Commercial Jingles

7th Grade will be creating their own products along wtih a musical jingle and video commerical while preparing their upcoming production of Lion King Jr. Today they presented Call and Response performances on the Djembe drums.

Commercial Jingle Project

During this unit of study, students will critique the use of music in order to sell products. Students will determine the positives and negatives of the commercialization of artistry. In addition, students will interpret the techniques such as melody and repetition that are used in jingles so that they become part of everyday thought. Finally, students will create their own jingles and critique both their own and those of their peers.

Understandings: Music can not only be used to emit emotions from the listener, but in many cases is used for its value in selling a product. Most commercial jingles attempt to convey a specific melody that is easily recognizable and remembered. In order for people to consistently remember a jingle, constant repetition of words and phrases is a popular technique.

Questions: What advertisements of products have a catchy tune? Why is a specific commercial jingle memorable? Does a song that is linked to a specific product cause you to buy that product? What are the similarities and differences between American jingles and those from other countries? What types of jobs/occupations might be involved in creating/selling/proposing a jingle? After listening to various jingles, what patterns do you notice? How is the literary technique of repetition in the creation of the jingles? What are the differences/similarities among a variety of commercial jingles? What elements exist in this composition that did not exist in the lyrics of Stomp (from Unit 1)?

Students will ... Critique the impact of music upon a society. Analyze how music can be used in a commercial setting. Interpret the artistry of songwriting and the various methods that are used to produce a song. Compose original commercial jingle. Produce a song using proper technique, accurately matching pitch and rhythm.

  • * Students pick a product or create one

  • * Students come up with a commercial and a jingle

  • * Commercial gets filmed and jingle is recorded, then the final product is put together in Garage Band

Theory to Practice

“Media literacy empowers people to be both critical thinkers and creative producers of messages using image, language, and sound" (Ellis, 2005).

“While more young people have access to the Internet and other media than any generation in history, they do not necessarily possess the ethics, the intellectual skills, or the predisposition to critically analyze and evaluate their relationship with these technologies or the information they encounter” (Jacobs, 2010, p. 139).

Our society is subconsciously influenced by media on a daily basis. This project was designed to provide students an opportunity to understand both as a producer and a consumer of media the impact advertising techniques have on our purchasing decisions. The language of media has to be presented to these students just as much as written and spoke language has been presented. In this unit, students will have the opportunity to

dissect those elements used in advertising jingles, analyze how they are used to influence consumers, and create their own original jingle to synthesize their new knowledge.

Student Objectives

The students will:

-activate prior knowledge of advertising jingles,

-learn terminology of advertising jingle elements,

-compose an original advertising jingle,

-record an original advertising jingle.


1.Activate students’ prior knowledge of commercials by asking them, “What commercials do you remember seeing recently? How many of these commercials included music?” Invite volunteers to sing jingles they remember.

2.Based on student examples, list elements that commercials use to keep their products memorable on the board, smart board, or through your presentation station.

3.Distribute student response forms to each student. Show students examples of commercials. (You can use the ones listed in the resource section, or you can choose your own selection of commercials). Ask students to place a tally mark next to each element as they recognize them in the commercials.

4.Break students into groups of 2, 3, or 4 depending on the number of students in class and the number of resources available to the class. Be sure to group students into multi-ability groupings of special needs, ESL, and gifted students. Tell them to choose a real or imaginary product for which they would like to write jingle lyrics.

5.Give the students the rest of class to compose their jingle.

6.Before students leave, let them know they will have an opportunity to perform original music to their ad,so they should bring in anything they may need (such as a guitar) to perform if they wish.

7. Introduce students to Explain that the music at this site has been provided, because the composer has written these with educational usage in mind. We have permission to use this music as long as we give credit to the composer without infringing upon copyright law.

8.Provide each group with access to a computer and video or audio recorder. Students need to set their lyrics to a musical example from the website and record their original jingle. (Students can also create original music for their accompaniment).

9.Allow students to play their compositions for the class if time allows.

Grading Rubric

  1. Video

  2. Incorporates use of the advertised product

  3. Incorporates ALL group members

  4. Cites any pre-recorded or non-original music

  5. Audio

  6. Original recording of performance using at least 5 pre-recorded loops

  7. At least 1 original recording on virtual instruments using Garage Band

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