1. Abigail Faponle 11U
Campaign - Record of lessons
06/09/10
Today we started the unit campaign we discussed what we
associate campaigns with like promotion, communication and
useful information. With a big roll of paper the whole class
generated ideas on potential campaign topics and wrote them
down as a brainstorm. We sat in a big group and discussed
personal problems and experiences that are in serious need to
be dealt with. We also talked about community issues that
affected us and what we thought could be done as well as why
we would want to promote this to public and make them
aware.
13/09/10
Today we re-capped on what we did last lesson. We then
separated ourselves into groups to research what we as groups
thought would be a potential campaign topic that needed
promoting and what topic we should make our public aware of.
Once we decided what our topic was we done some internet
research to find out more about the topic like the background
of it. E.g. why they started the campaign, why they think it’s a
good topic to promote or inform the public about, when they
started the campaign and what impact has it had on the law or
people. With then decided to put these findings into a
presentation where we would present our findings, statistics
and research to our fellow class mates to explain why we think
this is a good subject and also to inform them about the

2. Abigail Faponle 11U
problem and what we could do to create a solution or a
positive impact.
15/09/10
Today we continued our campaign topic. We started with some
warm-up games to get our mind in the right zone to
brainstorm. We then put ourselves into groups of five and each
group scanned some newspapers to find some realistic
appropriate stories to analyse annotate and perform. After we
found the our potential story we read through it to make sure
we understood what happened, then we came up with 4
separate individual statements from the story. Once we had
the 4 statements noted down on separate papers we put them
together with our other class mates but we jumbled them up so
we had different statements from different articles and
situations merged together. After we looked at all the
statements altogether we then took 4 separate statements,
ones of which were not our own. With those we generated
ideas for 4 different freeze-frames based on each statement.
When we had our freeze-frames sorted, each group shared
theirs with the rest of the class. In our own groups we chose
our best freeze frame that we came up with and wrote down
each characters feelings for example, my character was a young
man getting arrested so my feelings and the thoughts were as
following: angry, what am I going to do?, who are these people
around me, upset, confused. We then had to put these
thoughts and feeling into statements as which we would then
perform as a monologue. In our groups we performed our
monologue one at a time; after we did this the whole class
performed their monologues but all at once so it kind of
overlapped. When we had finished we looked back on our
performance unaware that we already had an opening for
possibly a future performance which could highlight and inform
the public about our potential campaign topic.

3. Abigail Faponle 11U
20/09/10
In this class we were once again split into 4 groups and given a
subject in which we were then to brainstorm ideas on how to
make our audience away through a short performance.
Everyone’s topics had to persuade or argue about a certain fact
or opinion. My group was given the task to show the audience
or persuade the audience and make them aware of a specific
statement: tomatoes are vegetables. We done this by making a
mimic of a reality television show (The Jeremy Kyle Show)
where a ‘tomato’ would come on stage, sharing its feelings on
this statement and arguing that it is true whilst persuading the
audience that a tomato is a vegetable. When we had finished
all of our performances we realised we had used an important
strategy to address our audience: persuasion. This is important
as when we get to actually doing our campaign we will need to
persuade the public to come over and listen as well as
persuading them and informing them about our campaign
topic.
27/09/10
In this lesson we started to develop on our brainstorms of
potential campaign topics. We got into groups of three or less
and gathered research on our chosen campaign topic. We
found out information like, what the campaign is, what it is
trying to promote or raise awareness of, when it was founded,
who sponsors them etc. With information like this we also
generated ideas of why we thought this campaign was put on
and why they thought it was important. With this information
we then put it into a brief presentation ready to present to our
peers the following lesson.

4. Abigail Faponle 11U
29/09/10
In this lesson we revealed our presentations to our fellow
classmates improving our presentation skills by increasing the
volume of our speech, using eye contact and discussing with
our audience. In the end we had a bunch of different
campaigns that each group felt passionate about. Together we
decided what we thought would be the best campaign for us as
individuals as well as a group of young females.
04/10/10
Today we have had a professional, paid actor come in and help
us with planning on how we are going to approach the public.
We sat down in a circle and each individual of my group made
up of Zara, Tionne, Moshomi, Abisola, Tangina and myself came
up with our target audience; women of all ages. With our
target audience in mind we then realised that we are our own
target audience as we are females of different ages. This
helped us plan what our public want to hear, see and feel. We
want our campaign to have a huge impact on our audience so
we generated ideas of different ways we could approach our
audience like presentations, interactive discussions and
through performance. We then combined this and decided we
would take a multimedia approach to our public so people can
get different effects and experiences. We discussed as a group,
listening and having our say about what things we could do in
our campaign, we want to take a unique approach so we
decided to think abstract in the sense that we don’t have to
perform in our performance to really get to our audience, we
could hang posters of ‘the perfect image’ then showing what
those women actually look like. We then took on different roles
of research.
11/10/10
During this lesson we managed our time well by catching up on
research and further activity research on which we could use

5. Abigail Faponle 11U
for our campaign in order to make the public more aware. Our
research included statistics, facts and opinions. All of these can
be used to persuade and influence the public.
13/10/10
In this lesson we worked alone with a professional actor to
develop our performances. We started with getting into our
groups recapping on previous meetings of which we discussed
the different aspects of how we approached the public.
We then started to slowly create a performance with the use of
my group’s ideas as well as my own input. After we had a short
rehearsed scene, the professional actor helped us develop our
characters through body language. It started of with a short
activity of us walking around in the space of the room, we then
started to lead with a particular body part (this could be from
our nose or from our hands) by doing this exercise we got a feel
and deeply noticed each and every body part. This helped with
our performance as when we perform now we will be more
aware of our body parts, how they move, how they feel and
more importantly how we can use it on stage to portray a
certain mood or character.
01/11/10
In this 50minute lesson we have looked at various ways
companies/campaigns promote themselves and make
themselves known. We looked at different ways such as flash
mobs. We then had a discussion on various ways we could
promote our campaign we also decided on a flash mob to
promote our campaign because we thought this idea would get
the most recognition
03/11/10
We have developed our performance by using different drama
techniques and skills to make our performance memorable to
audience. We realised that we were side-tracking with our key

6. Abigail Faponle 11U
message; this was highlighted by one of our peers. We then
brainstormed on ways how we could highlight our message and
make it clearer to our audience the moral of our performance.
We then took this into account and changed and developed our
performance making it better.