| |
Automobile
Commercials
Program
Area
This activity
has been designed for use in the Media Studies Unit of the Grade
9 Language program which includes a study of television advertising.
Learning
Outcomes
Teaching,
learning and evaluation will focus on the student’s ability
to:
- Decode
television automobile commercials by learning the conventions
in language and symbols that are used in commercials to construct
meaning and create effects;
- Deconstruct
television automobile commercials by learning to take commercials
apart and examine how and why they were constructed the way
they were, and to determine their effects on the audience;
- Make
recommendations on car features which should be stressed by
automobile manufacturers in producing cars and by advertising
agencies in creating car commercials.
Background
Petroleum
is a nonrenewable resource. It is a fossil fuel which took millions
of years to produce. One day, we are going to run out of this
fuel that we heavily depend on to run our automobiles and heat
our homes. Car manufacturers, particularly those in North America,
are still trying to sell cars on the basis of speed and power
instead of focussing on producing fuel-efficient cars. This is
reflected in the advertising we see on television for car commercials.
Much of the advertising of powerful cars is aimed at the young
driver. Young people need to get a message to car manufacturers
and advertisers that they are concerned with fuel efficiency.
Moreover, if commercials stressed fuel efficiency, perhaps more
people would consider this as a important feature.
Classroom
Development
- View
several car commercials which are seen on television.
- As the
commercials are viewed, each student makes a list of the features
of the cars as emphasized in the commercials. For each of the
features, the student selects the words and images used in the
commercials to highlight these features (see Automobile Commercials
handout).
- In small
groups, students read selected articles regarding the limited
supply of petroleum and the pollution caused by cars. From these
readings, the groups are able to complete the Automobile Report
Card on the handout. The group must then develop at least three
(3) recommendations for the advertising of automobiles of the
1990s. A list of all these recommendations should be posted.
- Alone
or in pairs, students do one of the following:
a) Produce a storyboard for a fuel-efficient car, making use
of some of the recommendations which came from the class. Send
this storyboard to the Creative Director of an ad agency which
produces car commercials. This may be obtained from a directory
called The National List of Advertisers which is published yearly.
Libraries keep a copy of this directory.
b) Write a letter to a local advertising agency which produces
car commercials or to the Sales Manager of a car dealership,
regarding their apparent lack of concern for the environment
as evidenced in the car advertisements for their products.
Timing
Allow 30 min for viewing car commercials and noting the words
and images used to highlight the features of the cars. Allow 30
min for groups to complete the handout. Allow 15 min for the groups
to make recommendations and another 10 min for students to read
and consider the recommendations of other groups. Allow 120 min
for individuals or pairs to produce a storyboard or letter.
Resources
Duncan, Barry. Mass Media and Popular Culture. Toronto:
Harcourt, 1988. pages 10-13 on deconstructing, decoding articles.
Evaluation
Items
TV Car Commercial Storyboard or letter to car dealership or
advertiser.
Cross-disciplinary
Links
Auto Mechanics—Students may choose to develop a solar
car or do a study of a solar car made by the Electricity students,
and to include reference to this car in their storyboard or letter.
Student
Activity
View several
car commercials on television. As you watch and listen to the
commercials, complete the first chart below as follows: in the
first column state the name of the car in the second column, state
the features of the car which are mentioned in the commercial,
and in the third and fourth columns state the words and images
used to highlight the features.
When you have completed the first chart, form a small group with
2 or 3 other people. Read the articles provided and then prepare
an Automobile Advertising Report Card by deciding on the 5 features
which appear most frequently in car advertisements. Give a checkmark
if the feature is environmentally sound, and an ‘X’
if the feature could be harmful to the environment. Next, rate
the features from “A” to “E” as far as environmental
responsibility is concerned. In the last column, state your reasons
for the evaluation you gave.
Chart 1
Headings: Product Name, Features, Words Used, Images Used
Automobile
Advertising Report Card
Chart 2
Headings: Most Common Car Features Advertised, Environmentally
Friendly, Evaluation Rationale
|
|
