Advertising Activity - SFR



Advertising Activity

Internet Site: home/

This website has been created by a group of people whose aim is to expose what they see as the dangers of advertising. You can find out more about their aims and beliefs by looking at the site. However, always bear in mind that this is one side of a debate so keep your critical thinking skills alert!

Go to the website above.

Click on « spoof ads ».

We will then be working through the different sections: fashion

tobacco

alcohol

food

miscellaneous

1) Food:

a) Look at the anti- McDonalds adverts.

What connection is being made in the Big Mac attack ad between fast food and health?

Look at the little baby with French fries on his head. What do you think is accusation about fast food and young people?

b) Look at the 'milk ad.' Why is milk also targeted? You need to read all of the advert to discover the reasons why the milk industry is being criticised here.

c) Look at the 'chicken' ad. Can you decode it? What does the CK in chicken remind you of? This anti advert criticises a fashion brand. Which one is it and what is the link between them and “breasts”?

2) Fashion:

a) Look at the 'Obsession' ads. Describe the adverts and say what link is being made between perfume and self-image? What dangers are being high-lighted? You can make a link with the Dove Campaign for Real Beauty.

b) Look at the Diesel ad. Describe the advert and say what is being pointed out in this advert? Look carefully in order to be able to understand the point of the advert.

c) Benetton. According to this advert, what are the true colours of Benetton?

d) Tommy Hilfinger. First of all analyse the change made to the brand name here. What point is being made about fashion in this advert?

e) What is the 'reality' being presented to us in this Reality ad?

f) The spoof Nike advert makes what criticisms of this company? What role is the public accused of?

3) Alcohol

a) In the 'Smirkoff' advert what link is being made between vodka and children?

b) What four consequences of drinking alcohol are being shown in the 'Absolut' adverts?

4) Miscellaneous

a) What criticisms are made against Esso?

b) What subject is 'Aim Higher' referring to? What is your opinion on this subject? Explain the slogan: Aim Higher.

5) Tobacco

Look at all of the spoof tobacco adverts and identify all the criticism made of 'real' tobacco adverts.

Summary

Make a list of all the criticisms made of advertising and try to organise them into groups of ideas. According to adbusters, adverts are responsible for many things. What do you think? Do you agree?

CREATIVE TASK

On the Adbusters Website click on spoof ads and then choose Create your own print ad.

Here an eight stage process is described allowing you to create your own anti ad. Read over these eight steps and then work on your own anti-ad.

You need to make the ad and then you will need to explain to the rest of the class your thinking behind the ad.

You will present your ads in class for an oral grade.

Part Two

Now we will look at some companies' websites to see what they say.

Go to

Click on USA market.

1) Look at the images which McDonalds uses on its website. What impression do they give of the fastfood?

2) Explore the site. Look under Food, Nutrition and Fitness. Identify how McDonalds defends itself against its critics. What techniques do they use? Why does McDonalds get involved in sporting events (click on Sports).

3) Are your convinced by their arguments?

Now go to

In the bottom left-hand corner click on Press Site. Then click on Image Gallery and Our Campaigns. You can then look at all the different posters which Benetton have used to advertise their clothes.

a) What images have they used in their campaigns? What do you think their message is?

b) What arguments do you think Benetton give for using these images?

c) What is your opinion? Do you agree with them or with the criticisms given by Adbusters?

ESSAY QUESTION

In what ways and how far does advertising affect our lives today?

Make sure you refer to precise examples in your answer. Use the information we have discussed in class to construct a convincing argument.

Your answer is a discursive essay so it could follow the format below:

Introduction:

Here you should explain what the question means and how you intend to answer the question. Some useful expressions could be:

It is /has often been said

It is commonly said/upheld that

By way of introduction

To introduce this topic

Remember that this should interest the reader so be creative and interesting!

You should also think about different types of adverts. There are ones for goods but also those for charities or for information e.g. About AIDS or drink/driving etc.

Think about the positive and negative effects of adverts.

Content:

Each paragraph should contain a clear idea. This idea must be clearly explained and you MUST illustrate it with an example. When you use an example make sure you explain it to your reader and go on to link it to your argument.

Examples should come from work we have done in class.

Think about all the adverts and articles we have looked at in connection with this topic. Refer back to the vocabulary connected with advertising.

Use good linkwords:

adding ideas: besides, moreover, in addition to this, furthermore

objective: in order to, so as to, in order that

consequence: thus, therefore, as a result, consequently

comparison: similarly, in comparison, just as

condition: provided that, as long as, unless, otherwise

contrast: in contrast, unlike, whereas, while

opposition/concession: as opposed to, contrary to, though, even though, although, however, yet, nonetheless

chronology: from now on, sooner or later, previous to, looking back, at present, No sooner .... than, Hardly....when

Conclusion

Here you can give your final summing up making sure you answer the question.

Useful expressions:

to conclude, to my mind, as I see it/things, this is how I see the issue

the way I see this issue is that, what it all amounts to is, in a nutshell, finally

last of all, last but not least...

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