Teachingmedialiteracy.com: A Web-Linked Guide to Resources and Activities

Chapter 8: Studying Advertising

[8.1] Studying Advertising

[8.2] A Broader Definition of Advertising Instruction

[8.3] Advertising Drives Content

[8.4] Socialization of Children as Consumers

[8.5] Application of Semiotic Analysis to Ads

[8.6] Analysis of Techniques of Persuasion in Ads

[8.7] Critical Discourse Analysis of Ads

[8.8] Advertising as Propaganda: Public Relations Ads

[8.9] Advertising and Idealized Gender Images

[8.10] Advertising and Alcohol/Tobacco

[8.11] Advertising and the Pharmaceutical Industry

[8.12] Advertising on the Web

[8.13] Marketing in Schools

[8.14] Political Advertising

[8.15] Ethical Issues with Advertising: Product Placements

[8.16] Creating or Parodying Ads

[8.17] References

[8.18] Teaching Activities

Powerpoints

Chapter 8

[8.3] Advertising Drives Content

[8.3.1] However, Gloria Goodale and M.S. Mason, in their articles in The Christian Science Monitor, “Youth powers TV, but is that smart business?” challenge this orientation of marketing for the 18-49 year old market.

[8.3.1a] Analyzing Sports Marketing

[8.3.1b] Bakari Chavanu Seventeen, Self-Image, And Stereotypes: Rethinking Schools: analyzing Seventeen magazine

[8.3.1.c] Chip Walker, Energy BBDO: GenWorld Teen Study: Current teens, described as “Creatives,” are less interested in external appearances and brands and more interested in supporting causes.

[8.3.1d] Deanna Zammit, Brandweek, Brands, Not Marketers, Define Teens: Teens are more interested in using brands to define their own identities so that they need to be able to discover the brands themselves as opposed to being told the meanings of brands.

[8.3.1e]

[8.3.1f]


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