Starter:
Identify: What do you see?
Analyse:How does it make you feel?
Identify:
What is the persuasive
device?
What noun is used?
Why?
Analyse:
What effect do these
two devices have on
the audience?
Synthesise:
What is the overall
impact of the
advertisement and
how does it elicit this
response?
List as many persuasive devices as you
can
Copy
• You must write the following sentences in
your workbooks, or in your advertising file.
• You will need to look up the meaning of
adjective and adverb if you do not know them.
Identify the adjectives
1. The tall man is a professional baseball player.
2. That lovely old lady wrote realistic short plays.
3. The small but strong man helped the cute little
girl.
4. A tall slender girl won the beauty contest.
5. The big % off sale
6. Make a good business call with Telstra
7. Discover new adventures along China’s ancient
Silk Road
Identify the adverb
• The children skipped cheerfully home from
school.
• The petrol tank is almost empty.
• The stars in the night sky looked incredibly
beautiful.
Identify the adjective and the adverb
• Superman Returns: experience the
tremendously entertaining blockbuster
What
Answer these questions in your pairs:
•
•
•
•
What is the print ad trying to sell?
Who is the target consumer?
What publication do you think the ad appeared in?
Does the ad suggest a lifestyle?
Understand
Apply
Print Ad Analysis
1
• Create a Ad
table
What is the
print ad
trying to sell
Target
audience
Publication
ad would
appear in
Suggested
lifestyle
Ad 2
Ad 3
Ad 4
Apply
Analyse
Apply
Analyse
Apply
Analyse
Apply
Analyse
Apply
Analyse
Look carefully at the advertisement in the next slide.
•
•
•
•
•
•
•
•
•
•
•
Use your notes to annotate the following:
Target audience/demographic
USP
Images
Appeals – consider what is being appealed to in the
audience. (Look at your notes)
Use of ‘copy’ (size) – size, amount of words, sentence
length
Vocab choices – adjectives, adverbs
Colour
Use of space – foreground/background
Symbolism
Logo
slogan
Annotate the advertisement below
Task:
• Think of a commonly advertised product, that is
purchased by a wide variety of people. Eg, car,
face cream etc.
• Find 2 advertisements that advertise that product
in very different ways due to a different target
audience and therefore a different use of
appeals.
• Place your comparative analysis findings in the
chart below.
Comparing Print Ads
Print Ad 1
Product – USP
Target audience
Images
Language choices
Appeals
Symbolism
Colour
Foreground/background
Slogan
Logo
Humour
Other
Print Ad 2
Evaluate
Individually:
Write 2 paragraphs in which you analyse the
differences between the ads.
1. Target audience, USP, appeals
2. Advertising techniques used
3. Relate specifically to your ads.
Apply
Analyse
Evaluate
copy
• We’ve lifted the lid. And the new Celsius Cordless
Kettle has never looked better, inside and out.
With a removable lid, it’s easier to fill, easier to
clean and it brings 1.5 litres (that’s 10 cups to the
boil, super fast.
• It’s fully automatic, cordless and convenient,
cleverly designed from top to base- non-slip of
course. The new Celsius will pass close scrutiny.
See why for around $65.
The idea
Reader invited to inspect the product and its contents.
Real estate jargon gives it a twist, a call to action.
Reader invited to have a look at the new electric cordless kettle with its new
removable lid
The visual elements
The kettle is presented in a large clear photo, taking up almost one page of
the two-page ad.
Clear, large, black lettering invites inspection of the kettle.
The feature of the new kettle, its removable lid, is demonstrated.
Human element introduced by woman’s hand lifting the lid.
Lots of white space and empty space used which directs the eye to the
product and words. This technique conveys prestige.
Very little copy used which simplifies the message, makes it easy to read
and directs attention to the product.
The only colour is the orange company logo.
Layout is well ordered and the visual balance between image, white space
and copy makes a good impression.
Typography is classical for a stylish look.
The copy
Short, simple words.
Headline: ‘It’s now open for inspection’
Clear, descriptive words.
Play on words, for example, lifting the lid, open.
Alliteration, use of ‘s’, ‘c’ and ‘l’ in much of the copy.
Personal, direct approach to the reader.
Invitation to inspect.
Conversational, colloquial approach, for example, ‘see why’, ‘super fast’.
Last words: ‘see why for around $64’ are the ‘sell’, to persuade the reader to
take action.
Last words as page turned is the company logo, name and slogan.
Word repetition, for example, ‘easier’, ‘lid’.
Sentences begin with conjunctions and prepositions, for example, ‘And the
new…’, ‘With a removable lid…’.
Use of commas to get many benefits into one line of copy, for example, ‘fully
automatic, cordless and convenient, cleverly designed’. Commas replace
conjunctions and make the copy brief and relevant.
Many benefits given in small amount of copy.
Much information as it is a new product on the market.
Appeals are to:
Specific application
Reason
inspect it – gives an assurance of quality and
implied satisfaction
Reason
ease of cleaning – a new removable lid
Reason
it is functional – holds 10 cups, is marked for the
number of cups needed
Reason
price is given; it is efficient – boils fast
Reason
it has special features – cordless, non-slip
Emotion
it looks good – it is well designed, stylish
Emotion
visual layout of ad
Reflection
What are the ‘must haves’ for a successful print
advertisement?
Evaluate
Apply and
Create
MUST HAVES
• simple layout
• the ad message/benefit in the headline and/or the visual
• an arresting idea either visually or in the copy
• information on the benefits of using the product
• stress on a major idea
• copy that is concise and simple
• the brand name reinforced
• words that work
EMPLOY THESE IN YOUR OWN ADVERTISEMENT
Create
Goal
To analyse a government print advertisement
To apply our analysis in our advertising campaign
Analyse
Examine the advertisement.
Identify purpose, copy and visual images
• Identify the target audience (justify your
response).
• What is the main purpose of this
advertisement?
• Analyse the visual elements (layout, colour,
facial expression of the boy, etc.) and explain
how it affects the audience.
• Analyse the copy. Explain how the language
employed appeals to the target audience (use
specific examples to support your analysis.
Evaluate
Write three paragraphs that evaluate the effectiveness
of the advertisement.
Paragraph one: purpose, audience and message.
Paragraph two: visual elements
Paragraph three: the copy
Evaluate
Apply and
Create
MUST HAVES
• simple layout
• the ad message/benefit in the headline and/or the visual
• an arresting idea either visually or in the copy
• information on the benefits of using the product
• stress on a major idea
• copy that is concise and simple
• the brand name reinforced
• words that work
EMPLOY THESE IN YOUR OWN ADVERTISEMENT
Create
Aim
To evaluate why the advertisers have made
deliberate choices in their television
advertisements.
.
AF1: use a range of strategies, including accurate decoding of
text, to read for meaning.
Success criteria
All: will be able to identify the key features of the
TV advert which influence the consumer.
Most: will be able to analyse how these features
influence the consumer’s response
to the brand.
.
Some: will understand how and why advertisers
might manipulate consumers.
Understand
Apply
Analyse
Evaluate
Starter
• Can you identify the key differences between
magazine and TV advertising?
• EXTENSION: How attentive would you expect an
audience to be to TV adverts compared to print
adverts?
Definition: Attentive: to pay attention to.
Understand
Watch
Product
Narrative
events
Info
about
product
Music
Voice over
M/F, age
Remember to consider:
• Target audience
• Purpose
Apply
Analyse
Slogan
Implied
Message
Watch
http://www.campaignlive.co.uk/thework/news/884951/Sony-Bravia-balls-Fallon/
http://www.campaignlive.co.uk/thework/news/885456/Cadbury-Dairy-Milkgorilla-Fallon/
http://www.campaignlive.co.uk/thework/news/1068837/Walkers-fall-love-grooveAMV-BBDO/
http://www.campaignlive.co.uk/theWork/news/1069355/Sainsburys-feed-family50-week-AMV-BBDO/
Apply
Analyse
What’s next?
Think about the skills you have used so far…
How will you demonstrate what you have
learnt?
Analyse
Evaluate
Written task:
Analyse
Evaluate
Plenary
Swap books with your partner
Highlight where your partner demonstrates the
following…
Understanding
Applying
Analysing
Evaluating
Aim
To understand the purpose of storyboards.
What are the similarities
and
differences?
Watch
• http://www.youtube.com/watch?v=GQ5ICXM
C4xY
So, what is a storyboard?
• Once a concept or script is written for a film or animation, the next
step is to make a storyboard. A storyboard visually tells the story of
an animation panel by panel, kind of like a comic book.
• Your storyboard will should convey some of the following
information:
• What characters are in the frame, and how are they moving?
• What are the characters saying to each other, if anything?
• How much time has passed between the last frame of the
storyboard and the current one?
• Where the "camera" is in the scene? Close or far away? Is the
camera moving?
Why make a storyboard?
• Creating a storyboard will help you plan your animation out shot by shot.
You can make changes to your storyboard before you start animating,
instead of changing your mind later. You will also be able to talk about
your animation and show your storyboard to other people to get feedback
on your ideas.
How do I make a storyboard?
• Most commonly, storyboards are drawn in pen or
pencil. If you don't like to draw you can also take
photos, cut out pictures from magazines, or use a
computer to make your storyboards. Keep in
mind that your drawings don't have to be fancy!
In fact, you want to spend just a few minutes
drawing each frame. Use basic shapes, stick
figures, and simple backgrounds. If you draw your
storyboard frames on index cards, you can
rearrange them to move parts of the the story
around.
Storyboard Language
• CLOSE-UP SHOT: A close range of distance between the camera and the subject.
DISSOVLE: A transition between two shots, where one shot fades away and
simultaneously another shot fades in.
FADE - A transition from a shot to black where the image gradually becomes darker
is a Fade Out; or from black where the image gradually becomes brighter is a Fade
In.
HIGH CAMERA ANGLE: A camera angle which looks down on its subject making it
look small, weak or unimportant.
LEVEL CAMERA ANGLE: A camera angle which is even with the subject; it may be
used as a neutral shot.
LONG SHOT: A long range of distance between the camera and the subject, often
providing a broader range of the setting.
LOW CAMERA ANGLE: A camera angle which looks up at its subject; it makes the
subject seem important and powerful.
PAN: A steady, sweeping movement from one point in a scene to another.
POV (point of view shot): A shot which is understood to be seen from the point of
view of a character within the scene.
REACTION SHOT- 1.: A shot of someone looking off screen. 2.: A reaction shot can
also be a shot of someone in a conversation where they are not given a line of
dialogue but are just listening to the other person speak.
ZOOM: Use of the camera lens to move closely towards the subject.
Watch
Examples
• http://accad.osu.edu/womenandtech/Storybo
ard%20Resource/
Apply
• Create your own for your advertising
assignment
Peer Assess
• Swap storyboards with another group
• www:
• Ebi (target):
Starter
TV advertisements use music as well as words
and pictures to create an image of a product.
• What does music add?
Remember
• Existing product, different name
• For Tuesday’s Assessment: Magazine analysis
purpose, message, audience, visual, copy
(language)
Purpose
•
•
•
•
Sell, sell, sell…
Persuade
Entice
Convince
Product
• What product are you going to be advertising?
• Who is the target audience?
• Why should they buy the product?
Planning
• Who is the target audience?
• What TV channel will it be shown on? At what
time / during which programme?
Planning
• Are you going to focus on the product or will
the advert tell the story?
• Will you show people in the advert? What will
they be doing?
• Will they speak or will you use a voice-over
(an off-screen voice that tells the story)
• Will you use any background music?
Task
1. Draw in the frames to show what pictures
will appear on the screen.
2. Write speech bubbles for anything that
people say. How is the speech persuasive?
3. Write any titles or captions that appear on
the screen.
4. Write in details of any music you are going to
use.
Re-cap
•
•
•
•
•
•
•
Type of shot
Voiceover
Ideal children
Heartstrings
Jingles
Excitement
Celebrities
•
•
•
•
Bandwagon
Scale
Facts and figures
Repetition
Apply
ADVERTISING ASSIGNMENT
Evaluate
• Swap storyboards with another group
• www:
• Ebi (target):
Plenary
•
•
•
•
Feedback on different techniques found.
Which did you think were the most effective?
Why?
Homework: to choose several rhetorical
devices and explain (tomorrow) why they are
effective.
Aim
• To recap effective methods in creating
magazine advertisements
• To analyse and discuss use made of rhetorical
devices
Starter
• In pairs list as many advertising techniques as
you can think of, for example the use of brand
names or the use of emotion...
• Extension – why are they effective?
Advertising techniques: the what
and why
• Brand names
• Alliteration
• Second person
you/we/us
• Use of every/always
• Present tense
• Imperatives
• Humour
• Puns/word play
• Brand benefits clear
• Sticks in mind
• Personal address-being
taken care of
• Co’s commitment
• Timelessness
• Consumer believes
• Entertainment
• Smartness, novelty
Create a table 3 across, 4 down
• The most annoying Australian advertising slogans (and
how they persuade us)
• Identify each product from its slogan and write the
name of the product in the advert box
• Identify the persuasive technique used
• Identify the target audience/market
LOOK at the print-based
advertisement you created:
• Identify several persuasive techniques from
your advertising poster and explain why it is
effective.
• Stick your advert onto A3 and annotate for
persuasive techniques.
• Finish off your posters – use marker pens to
write in additional points you have learned
today
Plenary
• Swap posters with the pair next to you.
• Discuss the differences between the two adverts and
how these affect the message. How do the adverts
make you feel?
• Would you buy the products being sold?
• Why?
• Is advertising just to sell things or to present an
image?
Self evaluation
• How well do you think you did?
• Write down everything that went well and
why.
• What do you think you might improve for next
time?
• What did you find the most difficult part of
the task? Why?
Plenary
• Feedback on self evaluation
• Feedback on peer evaluation