is paying for it?
Under the Federal Trade Commission (FTC) Act:
• Advertising must be truthful and non-deceptive;
• Advertisers must have evidence to back up their claims; and
• Advertisements cannot be unfair.
Some points from the FTC online consumer resources (www.ftc.gov/bcp/conline/pubs/buspubs/ad­
faqs.htm) to share about products that are advertised:
• The FTC pays closest attention to ads that make claims about health or safety and claims that
consumers would have difficulty evaluating for themselves.
• Federal law prohibits advertising cigarettes, smokeless tobacco and little cigars on radio, TV,
or other forms of electronic media regulated by the Federal Communications Commission.
• Until 1996, there was a voluntary policy within the distilled spirits industry not to advertise
on television. Many broadcasters still do not accept ads for distilled spirits.
D.C. Public Schools CTE • Prime Movers • RTNDF
Radio Curriculum — First Course
1.31.0 “:30 and :60 Second Commercial”
• The FTC can take action if an alcohol ad is deceptive or unfair. The Bureau of Alcohol, Tobacco
and Firearms (ATF) also has jurisdiction over deceptive or misleading alcohol labeling and
advertising.
• The FDA handles most matters related to advertising prescription drugs.
• All endorsements must reflect the honest experience or opinion of the endorser. [This includes
celebrity testimonials.]
• For a “Made in USA” claim to be accurate, all significant parts, processing and labor that go
into the product must be of U.S. origin. Products should not contain any — or only negligible
— foreign content. (See www.ftc.gov/bcp/conline/pubs/alerts/usaalrt.htm)
Visit the Federal Trade Commission site for more information. Other federal agencies have oversight
of advertising claims about products (The FDA for example). In addition, every state has consumer
protection laws that govern ads.
10. For the last project in this lesson, divide the class into four or six groups. Give each group “Pro­
duce a Commercial Worksheet.” They are to complete Part One of the worksheet in 20-30 minutes.
11. Pair groups. Both groups take turns reading their marketing statements and share their consider­
ations of style, persuasive approach and image. By now, students know the importance of providing
candid appraisals and constructive advice.
12. Place four or six strips of paper in a container. On half of them write “:30 commercial” and on
the other half write “:60 commercial.” Have a representative of each group draw. This is the length
of the commercial that their client is paying them to produce.
13. Groups should complete Part Two of the worksheet and produce their commercials: write their
scripts, select music/sound effects, mix and record on a CD.
Homework
At the end of the first day of class, students are asked to watch two commercials on TV and listen to
two commercials on radio. Be sure each student records the station, time of broadcast, and product/
business that is featured in each commercial. Each student must come to class prepared to discuss
the success of the commercial in presenting the product or service and incorporating a persuasive
technique.
At the end of the second day of class, students are asked to watch two commercials on TV and listen
to two commercials on radio. They are to focus on identifying the intended audience, persuasive
techniques and the audio techniques used in each commercial. What key words were used to get the
attention of the targeted listeners? What voice was used to create a tone and image? Students should
have taken specific notes to share.
At the end of the third day of class, students read the chapter on commercials in their textbook or a
handout. Ask them to make a list of the attributes of the most successful commercials.
D.C. Public Schools CTE • Prime Movers • RTNDF
Radio Curriculum — First Course
1.31.0 “:30 and :60 Second Commercial”
Assessment Students should receive participation credit for listening to commercials and sharing their reviews.
Students should also participate in group activities and contribute to the completion of the “Produce
a Commercial Worksheet.”
Ask students to evaluate their commercials based on main points in the chapter of their textbook and
class discussion of persuasive techniques. They are to describe how they appealed to a designated
audience, and why they selected particular products, sound effects and persuasive techniques.
Evaluate students’ commercials based on criteria such as meeting the length requirement, appealing
to a designated audience, clearly identifying product, including persuasive techniques and audio cre­
ativity. Teachers will need to tell students if the five steps of commercial production will be essential
in their final product and will be part of the final evaluation.
Academic Content Standards
Identify figurative language and rhetorical structures (parallel structure, quotations, examples, exag­
geration, emotional appeal) used to engage the audience (DCPS English Language Arts, (9.I.9)
Industry Standards and Expectations
Analyze production functions. (Performance Element, Pathway KS Statement: Demonstrate the ability
to deliver a broadcast production. States’ Career Clusters, National Association of State Directors of
Career Technical Education Consortium)
Analyze the business and economic factors that influence programming, content and distribution.
(Performance Element, Pathway KS Statement: Exhibit knowledge of business issues related to jour­
nalism and broadcasting, States’ Career Clusters, National Association of State Directors of Career
Technical Education Consortium)
Comprehend the use of promotional materials, standard public service announcements, commercials/
ad, press kits, and advertising tags. (Performance Element, Pathway KS Statement: Exhibit knowledge
of business issues related to journalism and broadcasting, States’ Career Clusters, National Associa­
tion of State Directors of Career Technical Education Consortium)
D.C. Public Schools CTE • Prime Movers • RTNDF
Radio Curriculum — First Course
1.31.0 “:30 and :60 Second Commercial”
Produce a Commercial Worksheet
Group Members
Part One
1. Product we will advertise
The commercial’s intended audience
Why we believe this is a beneficial pairing
2. Develop a marketing statement (result/problem it will solve):
The purchase of this product will
3. Evaluate your marketing statement:
• Is this a true cause and effect?
• Why would your target audience want this result?
• Is this what the advertiser would want associated with her business and her product?
4. Consider style, persuasive approach and image of your commercial.
• What style do you want to present in your commercial?
• If you select the testimonial or endorsement persuasive approach, who will be your spokes­
person? Will this person meet FTC standards?
• What type of voice and music/sound effects are needed to evoke the image you wish to pres­
ent?
Part Two
Answer the following questions on your own paper.
5. After meeting with the critique group, we decided to make the following changes. Please include
why you think these modifications are needed.
6. Did you use the five-step order for your commercial? Why or why not?
7. After completing your commercial, listen to it.
• What is its running time?
• To whom does it appeal?
• Does it make any claims that cannot be verified?
• What do you think is the best feature of your commercial?
D.C. Public Schools CTE • Prime Movers • RTNDF
Radio Curriculum — First Course
1.31.1 “Produce a Commercial Worksheet”