Brock University

Intermediate/Senior Lesson Plan

Consecutive and Concurrent

Lesson Topic/Title: Social Issues Date: 11/22/2018

300 minutes (4 days 

Subject: The Arts Course Code: AVI 3M Duration: 75 minutes each)

Big Idea: Visual arts and social issues- perpetuating, preventing, and spreading awareness.
Inquiry Question: How can visual arts be used as a tool to generate awareness, get people interested and involved as
well as help put an end to a social issue you are passionate about?

Overall Expectations Math English Science Technology Health & PhysEd Canadian&World Studies The Arts FSL Other

A1. The Creative Process: apply the creative process to create a variety of art works, individually and/or
collaboratively;

A3. Production and Presentation: produce art works, using a variety of media/materials and traditional and emerging
technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works
and the works of others;

B2. Art, Society, and Values: demonstrate an understanding of how art works reflect the society in which they were
created, and of how they can affect both social and personal values;

C2. Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation of
visual art works.

Specific Expectations

A1.1 use various strategies, individually and/or collaboratively, to generate, explore, and elaborate on ideas and to
develop and revise detailed plans for the creation of art works that address a variety of creative challenges;

A3.2 explore a range of traditional and current materials, technologies, techniques, and tools used by visual artists;

B2.3 reflect on and explain how creating and analysing art works has affected their personal identity and values
and/or changed their perceptions of society and social issues;

C2.1 demonstrate an understanding of a wide variety of techniques that artists use to achieve a range of specific
effects.

Lesson Learning Goals

Knowledge & Understanding, Thinking, Communication, Application
Describe in student-friendly language the curriculum expectations where applicable.
 Identify and describe various components of Georges Seurat’s painting, A Sunday Afternoon on the Island of La
Grande Jatte, 1884-1886 after interacting with its associated thinglink as well as various social issues (K/U)
 Examine various articles, webpages, videos, images, and works of art in order to develop a thinglink that
represents a deep understanding of a social issue and can be used in the development of plans for the creation of a
public service announcement (PSA) (T/I)
 Visually communicate a PSA regarding a social issue of your choice and reflect on how creating and analysing
artworks has changed your perceptions of society and social issues (COMM)
 Apply your understandings of traditional techniques by creating a PSA that demonstrates specific artistic effects,
one being the use of pointillism in order to express form (APP)

Learning Skills and Work Habits

Responsibility, Independent Work, Organization, Collaboration, Initiative, Self-Regulation
Describe in student-friendly language the learning skills and work habits where applicable. Growing Success, p 10 & 11

Responsibility
The student:
• fulfils responsibilities and commitments within the learning environment;
• completes and submits class work, homework, and assignments according to agreed-upon timelines;
• takes responsibility for and manages own behaviour.

Independent Work
The student:
• independently monitors, assesses, and revises plans to complete tasks and meet goals;
• uses class time appropriately to complete tasks;
• follows instructions with minimal supervision.

Collaboration
The student:
• accepts various roles and an equitable share of work in a group;
• responds positively to the ideas, opinions, and values, of others;
• builds healthy peer-to-peer relationships through personal interactions;
• shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions.

Initiative
The student:
• looks for and acts on new ideas and opportunities for learning;
• demonstrates curiosity and interest in learning;
• approaches new tasks with a positive attitude;

Self-regulation
The student:
• sets own individual goals and monitors progress towards achieving them;
• seeks clarification or assistance when needed;
• assesses and reflects critically on own strengths, needs, and interests;
• perseveres and makes an effort when responding to challenges.

Assessment and Evaluation

How will I know when my students are successful?
Assessment Task/Strategy: What evidence (observation, 
product, conversations) will I collect to know my students
are successful?
Identify and describe what students will be doing to
address the learning goals for this lesson.
Assessment For Learning Assessment tools:
o Diagnostic Identify and describe the tool that will be used to
o Formative
record the information for the assessment task,
 Assessment As Learning
o Formative and use to help analyze what students are able to
 Assessment Of Learning do against the established success criteria.
o Summative (Anecdotal Record, Rating Scale, Checklist, Rubric, etc)

1. Observation  Assessment For Anecdotal Record

-I will be observing students throughout the Learning Anecdotal notes will be used to record
lesson; however, more specifically when they are -As students enter the student behaviour and participation
exploring thinglink, working on the pointillism classroom, I will talk to throughout the class.
activity, participating in peer feedback, and them and ask them
working independently. questions. This will Checklist
2. Conversation provide me with A checklist will be provided to students
-I will engage in conversation at the beginning of diagnostic information during the development of their rough
this lesson when students are entering the regarding their mood draft. This will help guide students and
classroom in order to build positive relationships and preparedness for assist them in developing an appropriate
and also to go over the lesson learning goals, learning. I will then get plan for their good copy. In groups of two,
success criteria, schedule, and assignment/rubric. students set up with students will use the checklist to provide
I will discuss with them their thoughts regarding thinglink and will later feedback to their partner and ensure the
thinglink and the pointillism activity. I will talk talk to them about what successful creation of a good copy.
to them about social issues and will encourage they found. This will
critical thinking through the use of inquiry. I will provide me with Checklist criteria will include the
meet with them individually to talk about their formative information following:
rough draft and plans for their final copy. Finally, regarding what students -Will my partner be able to finish their
I will converse with students by continually learned when exploring good copy within the provided timeline?
checking in with them and offering guidance to the webpage and how (i.e. is it too comprehensive or not
the students who may need or request it. in depth they comprehensive enough?) ____
3. Product participated in the -Is my partner successfully implementing
-Students will demonstrate their learning through exercise. colour theory and form through the use of
the pointillism activity, the notes they take in their pointillism? ____
sketchbook during group conversations, the Assessment As -Did my partner include at least two other
development of their rough draft as well as their Learning techniques? ____
finished copy, explanation, and reflection. -Assessment as learning -Did my partner come prepared with the
will take place materials they will need to complete their
Success Criteria: throughout the action rough draft? ____
portion of the lesson -Does my partner’s rough draft clearly
-Did I use thinglink to explore, and elaborate on while I am observing demonstrate a social issue? ____
ideas related to a social issue and to develop and the students, engaging -Positive Feedback: _________________
revise plans for the creation of a PSA? in conversation with
them, and examining Rubric
-Did I explore the traditional technique, the products of their A rubric will be used to assess each
pointillism used by visual artists during the learning. I will gauge students final copy and description of their
pointillism activity? the pace and depth of artwork. Please refer to attached rubric.
the lesson based on the
-In my sketchbook, final reflection, and during formative feedback I
discussion, did I reflect on and explain how receive.
creating and analysing works has changed my
perceptions of society and social issues? Assessment Of
Learning
-Did I demonstrate an understanding of -The students finished
techniques that artists use in order to achieve a copy PSA and the
range of effects? Did I use pointillism and at least accompanying
two other methods to create a PSA? description and
reflection students
provide when
presenting it will be
assessed using a rubric
and assigned a
summative grade.

Prior Learning
Prior to this lesson, students will be able to…

-Students should have prior knowledge regarding the elements and principles of design and should be well versed
regarding the creative process.
-Students should be aware of a number of techniques used in the artmaking process and should understand how to
incorporate them into works of their own.

Differentiated Instruction Responses

What will I do to assist and/or differentiate instruction for individual learners? Differentiation: Geography - Differentiation: Mathematics
Learning Materials (Content)
-Thinglink (web articles, videos, engaging websites, images)
-Hands on activities such as the pointillism exercise
Ways of Learning (Process)
-Students are able to learn collaboratively through group discussion, the think-pair-share activity, the development of
their own thinglink and when they provide peer feedback on each other’s rough copy.
-Students are able to learn individually when they are exploring thinglink, participating in the pointillism activity,
making notes in their sketchbook, and during the work periods.
-Auditory learners will likely be most engaged when watching the videos attached to thinglink as well as during class
discussion
-Visual learners will likely be most engaged when exploring the images and web pages attached to thinglink as well
as during the presentation of thinglinks
-Kinetic/tactile learners will likely be most engaged when participating in the pointillism activity, creating a thinglink,
and during the work periods

Ways of Demonstrating Learning (Product)

Students are able to demonstrate learning through a variety of methods which include the following:
-Conversations with the class and peers
-The result of their pointillism activity
-The notes they take in their sketchbook during discussions
-The thinglink they created
-The rough draft of their PSA
-The finished good copy of their PSA
-The presentation of their artwork
-Their reflection

Accommodations: Modifications:
-I will make any accommodation necessary based on the individual need -I will modify the curriculum based on the
of each student. individual requirements of each student as
outlined in their IEP.
Materials/Preparation/Safety Consideration(s) for Teaching
What do I need to prepare before I begin the lesson?

-SMART Board with LCD projector and speakers

-Homeroom computer with the appropriate cables to connect to the SMART Board
-Internet connection
-YouTube
-Google
-Thinglink
-sketchbooks
-acrylic paint for pointillist exercise and good copy PSA
-mediums that students may want to use for their good copy PSA. These materials include the following: pencil
crayons, oil pastel, chalk pastel, and water colour,
-paint brushes
-class set of assignment instructions
-class set of rubrics used to grade the PSA, presentation, and reflection
-class set of checklists for peer feedback
-additional pencils for those who do not have one
-additional erasers for those who do not have one
-personal electronic devices

Instructional Sequence
MINDS ON Assessment Opportunities
 Establishing a positive learning environment Guiding Questions:
 What are you collecting?
 Connection to prior learning and/or experiences
(Observations/Conversations/Products)
 Setting the context for learning  How are you collecting student data?
(Assessment tool)

Greeting the Students (5 minutes) Conversation

As students enter the classroom, I will welcome them and engage in -I will talk to the students as they enter the
conversations with them in order to develop positive relationships and get classroom in order to gather diagnostic
a sense of their mood and as an extension, their preparedness for learning. information regarding their readiness for
learning.
Schedule, Learning Goals, and Success Criteria (10 minutes) Conversation
I will then review the schedule of the lesson with the students so that they -I will describe the schedule, learning
understand what they will be working on and can begin thinking in the goals, success criteria, and assignment as
correct context. I will then review the learning goals for the lesson so that well as the relating rubric to students so
the students know what is expected of them. I will describe the success that they have a clear idea of what they
criteria so that students understand what they have to accomplish in order will be doing and what is expected of
to be successful in today’s lesson. Finally, I will hand out and explain the them.
assignment and rubric students will be completing later on so that they
know what to expect.

Thinglink (15 minutes) Observation

I will provide students with the web address for the thinglink that I have -I will observe students as they interact
created surrounding this lesson. I chose Georges Seurat’s oil painting, A with thinglink in order to ensure they stay
Sunday Afternoon on the Island of La Grande Jatte, 1884-1886 as the on task and are engaged. I will move
focus image, in order to comment on colour theory. Seurat used throughout the class to make sure they are
pointillism in order to create a large painting depicting Parisians at a park. using their personal electronic devices
From a distance the painting looks unified; however, upon closer glance it appropriately.
is apparent the painting is compiled of tiny dots. The artist did not mix or Anecdotal Record
blend colours yet that is what our eye sees when looking at this piece. -I will keep anecdotal notes recording
Furthermore, this painting provides opportunity to start a discussion students participation and behaviour
regarding social issues which will tie into the latter portion of this lesson. during this portion of the lesson.
The Island of La Grande Jatte was exclusively reserved for people of
aristocratic status. Thus, this thinglink introduces students to the theme of
social issues; in this case specifically, social inequality. I included links
that allow students to examine websites, videos, images, and text.

Thinglink:
https://www.thinglink.com/scene/1118615603272220675

ACTION Assessment Opportunities

 Introducing new learning or extending/reinforcing prior learning
 Providing opportunities for practice and application of learning (guided vs
independent)

Discussing Thinglink (20 minutes) Conversation

Once students have completed examining thinglink, I will provide them -I will engage in conversation with the
with approximately 5-10 minutes to do a think-pair-share before I direct students in order to gather formative
their attention back to the front of the room. This will give students an information and develop an understanding
opportunity to work through some of their thoughts, feelings, questions, or regarding what students learned from the
concerns before they are asked to share with the rest of the class. Students activity.
should write down what they discovered and talked about with their -Through conversation I will also get a
partner in their sketchbook. Once students are finished talking with their sense of the extent of their knowledge
neighbour, I will facilitate a discussion regarding what they regarding the painting and will be able to
read/saw/engaged with. This will allow students to share their knowledge, scaffold their understandings.
build off one another’s ideas, and reinforce learning. I will ask students if
they were familiar with this painting before the exercise and what their Anecdotal Record
initial response to the painting was upon seeing it for the first time. -I will keep anecdotal notes regarding the
Through discussion I will question students regarding what they first information students provide during the
thought of the painting and what they think now after learning more about conversation as well as their participation
pointillism, the artist’s intention and the meanings we read from it. I will and behaviour.
also talk about and question the students’ knowledge regarding colour
theory and how the adjacent dots work together to create a cohesive form.
Together we can examine the painting more closely in order to get a better
sense of the wide range of colours that were incorporated. Seurat used
colours that the students might not have expected to be placed within close
proximity and so this is an opportunity to examine how colours interact
with each other and visually combine to form certain shades/colours.

Pointillism Activity (25 minutes) (approximately 10 minutes for set up Observation

and clean up) -I will observe students as they are
-I will ask students to explore the traditional technique, pointillism. This participating in this activity in order to
will give them an opportunity to move around, get creative and apply their ensure they stay on task.
learning by experimenting with this method used by visual artists.
-On a small card of paper approximately 4 by 4 inches, students will Product
create a 3D form, in colour, using pointillism. This is simply a chance for -The pointillist work they completed at the
students to put their learning into action and develop a sense of how time end of this activity will serve as a product
consuming, meticulous and sometimes frustrating pointillism can be. This of their learning.
is a formative activity and will not be assessed; however, students must
demonstrate their participation during class. Students will use acrylic paint
for this activity in order to mimic the work of Seurat. It is okay if students
do not complete this activity in the time allotted as it is an exercise.
-I will circulate the room during this activity in order to monitor
participation, discuss ideas and opinions and to see if any student needs
assistance.

DAY 2

Class Discussion (20 minutes) Conversation

-I will ask students what they thought about pointillism, did they enjoy it? -Through conversation I will encourage
Did they find it frustrating? Is this a technique they plan on incorporating students to think deeper about Seurat’s
into future works of art? I will relate their experience back to the work of painting and what it means in terms of
Seurat emphasizing the magnitude of his painting. Once physical social inequality. I will facilitate
representation and technique has been examined, I will then begin to discussion by asking questions and
question students more deeply regarding the implications of the painting’s encouraging students to make connections.
representation in terms of social inequality. I will encourage deeper
thinking by asking students questions such as, why might people of an Anecdotal Record
upper socioeconomic status or class have access to certain geographical -I will record the thoughts, opinions, and
locations such as the pristine Island of La Grande Jatte? Shouldn’t we all ideas of students using anecdotal notes. I
have the right to access a clean environmental space? Does this new will also record their participation and
knowledge change your perceptions regarding the society portrayed in this whether or not they were behaving
image? What kinds of similar social inequalities do we face today? What appropriately during this conversation.
social issues have you experienced in your life and are passionate about
solving? How can we use art to help use address some of these issues?
Topics such as censorship, discrimination, inequality and other issues that
students deem important will be introduced and further examined.
Students will be encouraged to make notes in their sketchbooks during
these conversations being sure to include how their perceptions and
understanding of social issues have evolved. By directing learning
through the use of inquiry questions I encourage students to reflect, make
connections, and practice critical thinking. Students have been given an
involved role in thinking and learning through discussion. I will then ask
them to continue being active participants by further researching a social
issue of their choice and creating a thinglink to summarize their findings.

Thinglink Activity (35 minutes) Observation

-Using thinglink, students will individually or collaboratively, generate, -I will observe students as they are
explore, and elaborate on ideas relating to social issues and to develop and creating their thinglink in order to make
revise detailed plans for the creation of a PSA art work. sure they are working collaboratively (if
-Students have the option of working individually or in groups of 2-3 if they chose to work in groups),
they have chosen to focus on the same social issue. The social issue they appropriately, and are on task.
explore deeper will be the concentration of their PSA.
-Guidelines: I want this to be a personal investigation in which the Product
students are able to read and develop their own ideas. As a result, I only -The students’ finished thinglink serves as
ask that students include a minimum of 5 links. Of those 5 links, one must a product of their research and learning
be an article describing the social issue, one must be a video, and one must about a social issue they are passionate
link another artist who depicts said social issue in their work. about.
-Once students have finished researching and developing their thinglink, I
will ask them to upload it to our Google Classroom so that everyone’s
investigations can be examined and each student can learn more about
various social issues and artists.
-I will ask students to talk about their results with the class, share what
they learned and reflect on it. We will have a brief discussion in order to
demonstrate the work the students did in order to develop their thinglink
and spread awareness of social issues and artists. Students will be
encouraged to continue taking notes during this time. Now that students
have done their research, they can begin developing their rough draft. I
will review the assignment instructions once again and in more detail
before students get started.

Rough Draft (20 minutes) Observation

-Students will begin by developing a rough draft of the image they are
going to be representing.
-I will use the interior loop strategy when walking through the classroom
in order to check in on students and offer any assistance they may need.
-Before moving onto their final copy, students will engage in a peer
review and will be able to reference a checklist I will provide. Once
feedback is implemented, students will meet with me in order to go over
their plan and describe what they intend to represent and techniques they
plan on using in order to do so. A minimum of three different techniques
must be incorporated, one of which must be pointillism. I will offer
guidance if necessary. Students will also present to me their sketchbook
at this time.
DAY 3
Work Period (75 minutes)
-Students will be given this period to work on their PSA of a social issue. I Observation and Anecdotal Record
will continue to move throughout the class in order to talk to, encourage, -During the work period, I will be
assist, etcetera.
-I will be observing students as they work
on their rough draft and will be available if
anyone has any questions.
Checklist
-Students will be using a checklist in order
to engage in peer feedback before I look
over each students’ rough draft. I will
review the peer feedback when
individually talking to each student.
Conversation
-I will be engaging in one-on-one
conversations with each student once they
finish their rough copy in order to make
sure their plan is appropriate for the theme
and length of time they have to complete
this assignment.
observing the students and making
anecdotal notes in order to ensure students
are on task, participating and behaving
appropriately.
Conversation
-I will engage in individual conversations
as required.

CONSOLIDATION AND CONNECTION Assessment Opportunities

 Helping students demonstrate what they have learned
 Providing opportunities for consolidation and reflection

DAY 4
Conversation
Group Critique (75 minutes) -I will engage in conversation with the
-Students will present PSA’s describing their use of pointillism in order to presenting student once they have finished
create form. They will also be asked to describe the other techniques used giving a description of their work. I will
in order to achieve certain effects and ultimately produce a PSA relating to ask them questions about anything they
a social issue of their choice. Students may wish to refer back their did not already describe such as how the
thinglink in order to better describe their inspiration and creative process. development of their thinglink lead them
-Society and social issues were introduced and discussed through the to create their PSA.
example, A Sunday Afternoon on the Island of La Grande Jatte. More Anecdotal Record
specific examples of social issues were explored through class discussion -I will keep anecdotal notes regarding the
and the presentation of thinglinks. In order to consolidate knowledge, I behaviour of the viewers as well as keep a
will ask students to reflect on and explain how creating and analysing art record of what the presenter discussed so
works has changed their perceptions of society and social issues in that I may refer to it when grading.
relation to the PSA’s that were created. Students will be encouraged to jot Product
down notes and ideas during PSA presentations so long as they are -Each student’s final artwork, their
respectful. This reflection should be approximately one page in length and presented description and their reflection
can be written during any remaining time at the end of this period and will will serve as a summative product of their
be finished for homework. learning.
Rubric
-A rubric will be used to grade each
student in each of the learning categories.

REFLECTION
Questions to determine the success of your lesson:
 Were my students successful in meeting the learning goals and success criteria? How do I know?
 Did my instructional decisions meet the needs of all students? If not, what are my next steps?
 What worked well? Why?
 What will I do differently in the future…
o …when teaching this lesson?
o …for the subsequent lesson?
 What are the next steps for my professional learning?

-I will know if my students were successful in meeting the learning goals and success criteria through their thoughts
and ideas brought up during class, through the products of their learning, and through observation.
-Much of the learning took place through conversation. As a result, it is imperative that students be allowed to take
notes in their sketchbook, as suggested. This gives students who do not feel entirely comfortable talking during class
an opportunity to express what they are thinking and still participate in learning.
-Allowing students to work on a thinglink of their own worked well once they were set up on the website. As
expected, it took them some time to explore the site and figure out how everything works before they could focus on
researching a social issue. The more this app is used, the quicker students will be able to get to their activity.
Overall, students enjoyed working with thinglink as it gave them an opportunity to use technology in order to be
creative and learn more about a topic that is important to them.
-The pointillism activity worked well as it broke up the lesson allowing students to get up, use their hands and express
themselves before getting into an involved conversation about social issues.
-In the future, I will give them more time to research and explore a social issue as they are complex topics that need a
lot of unpacking.
-The next steps for my professional learning: continue using peer evaluation as a tool to help students think critically
about their own work and the work of others. Furthermore, incorporate Poll Everywhere https://pollev.com so that
students can anonymously participate if they feel uncomfortable asking a question or giving their opinion in front of
others; especially, when the conversation is about important and sensitive topics such as social issues.
 Level 4 Level 3 Level 2 Level 1
(80-100%) (70-79%) (60-69%) (50-59%)

Knowledge and Understanding

Knowledge of Content
Understanding of colour Demonstrates a thorough Demonstrates a Demonstrates some Demonstrates limited
theory and form related to understanding of colour considerable understanding understanding of colour understanding of colour
the pointillism technique theory and form related to of colour theory and form theory and form related to theory and form related to
and other representational the pointillism technique related to the pointillism the pointillism technique the pointillism technique
concepts associated with and other representational technique and other and other representational and other representational
Georges Seurat’s, A Sunday concepts. representational concepts. concepts. concepts.
Afternoon on the Island of
La Grande Jatte, 1884-
1886.

Understanding of Content
Understanding of social
Demonstrates thorough Demonstrates considerable Demonstrates some Demonstrates limited
issues as learned through
understanding of social understanding of social understanding of social understanding of social
discussion and thinglink. issues as learned through issues as learned through issues as learned through issues as learned through
discussion and thinglink. discussion and thinglink. discussion and thinglink. discussion and thinglink.

Thinking

Use of Planning Skills

Focuses research, gathers Uses planning skills with a
information, elaborates on high degree of effectiveness
ideas and develops and in order to focus research,
revises plans for the gather information,
creation of a PSA using elaborate on ideas and
thinglink. develop and revise plans for
the creation of a PSA using
thinglink.
Uses planning skills with
considerable effectiveness
in order to focus research,
gather information,
elaborate on ideas and
develop and revise plans for
the creation of a PSA using
thinglink.
Uses planning skills with
some effectiveness in order
to research, gather
information, elaborate on
some ideas and develop and
revise plans for the creation
of a PSA using thinglink.
Uses planning skills with
limited effectiveness in
order to research, gather
information, elaborate on
some ideas and develop and
revise plans for the creation
of a PSA using thinglink.

Communication
Expression and
Organization of Ideas

Expresses how creating and

Expresses how creating and Expresses how creating and Expresses how creating and Expresses how creating and
analysing artworks changes
analysing artworks has analysing artworks has analysing artworks has analysing artworks has
your perceptions of society
changed their perceptions changed their perceptions changed their perceptions changed their perceptions
and social issues orally
of society and social issues of society and social issues of society and social issues of society and social issues
(through discussion and
orally and in written form orally and in written form orally and in written form orally and in written form
presentation) and in written
with a high degree of with considerable with some effectiveness. with limited effectiveness.
form (sketchbook notes and
effectiveness. effectiveness.
reflection).

Communication for
Different Audiences

Visually communicates a Visually communicates a Visually communicates a

critical response to a social
issue in the form of a PSA.
critical response to a social
issue in the form of a PSA
with a high degree of
effectiveness.
critical response to a social
issue in the form of a PSA
with considerable
effectiveness.
Visually communicates a Visually communicates a
critical response to a social critical response to a social
issue in the form of a PSA issue in the form of a PSA
with some effectiveness. with limited effectiveness.

Application

Transfer of Knowledge
and Skills

Transfers knowledge and

Transfers knowledge and Transfers knowledge and Transfers knowledge and Transfers knowledge and
skills of at least three
skills in order to create an skills in order to create an skills in order to create a skills in order to create an
different techniques, one
exceedingly original PSA original PSA focused on a somewhat original PSA unoriginal PSA focused on
being pointillism to express
focused on a social issue social issue with focused on a social issue a social issue with limited
form, in order to create an
with a high degree of considerable effectiveness. with some effectiveness. effectiveness.
original PSA focused on a
effectiveness.
social issue.