Understanding the Language of Fear and Suspense through Scary Clown Commercials by Greta Smelko, Literary Consultant (7-12) for Brant Haldimand Norfolk Catholic District School Board, Ontario

This rich and flexible lesson plan, aimed at Grades 6-10, explores the language of fear and suspense in media, particularly in video advertisements, and connects it to broader discussions of suspense in literature and film. It can serve as an introduction to analyzing suspense in multimodal texts, focusing on media literacy concepts such as, “media construct versions of reality” and “audiences negotiate meaning”. Educators are encouraged to sample the lesson according to available time and class interest: there is much to savour.

Below is a summary of the complete lesson. Click here for the detailed lesson in pdf.

Click here for the Suspense Scary Clown Commercial pptx.

Click here for the Camera Angles pdf. (see ref in Slide 13 of Suspense Scary Clown Commercial pptx.)

SUMMARY:

Learning Objectives:
– Define suspense and understand how it engages audiences.
– Analyze the elements of suspense in media, especially films and ads.
– Discuss economic influences on media consumption.
– Examine shifting societal perceptions of clowns, particularly in the context of media.

Key Concepts:
The lesson emphasizes two media literacy concepts: that media construct versions of reality and that audiences create meaning through media. An optional extension explores the economic, political, and social messages embedded in media.

Curriculum Links (Grade 9, Ontario):
Students will evaluate how media forms and techniques impact audiences, understand the relationship between a text’s form and its meaning, and make inferences about media texts.

Lesson Structure overview:

1. Minds On: Students brainstorm the definition of suspense and explore why people enjoy being scared, referencing personal experiences with scary media.

2. Action: The class analyzes a Burger King commercial featuring a scary clown, examining its elements of suspense, target audience, and the economic strategy behind the campaign. Discussions also cover the “creepy clown” phenomenon, using historical context and references like Stephen King’s “It”.

3. Extensions: Students explore clowns’ evolving social meanings or analyze cross-branding between Burger King and “It”. They can also engage in activities like creating their own cross-marketing campaign or improving the Burger King ad.

The lesson concludes with activities to consolidate learning, either through cross-branding suggestions or improving the campaign discussed.

*This lesson is suitable for Elementary (Gr. 6+) to Secondary (Gr. 10).