analyzing advertising ml4t croatia
TRANSCRIPT
Understanding, Analyzing and
Creating Advertising, Persuasion & Propaganda
Renee Hobbs
MEDIA LITERACY FOR ELEMENTARYSCHOOL TEACHERS (ML4T)University of Zagreb, CroatiaMay 12, 2015
PEER-TO-PEER FILE SHARING
Questions for Today
Why is it important to teach children about advertising and
marketing?
What are the beneficial and harmful dimensions of
persuasion, advertising and propaganda?
How is this topic relevant to the elementary curriculum?
What instructional strategies are effective for teaching
children to critically analyze and create advertising in the
classroom?
Consumer culture is an ideology that operates from cradle to grave
Children need practice to recognize how messages are
designed to inform, entertain and persuade
www. Mindovermedia.tv
Propaganda can be used for beneficial or harmful purposes
Play & Learning about Media
www.mypopstudio.com
Advertising links products with feelings by using many techniques
to appeal to our identity, our emotions & our values
Doc.dr.sc. Igor KanižajSveučilište u Zagrebu
Fakultet političkih znanostiStudij novinarstva
www.fpzg.unizg.hr
Advertising techniques?
1. Classical Advertising
Klasični oglasi
2. Hidden advertising?
18
19
20
2. Product placement
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23
24
POWERED BY
MG NIVELA
SONY
T-MOBILE
DEEZER
KONZUM
JANA
LEDO
25
3. Advertising in video games
Advertising and prime time TV programme
Lion King RTL 6.12.2014. 20.05-21.55 Three commercial breaks 27 minutes 73 ads! What can we do?
You can teach the children to count the ads they see…
AIDA – Frank Wobst
A – attention
I – interest
D – desire
A - action
Are there any good commericals for the family?
Creating Public Service Announcements in Grade 2
Media literacy educators use creative strategies to help children
develop critical thinking skills about advertising, persuasion and
propaganda
PEER-TO-PEER FILE SHARING
Conclusion
Consumer culture is an ideology that operates from cradle to
grave
Children need practice to recognize how messages are
designed to inform, entertain and persuade
Propaganda can be used for beneficial or harmful purposes
Advertising links products with feelings by using many techniques to appeal to our identity and our emotionsMedia literacy educators use creative strategies to help children develop critical thinking skills about advertising, persuasion and propaganda
Hobbs, R., He, H. & RobbGrieco, M. (2014). Seeing, believing and learning to be skeptical: Supporting language learning through advertising analysis activities. TESOL Journal DOI: 10.1002/tesj.153
Hobbs, R. (2013). The blurring of art, journalism and advocacy: Confronting 21st century propaganda in a world of online journalism. I/S: A Journal of Law and Policy for the Information Society 8(3), 625 – 638.
Hobbs, R. & RobbGrieco, M. (2012). African-American children’s active reasoning about media texts as a precursor to media literacy. Journal of Children and Media 6(4), 502 – 519.
Babad, E., Peer, A., & Hobbs, R. (2012). Media literacy and media bias: Are media literacy students less susceptible to non-verbal judgment biases? Psychology of Popular Media Culture.1(2), 97 – 107. DOI: 10.137/a0028181
Morris, N., Gilpin, D., Lenos, M. & Hobbs, R. (2011). Interpretations of cigarette advertisement warning labels by Philadelphia Puerto Ricans. Journal of Health Communication 16(8), 908 – 922.
Hobbs, R., Broder, S., Pope, H. & Rowe, J. (2006). How adolescent girls interpret weight-loss advertising. Health Education Research. 21(5), 719-730.
Hobbs, R. and Rowe, J. (2008). Creative remixing and digital learning: Developing an online media literacy tool for girls. In P. C. Rivoltella (Ed.). Digital literacy: Tools and methodologies for an information society. Hershey, PA: Idea Group Press (pgs. 230 – 241).
Hobbs, R. (2004). Does media literacy work? An empirical study of learning how to analyze advertisements. Advertising and Society Review 5(4), 1 – 28.
Hobbs, R. (2004). Analyzing advertising in the English language arts classroom: A quasi-experimental study. Studies in Media & Information Literacy Education, 4(2). Available online: http://www.utpress.utoronto.ca/journal/ejournals/simile
Denniston, R., Hobbs, R. & Arkin, E. (1998). Media literacy as a complementary strategy to social marketing. Social Marketing Quarterly 4(4), 40 – 42.
www.mediaeducationlab.com
Renee Hobbs
Professor of Communication Studies
Director, Media Education Lab
Harrington School of Communication and Media
University of Rhode Island USA
Email: [email protected]
Twitter: @reneehobbs
WEB: www.mediaeducationlab.com