Who Sets the Rules for Cool?

1. Who Sets the Rules for Cool? A Learning Opportunity for Grade 6 in Social Studies, Language Arts and Technology Created by Elke van Breemen and Josianne Seguin Fall 2011

2. Table of Contents • Introduction • Task (product: what they’re creating) • Process • Roles • Evaluation (rubric) • Conclusion • Teacher’s Page • Credits

3. Who is Cool? • Prince and Cindy just time warped from the 80’s to the present and are wondering why they don’t quite fit in. They are used to being the rulers of cool but are now feeling like the laughing stock. Join this webquest to help explain to these cats what “cool” really means and how/if it changes over time. I just wanna have fun! Is it 1999 already?

4. Introduction • In this web quest we will be exploring the truth behind “coolness”. By the end of this journey you be able to answer some of the following questions: What is cool? What makes someone or something cool? How do these change over time? What influences the evolution of cool? • Through this exploration, you will hopefully gain a more objective perspective on coolness, being able to look at it from outside of the box.

5. Introduction cont’d • You will be able to differentiate between who/what is superficially cool and who/what is truly cool as you personally define it. • This will become apparent as you explore how the media influences and manipulates what is perceived as cool by consumers.

6. Task #1 • Your first task is to answer the “Anatomy of Cool” questionnaire to get an idea of what your take on cool is. • Do this independently and remember to answer truthfully. • Print and hand in your questionnaire.

7. Are you ready for your next mission?! Task # 2 • Now it’s time to analyze the difference between superficial cool and true cool. • You will investigate an iconic “cool” individual, exploring their outer image, connection with the media, inner personality and achievements. • In pairs, you will create a short video or poster displaying your findings.

8. Process • Step 1. Select a character from the following list: Johnny Cash (1950’s-70’s) Marilyn Monroe (1960’s) Mr. T (1980’s) Selena Gomez (2010’s)

9. Process • Step 2. Each person will take on one of the following roles • Fashion and Media Investigator (superficial cool) • Personality and Achievements Investigator (true cool) • Step 3. Follow the above links to discover the responsibilities of each role. • Step 4. Once you have completed your individual investigations, you and your partner will create a visual display on your findings.

10. Roles • Fashion and Media Investigator (superficial cool) • Personality and Achievements Investigator (true cool)

11. Style & Media Investigator • In order to find out what makes this person cool on the outside, or superficially cool, you will investigate: • Your character’s sense of style. Ex. fashion sense, body language, trademarks, hairstyle, etc. • Your character’s involvement in the media Ex. commercials, brand names, sponsors, music videos • How marketers use this character’s image to sell their product? • Click on your character for links that will provide information you need for your investigation.

12. Johnny CashStyle & Media Music • Daddy Sang Bass http://www.youtube.com/watch?v=NGUP8 oc9Bgs&feature=related • Joaquin Phoenix as Johnny Cash http://www.youtube.com/watch?v=Jix3xOKJKs4 Commercials • Johnny Cash for Lionel Trains http://www.youtube.com/watch?v=O5HzgPk69k4 • Taco Bell http://www.youtube.com/watch?v=GyUoNY-cH8Y • Canada Trust “Johnny Cash” machines http://www.youtube.com/watch?v=SEPfxI0BO98

13. Mr. T Fashion & Media • Snickers commercial http://www.youtube.com/watch?v=NySN_plfiNI • World of Warcraft commercial http://www.youtube.com/watch?v=bqJE5TH5jhc • FlavorwaveOven infomercial http://www.youtube.com/watch?v=HrVWyj-XcbQ • A-Team intro http://www.youtube.com/watch?v=_MVonyVSQoM • Mr. T overcommercialized? http://www.doktakra.com/apps/blog/categories/show/563446-mr-t

14. Personality & Achievements Investigator • In order to find out what makes this person cool on the inside, or truly cool, you will investigate: • What aspects of their personality make your character respectable, interesting, likeable, inspiring, or on the flip side, what makes them a bad role model, uninspiring, or dishonourable. • What achievements has your character made personally or to gain themselves a “cool” reputation? Ex. What are their talents, social involvements, or accomplishments. • Click on your character for links that will provide information you need for your investigation.

15. Johnny CashPersonality & Achievements Biography • http://www.johnnycash.com/ • http://en.wikipedia.org/wiki/Johnny_Cash (look at “outlaw image” section) • http://www.survivingdrugaddiction.com/johnny-cash-drug-addiction.html Music • Big River http://www.youtube.com/watch?v=s_21p14TAXM&feature=related • Hurt http://www.youtube.com/watch?v=SmVAWKfJ4Go

16. Mr. TPersonality & Achievements Biography http://en.wikipedia.org/wiki/Mr._T http://www.imdb.com/name/nm0001558/bio Videos • Be Somebody http://www.youtube.com/watch?v=zu3tOmL7-BQ&feature=related • Friendship http://www.youtube.com/watch?v=oiEQPBSwK2I&feature=related • Recouping http://www.youtube.com/watch?v=3nCn_2X4tmQ • A-Team intro http://www.youtube.com/watch?v=_MVonyVSQoM

17. Evaluation • Please review your Group Participation rubric here • Peer Review • Also need teacher evaluation (diff rubric)

18. Conclusion • Share your visual display with a team that worked on a different character and look for similarities and differences in both aspects of cool. • Review your questionnaire and write a reflection about how your investigation changed your perception of what cool is and how it is manipulated by the media and society.

19. Teacher’s Page • This webquest was adapted from the “Anatomy of Cool” lesson plan found here. • This WebQuest will enable students to: • explore the differences between superficial and real "cool"; • become more aware how society and media influence what, and who, are perceived as being cool; • investigate how marketers use public icons to sell products. • Extensions and Adaptations • Students could present their visual displays to the class or another division.

20. Credits • Photos accessed from http://www.flickr.com/photos/centralasian/5648098309/sizes/m/in/photostream/ • http://www.flickr.com/photos/75797208@N00/5924672656/ • http://www.flickr.com/photos/50213870@N00/326532210/ • Google Images without permission PEACE!