Association: Women desire beauty, so who wouldn't want to buy this product if it helps you to look like a Kardashian?
Celebrities/Beautiful People: The main focus of this advertisement is on the Kardashian sisters, flaunting their bodies in bathing suits.
Intensity: The lotion is described as perfection.
The Untold Story
The Kardashian family is known for selling items at an amazingly rapid rate, simply because it has the Kardashian name on it. Whether they really have anything to do with the product manufacturing or not, it will still sale for that one simple reason. This lotion line is retailed anywhere from $45-$130. From tanning lotion, to footwear and clothing, this family knows how to make money through beauty products. They also know a little secret, they could sale feathers for $15 a piece and people would still make the purchase. Sadly, it is all in the name. The prices for everything are over the top. The only people who could probably afford these things are the individuals who are rich enough to actually know the Kardashians. In summary, the Kardashian family knows the products that women will purchase, they also know that they can double the prices and still make a sale. With sky-high prices and unimpressive products, the Kardashian's who have been described as "air heads" often, are actually the smart ones. They are making millions by just showing their face on any product of their choosing.
COUNTER AD
Persuasion Techniques
Celebrities/Beautiful People: Kim Kardashian is on the cover of this advertisement, not looking near as stunning as the original advertisement. It shows that she hasn't been using sunless tanning lotion very much!
Intensity: The word perfection is still a main focus here. Instead of providing the perfect tan, the lotion is providing Melanoma.
Whose message is
this? Who created or paid for it? Why?
This is a Chevy advertisement and possibly a
sub-advertisement for Twinkies. General Motors Cooperation (GM) paid for this advertisement because they are the manufacturers of Chevy Trucks. They created this advertisement during the
Super Bowl in order to appeal to a large audience.
Who is the “target
audience”? What is their age, ethnicity, class, profession, interests, etc.?
What
words, images or
sounds suggest this?
The target audience is adult men, primarily from the ages 20-60.
Working class men are targeted here. They are interested in trucks that are
safe and dependable. The truck itself signifies a man’s vehicle. Also, at the
end of the advertisement, three adult men are standing and discussing how Chevy
is a dependable and long-lasting truck.
What is the “text” of
the message? (What we actually see and/or hear: written or spoken words,
We see a man and his dog riding through a complete mess of
debris, which signifies the end of the world. The man, along with his dog and
truck seem to be the only thing that made it. We hear the song in the background
playing, “Looks Like we Made it.” Later, the man finds his two friends, who are
eating Twinkies. The man wants to find his friend Dave, but his other buddies
tell him that Dave didn’t make it because he, “ didn’t drive the
longest-lasting, most dependable truck on the road.” Then, we learn that Dave
drove a Ford.
What is the “subtext”
of the message? (What do you think is the hidden or unstated meaning?)
The subtext is stating that the “buy” is what is important.
Is your truck dependable? What about long-lasting? General Motors, the cooperation
that makes Chevy trucks, has been afflicted by controversy over its’ labor
practices. “The General Motors plant in Colombia reportedly fired roughly 200
workers after they were injured on the assembly line, and in August 2012
negotiations refused to cover even the workers' medical costs or pension
benefits” (Wikipedia, 2013). This controversy has deeply affected the GM
cooperation. They know this protest, whether completely true or not, caused a
negative outlook in the public eye. GM created this advertisement to show that
they manufacture long-lasting and dependable trucks, and to them, that is what
matters. They created this ad in hopes of downsizing the negative outlook on GM
due to its’ labor practices controversy.
What kind of
lifestyle is presented? Technically, the lifestyle is in a bit of a wreck,
seeing as the world came to an end! On another note, average working men seem
to be presented in this advertisement.
What values are
expressed? A
dependable truck is being valued in this advertisement. As working men are the
targeted audience, the advertisement values a truck that is sturdy and can
handle a tough job.
What “tools of
persuasion” are used? The
advertisement starts out by using the persuasion tools of association and
timing. When this ad was released, the predicted Mayan end of the world was
near. Audiences can relate to that feeling, therefore the timing was well
planned. The timing was also well thought out due to the controversy at GM over
labor practices. This ad came out around the same time that the public became
aware of the labor issues, in hopes of giving a positive outlook on GM. The ad
also used card stacking. They really talk Chevy up, and state how Ford is no
comparison. Also, plain folks are represented in the ad, along with humor. In a
different way, name-calling is also used in the ad when the man says, “Dave
didn’t drive the longest-lasting, most dependable truck on the planet. Dave
drove a Ford.”
What positive
messages are presented? What negative messages are presented?
The positive message that is presented is that if you buy a
Chevy you will have a long-lasting and dependable truck that can basically make
it through anything, including the end of the world! General Motors is trying
to give off the positive message that Chevrolet is a reliable truck and that
should be what matters. The negative message is that Ford cannot compare,
and cannot survive the obstacles that a Chevy can.
What groups of people
does this message empower? What groups does it disempower? How does
this serve the media
maker's interests?
This ad empowers General Motors, and more specifically, the
Chevrolet brand. The advertisement
displays that no matter what controversies may be spoken, General Motors is
still producing durable and reliable trucks. This advertisement disempowers
Ford Motor Company. On a lesser note, other truck brands also will be
disempowered, but since Ford is specifically stated, this ad could really hurt
their interest. For Chevy, the ad really helped one targeted interest of more
profit. People could relate to that ad and find it humorous. Also, the
advertisement may assist the audience in developing a new outlook on the
General Motors Cooperation. As described above, labor practices had been causing
controversy for the General Motors Cooperation, and the public eye has become
well aware. This advertisement helps serve the media maker’s interest by
describing Ford and GM in a powerful light, especially when things have been
negative for the business.
What part of the
story is not being told? How and where could you get more information about the
untold stories?
As explained earlier, there is a deep hidden story behind
this advertisement. General Motors, the cooperation that manufactures Chevrolet
trucks, had been recently plagued with many protests due to alleged labor
practices. After 200 workers were fired due to injuries at the GM Plant in
Columbia, their medical costs and pension benefits were denied. This claim has
been causing many protests at General Motors, including a group of workers who
have been living in tents outside the U.S. Embassy in Colombia since August 2011.
General Motors still refuses any negotiations, and their spokesperson, Katie
McBride, claims that they have been “very generous.” (Wikipedia, 2013) More
information can be found about this untold story all across the internet.
Chevrolet dealers may not be inclined to talk about this issue, but just typing
it into a search engine will bring up many helpful results.
What are the taken
for granted realities? In
reality, there is obviously an issue going on at General Motors. They felt the
need to create this advertisement as a form of persuasion. They are taking the
labor practices issue for granted. Their advertisement claims that the only
thing that matters is a long-lasting truck, when in reality we care about the
treatment of those who make our vehicles also.
What power relations
are exposed as a result of your deconstruction?
The powers of General Motors, the production company for
Chevy, and Ford are exposed here. Both are massive businesses around the world.
This ad and assignment allowed me to voice my own opinion and create a
deconstruction that shows that I can break down media. No matter what they try
to display, there is more than meets the eye.
Resources:
General motors. (2013). Retrieved from http://en.wikipedia.org/wiki/General_Motors
Do you agree with the
deconstruction? Why? Why not? Be specific.
I do agree with these deconstructions, although I think the Alltel
one was somewhat harsh. Both deconstructions are right in stating who the ads
are appealing to. The key here is “plain folk.” Both ads display normal
everyday families or events. Middle-class life is represented well in both ads.
With the Century Link commercial, I agree with the deconstruction of the use of
the slinky. The ad shows how we are all connected no matter what we do. In the
Alltel commercial, we see the middle class family struggling to pay an
expensive bill. I feel that this ad was a little harsh with its’ explanation of
Americans view of a different race.
Do you agree with the
claims made in the deconstructions? Is the Century Link ad really a cover for a
company that is making profits over customer satisfaction? Does the Alltel ad
really promote racism or stereotypes of immigrants? Why or Why not?
For the Alltel ad, I do believe it is promoting racism and
stereotypes of immigrants. It is evident that the middle class American family
is viewed as “normal.” Walking into a room and seeing Latinos dancing is viewed
as “humor” and “not right.” Sadly, after reading this deconstruction I agree
that Alltel promotes racism.
For the Century Link ad, I do agree that it is really a
cover for making profits over customer satisfaction. The ad promotes normal
middle-class and how we are all connected. It has that “warm and fuzzy” feeling
that would capture viewers. However, I think it is just that, something to
capture viewers and make profit.
How do these
deconstructions disrupt taken-for-granted realities?
As stated before, the ads appeal to middle class families.
They promote a comforting feeling for the viewers. The deconstructions rip
apart these thoughts. It shows us that in reality, these “wonderful” “heart
tugging” commercials we see all have hidden messages. These ads are simply
that, advertising. Why do companies create advertisement? Profit!
What ideologies,
cultures, economies, institutions or political systems are these
deconstructions disrupting or interrogating?
These deconstructions both disrupt certain beliefs and
cultures. For the Alltel ad, it is very evident that it disrupts and looks down
upon Latinos. It views that race as “not average.” In the Century Link
deconstruction, the idea that technology is equally accessible in any state is
shut down.
How are these
deconstructions examples of individuals investigating manifestations of power
relations?
The people in these deconstructions are definitely
investigating and breaking down indicators of power relations. These companies
may be able to manipulate us through advertisement, but people are now learning
how to become media literate. Individuals can now read into these power ads and
interpret the true meanings.
How might conducting
these kinds of deconstruction empower students whom have been historically and
continue to be disenfranchised by
"traditional schooling?”
Performing deconstructions will allow
students to see that they can have an opinion and they can explain what they
see and think. Students will feel like they have more power and play a vital role
in the classroom. They will feel like racism and discrimination are actually
topics that can and should be discussed.
How might
deconstructing these kinds of media messages help students recognize
connections between their individual problems and experiences and the social
contexts in which they are embedded?
Students will hopefully get a lot from deconstructing ads
like this. They will be able to see that maybe their individual problems or
experiences were enhanced by the media. Students will be able to see that
stereotypes are not just simply created, they are enhanced and advertised
through commercials, magazines, and many other artifacts.
How might conducting
these kinds of deconstructions disrupt traditional banking systems of
education?
Advertisement deconstructions create a big blow to the
traditional banking systems of education. There, we are taught to pay attention
to advertisement and to find the best deal. When deconstructing an ad, we are
taught that there is always more than meets the eye. Students now have their
own voice and can form and state their own opinions. Instead of just going out
and buying a magazine because of the cover, students may now look more into
what is really being discussed.
“But advertising's
influence is subtle. Strident calls to action are easily discounted and
rejected because they are obvious. But engaging and memorable ads slip ideas
past our defenses and seed memories that influence our behavior.”
After reading this article, many things stood out to me. I selected this quote because it summarizes the main ideas of the article. It is so interesting to me to read how advertising truly works. I found myself very intrigued after reading this because it seems so correct! Seldom do we see an advertisement and run to the nearest store to purchase it. Think about it though, how often do you remember a funny commercial? How many celebrities can you remember from those Pepsi ads? I am 22 years old and still remember how excited I was when Britney Spears was singing “ba ba ba ba ba, Pepsi-Cola.” I was never the biggest Pepsi fan, but look at the effect that this commercial had on me. Like many other advertisements, it slipped into my memory and will probably never fade away.
This Chevy commercial gets me laughing every time! It has so
many powerful techniques that definitely help to capture a very large audience.
It has humor throughout the whole commercial. It also has music that will make
everyone tune in. Along with catch phrases such as, “Dave didn’t drive the
longest lasting most dependable truck on the road. Dave drove a Ford.” Also,
take a look at the timing. This was created as a Super Bowl commercial, months
after the world was predicted to end. Maybe it is just the Chevy fan in me, but
this is great advertisement!
What reasons for teaching media literacy resonate with you? Why?
I feel that teaching media
literacy is very important in today’s world for many reasons. One statement
from the article really struck a chord with me: “Some see media literacy as a
tool to build relevance into contemporary education, building links between the
classroom and the culture.” This is how I feel. Our culture is being shaped by
the media, and it is important to understand and be able to interpret it. This
would be quite the struggle if an individual never learned how to do these
things until they were an adult. If educators could take a few minutes every
day to teach media literacy skills, then children would be able to dissect the
media and understand good and bad advertisement. Children today spend so much
time around media, wouldn’t that be a wonderful thing if they could actually “understand”
it?
Why is media
production important for teaching media literacy? What are the challenges?
I feel that these two topics go hand-in-hand. It is a
wonderful thing for students to be able to create media productions. This is
helping them to get involved with today’s culture. In order for them to do this
though, media literacy must be taught. Students must understand how the media
works before they create their own.
Challenges will include what was described in the article as
“product over process.” Students may look at the requirements for the media
production and instantly think about the final product, forgetting about
important media literacy skills. We must take these productions one step at a
time. Educators must focus more on the process of creating media instead of focusing
on the final product as much.
How did the
deconstruction and creation of a magazine cover address the 4 key concepts of
media literacy programs? Give specific examples.
Core #1: All Media Are
Constructed. By creating our own magazine cover, we used a step-by-step
process to individually construct our own products. We created messages that we
wanted to get across to the public.
Core #2: Messages are
representations of the world. When we deconstructed the magazine articles,
we saw important messages about how society is today. We saw how fitness is a
very important factor in males. Also, when we created our own magazine covers,
we selected messages of how we wish the world could be, by challenging today’s
society.
Core #3: Messages have
economic and political purposes and contexts. In recognizing the purposes
for the magazines that we deconstructed, we saw how the headlines tried to
capture political aspects. Also, economically the magazine was sponsoring Arnold’s
new movie, in hopes that the box office reports would increase. On another
note, all magazines are created very carefully in order to capture the largest
audience possible.
Core #4: Individuals
create meaning in media messages through interpretation. As I commented on
one of my peers magazine deconstructions, I covered core #4. I read the
deconstruction, interpreted their meaning, and then compared and contrasted it
with what I took from the magazine.
Explore the Common
Core Standards and find three standards that media literacy would help you
address in your content area or interest.
CCSS.ELA-Literacy.RL.6.7 Compare and contrast the experience
of reading a story, drama, or poem to listening to or viewing an audio, video,
or live version of the text, including contrasting what they “see” and “hear”
when reading the text to what they perceive when they listen or watch.
CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a
text when explaining what the text says explicitly and when drawing inferences
from the text.
CCSS.ELA-Literacy.RI.4.7 Interpret information presented
visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time
lines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears.
Hobbs, R. (2011). Teaching media literacy: Yo! Are you hip
with this? Retrieved from http://www.medialit.org/reading-room/teaching-media-literacy-yo-are-you-hip
In the creation of my magazine cover I used three media language
techniques. I focused on grammatical techniques by using an ellipsis and an imperative
sentence. I chose to use the ellipsis when saying “From Hunting to Heels”
because this brief statement will catch the readers eye and leave them
wondering what exactly this meant. With the subheading of “Take down the make
up!” I decided to create an imperative sentence that also uses a play on words.
This subheading is a command that brings up the notion that make up is not
needed to be considered a woman.
I tried to incorporate many persuasion techniques when
creating my magazine cover. The first and most evident technique was the Plain
Folk method. I am featured on the front cover, instead of a celebrity. Readers
may want to pick up this issue in hopes that there will be more truth to it
than when a celebrity is the main feature. Another less noticeable technique
that I used was Warm and Fuzzy. The images were carefully selected to display a
sense of “comfort” and “casual” life. I feel that people could relate to these
images better. The front cover also displays a Glittering Generality at the top
when it states how society needs to change.
Along with these techniques, I used a few other common
strategies to persuade a larger audience. The cover will strongly be associated
with females, but the picture of the men on dirt bikes and the hunting caption
may stir up a few males. The sub-headings about society may also capture a
group of people that normally wouldn’t purchase a People magazine. I also tried
hard to establish a color theme that was bold and made the “more important”
headlines stand out. I made sure to downsize the price and date of the
magazine. All of these techniques helped to create a cover that I hope would
sell well if released to the public.
The main argument in this article is how to extend literacy
education into this new multimedia age. Classrooms still revolve around printed
text, but the outside world is much different than that. New literacies are
developing, and educators need to embrace them.
“Even though such divisions are seen by some educators as
unnecessary and superfluous, it is important to recognize that the call for
differentiated skills in particular literacies are situated with specific
practices” (Semali, 2001). This quote brings up another argument. A vast amount
of new literacies have been developed. As educators, we need to learn these new
skills and take the time to expand our knowledge. Then, we need to take these
own practices into our classrooms and introduce these new literacies to our
students.
Agree or Disagree:
I full-heartedly agree with these arguments. As a young
teacher, I feel comfortable going into a classroom and discussing these new
literacies. On the other hand, I know it can be very intimidating for those who
do not know much about them. That doesn’t mean we can shy away from teaching
these subjects in our classroom. Just like we teach science, math and reading,
we need to also teach these many new aspects of literacy. Children are exposed
to these things every day, therefore we need to teach them strategies and proper
techniques when using these forms of literacy.
Issues with the
Media:
Sadly, the media plays a huge role in violence in men and
low self-esteem in women. Look at the first video, UFC fighters make it seem
like “tough men” are the only real men. When asked what defines a real man, not
one individual listed knowledge.
As the lady stated in the second video, advertising shows us
that the most important thing about women is how they look. Images are splashed
all over the media with either beautiful women, or downgrading remarks about
how certain women look.
With media like this, what do we expect? Of course men will
have violence and women will have low self-esteem. We have all fell victims to
this! As the author of the article states, “I advocate a more critical approach
to visual literacy, one that goes beyond the impact that visuals have on
individuals. Thus, for me, visual literacy refers to multiple abilities to
read, view, understand, evaluate, and interpret visual texts including
artifacts, images, drawings, or paintings that represent an event, idea, or
emotion” (Semali, 2001). If all educators could just read and agree with this
quote, we could teach our students how to analyze media, and how to interpret
what is true and false. This expansion of their knowledge will help them to
realize that violence does not signify a real man and women aren’t just known for
beauty.
Sources:
Semali, L. (2001). New Literacies: Defining new literacies
in curricular practice. Retrieved from
http://www.readingonline.org/newliteracies/semali1/index.html
Tough Guise: Violence, Media & the Crisis in Masculinity.
Retrieved from https://www.youtube.com/watch?feature=player_embedded&v=3exzMPT4nGI
Killing Us Softly - Woman are used like pieces of meat.
Retrieved from
https://www.youtube.com/watch?feature=player_embedded&v=KVmcmePRqSk
A well-known celebrity is on the cover to grab attention. A
young beautiful lady is displayed in a frame, which will stand out to men. Bold
blue, red, and black colors, which display this is a man’s magazine. “Arnold,
the next governor of California, really,” stands out in bold which will appeal
to all of those who are for or against Arnold’s position.
Institution
Front cover of a magazine
Genre
Men’s Magazine (health, fitness, politics, music, many general
topics)
Representation
Arnold Schwarzenegger is a well-known
and very fit celebrity who can represent fitness for men. He can also represent
business and politics, or can he? The magazine cover represents the discussion
as to whether or not Arnold is the man for the job. It also represents many
other interests for men, such as music and women.
Audience
The audience for this magazine would be adult men, ranging
from ages 21-65. It may capture men who are interested in fitness, but also
definitely men who are interested in politics. The younger men will be
captivated by the women displayed in the magazine. On a rarer occasion (because
the text for these articles is smaller), this magazine may capture men who
really enjoy music or reading.
Ideologies and Values
The ideologies that this magazine can raise are that Arnold
Schwarzenegger may or may not be fit for the job of Governor of California. Also,
readers may come to believe that science has been currently making doubtful
discoveries.
Narrative
The front cover of this magazine displays a very
hard-working man who has made it far in life. In a way, it makes this goal seem
more possible to common people. What is not being said is why should or shouldn’t
Arnold be the governor of California? What are the downfalls and the good
aspects? Also, what does Phil Spector say about John Lennon? What are these
doubtful science achievements? And, what is this new fiction that Arthur Miller
has written? It seems that these answers may be found inside the magazine.
The Text
The text of this magazine cover displays a picture of Arnold
Schwarzenegger in a suit and tie pointing to the audience. He has quite a grin
on his face and the caption reads, “Arnold, the next governor of California. Really.”
There is also a smaller image of a seductive woman to the right that is
labeled, “A salute to our British allies.” Below that there is another
description of this magazine issue that reads, “New fiction by Arthur Miller,”
and “The dubious achievements of science.” At the top there is an “Exclusive”
sections that states, “Phil Spector Speaks, the reclusive legend on the birth
of rock n’ roll, John Lennon, and the dead body in the foyer.” One last bit of
text can be found under that which displays, “American Music 2003, what’s good,
what blows, and what to buy.”
The Subtext
Arnold Schwarzenegger is a celebrity who will seem appealing
to a wide audience. He is a laid back guy, even in his suit and tie. Can he
really do this job? Also, Phil Spector speaks about every mystery that fans
ever wanted to learn more about. Men will also be happy to see that there are
going to be many promiscuous looking pictures inside the magazine of young
British girls. If that isn’t enough, the readers will also be able to find out
all about new fiction by Arthur Miller, whether or not there music preferences
are on target, and learn more about uncertain achievements in science.
Tools of Persuasion
Beautiful people, Association,
Celebrities, Experts (plain folks), Humor, Charisma, New
Media Literacy
Project. (n.d.). Introduction to media literacy. Retrieved from http://medialiteracyproject.org/sites/default/files/resources/Intro_to_Media_Literacy.pdf
