Think Your Jingle’s Bettter

Think Your Jingle’s Better?

Jennifer Raftery
[email protected]
Kent State University

TI:ME Technology Areas Addressed:

Electronic Musical Instruments


Middle School




1-3 Digital Video Camera(s), Projector (or other device for viewing video clips), Electronic Keyboard


30 Minutes

Prior Knowledge and Skills:

Knowledge about jingles, singing skills, basic notation ability.

NAfME Standards of 1994 Addressed:

NAfME Standards of 1994: Singing, alone and with others, a varied repertoire of music.

NAfME 2014: Performing 

NAfME Standards of 1994: Improvising melodies, harmonies, and accompaniments.
NAfME Standards of 1994: Composing and Arranging Music within specified guidelines.
NAfME Standards of 1994: Reading and notating music.

NAfME 2014: Creating 

NAfME Standards of 1994: Evaluating music and music performances.

NAfME 2014: Responding 

NAfME Standards of 1994: Understanding relationships between music, the other arts, and disciplines outside the arts.

NAfME 2014: Connections


1-3 Digital Video Camera(s), Projector (or other device for viewing video clips), Electronic Keyboard, paper (notebook and manuscript) and pencil


Students will learn how to work in a group of two to four people.
Students will write a jingle for an existing product of their choice.
Students will learn to operate a digital video camera to record their performance.
Students will perform (sing) their jingle with a minimum of a melody line on the electronic keyboard, which must be notated on manuscript paper.


1. Students pick their own group of two to four people. One student is picked from each group to operate the digital video camera.
1a. Students chosen to operate the digital video camera will be asked to join the teacher for a quick instructional guide to operating such a device.
2. Within that group, the students will agree upon a preexisting product that they would like to write a new jingle for examples McDonald’s, Charmin, Mac and Cheese, Dell, etc.
3. The new jingle should be approximately 30 to 60 seconds in length and should be school appropriate.
4. The students will write the melody out on manuscript paper and place the lyrics under the fitting notes.
5. Once ideas are in place and each team feels ready, the teacher will preview the commercial, once the group has passed the preview the commercial is ready for recording.
6. The performance: One student will start the digital video camera (later will join into the commercial) and the other(s) will be ready to start the ommercial.ä One person will play the melody line on the electronic keyboard and the other student(s) will act out the jungle.
7. Once all the recordings are complete, the class (as a whole) will watch the commercials and grade each individually on a piece of paper (labeled 1-?, ?= the amount of teams there were total.) Each team will receive a grade that will be out of 10 points and the average class grade will be added as that % towards the final project grade.
8. The remaining grades will be given as marked in the evaluation section.


Students will grade their own teammates. – 30% of the project grade. The final performance – 60% of the project grade. (BREAK DOWN ~ 30% team work evident/equal work for all, 10% original idea and , 20% professional looking performance) Class will watch each performance and grade each team on a 10 point scale -10% of the project grade.

Follow Up:

Follow up lesson – watching the class performances again and talking about which jingle might have been more effective as a real jingle and why. Snowballing into discussing all different types of music professions and possible pay scales.

Items to Purchase:

None, all should be rented from the school’s AV Department.

When budget should be submitted:


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