Ad Campaign Links

http://www.campaignlive.co.uk/
http://adage.com/century/campaigns.html
http://www.adweek.com/aw/creative/new-campaigns/index.jsp
http://www.mediapost.com/publications/
http://adage.com/
http://creativity-online.com/

Analyzing an Ad Compaign

Campaign Presentations 5-7minWhat is the campaign?
Why was it created?
Who created it?
For whom was it created? (demographic)
How was the campaign presented: by what media?
A.I D.A.
Concluding remarks
• Success of campaign
• Awards?
• End of campaign

Sony Bravia exampleBravia, Colour Like No Other 2006-2009
Created to overcome Sony’s drop in market share of TV sales due to high cost of Bravia TVs against cheaper rivals

Who created? Fallon Advertising: http://www.fallon.co.uk/

For whom? Wide ranging demographic of males and females ages 25-55 who want quality images on their TV

Media: Driven by the TV ads, supported by a web site, magazine ads, billboards. The campaign almost immediately went viral

A. The setting for each commercial, established with a wide-angle shot

I. The introduction of colour and shapes out of context to the setting

D. The actions of the colourful shapes in harmony with the music

A. The slogan, logo, and website address
Concluding Remarks

• Great success, sales went up dramtically, other ads for other Sony products created in same format
• Won awards, including best ad campaign 2006
• By 2009, campaign losing steam, Sony moves in new direction with Kaka ad to focus on HD Bravia and sports

Sources

http://www.campaignlive.co.uk/

Doc Zone (CBC Documentary)

Are We Digital Dummies?


http://www.cbc.ca/video/#/Shows/Doc_Zone/1242299559/ID=1651031614

Marketing Portfolio

Create a product to sell.

Market Research (!?) - see media studies 20 
Design a logo for that product.



Use the Ogilvy method to develop a print ad.

Final Presentations

1.     Work on Presentations related to summaries (what are these going to look like?)

o   What is the publication you were responsible for?

o   What have they said about your topic?  (technology, environment, poverty)

o   What are the biases of your publication? (this needs to be taught)

o   What is the overall relevance of the articles you have read?  Considered together, what should we be thinking about in relation to ‘environment, technology, poverty?)

Editing Workshop in Warman

It went well, except for the technological glitches.  I am not sure I would do it again without a guarantee of better editing computers.

Also, it definitely needs to be a full day workshop.

Advertising

Find examples of coercion in print media (magazines)
Cut out three examples

1 - Describe the ad
2 - Who is responsible for the ad and what is being advertised?
3 - What elements of the ad are coercive?

Find three examples from the Internet.

Find four examples of successful logos

1 - Look at the logos you chose.  What do you think makes a successful logo?

Tips:

1. Create curiosity
2. Provide answers to a question or solutions to a problem
3. Include a key benefit
   
   You can create curiosity by asking a provocative question, making a seemingly outrageous statement, or creating amusing headlines through word play, alliteration, and take-offs on familiar phrases or cliches.
   By informing the readers of the benefits or solutions, you answer the question foremost in their minds, "What's in it for me?".
   Headlines should be short. Seven words or less is a good rule of thumb. Headlines should not be deceptive and they must support the body of the ad. 

Remember - the most important job of an advertisement is to grab your attention.  The main tools for this are

    a) Image

    b) Headline

Weekly summary round-up.

http://desktoppub.about.com/od/ads/ss/ogilvy.htm

5 step 'Ogilvy method'.

1. Visual
2. Caption
3. Headline
4. Copy
5. Signature (Advertisers name, contact information)

in that order.

Show an example.  Student job:

Choose a product and use publisher to create your own 'Ogilvy method' advertisement.

Follow up to Coercion Introduction

Read introduction to Coercion (see Reading Guide)

Here is an excellent follow-up article about facebook and how marketers harvest that information:

http://www.theglobeandmail.com/news/national/time-to-lead/internet/a-regulatory-nightmare-facebook-and-its-goal-of-a-less-private-web/article1803121/


Followed by cbc's 'digital dummies'.

Gender and Magazines

http://www.saskschools.ca/curr_content/media20revision/unit1/lesson8/lesson8.html

History of Technology

(Note - this belongs at the beginning of the course)


http://www.mindjack.com/feature/redefiningtv.html

Actually - idea for next year:

Do the course chronologically.

Begin with newspapers
Ad radio
Then print advertising
Movies
Television
Video Games
Internet

Who Really Owns the Internet?

This is one of the questions this course should really be answering, and at the moment... we aren't doing it.

http://www.mindjack.com/rushkoff/coercion.html


A couple of quotations at the top of this page are good examples of what we should be looking at.  Certainly, this is what I wish students would consider.  This is perhaps better than writing movie reviews.  I need to streamline this course.  More content.  Stricter deadlines.


The link above is actually CHAPTER 7 of Coercion.  This is probably more valuable than reading the fucking introduction!


Coercion summaries:


http://www.courageunfettered.com/stuf/coercion/





"The larger question, of course, is whether persuasive technology is a good idea at all when talking about turning a machine as soulless as a computer into what is essentially a propaganda engine."
--Denise Caruso, The New York Times


"We sell audience, not content."
Jonathan Sacks, AOL


http://www.ibiblio.org/nmediac/winter2002/mind.html (from my IB1 Blog)

In The Know: Are Tests Biased Against Students Who Don't Give A Shit?

Film Projects

 The Pitch:

Series of negotiations leading to the following projects:

Photostory (short)
Making a film review website
Films:  School Tracker, Documentary, Horror
Series of Film Reviews
Script-writing
youtube clip mash up montage

Start planning next unit.  What is up?

Note:  Next year there will be a journal keeping component to film projects.
              - What did you learn today?
              - What did your group accomplish today?
              - What did you personally accomplish today?
              - What will you do tomorrow to ensure that your shooting is better (either in terms of group
                 dynamics and efficiency, or quality of filming)