Final Post - Revisiting Post 1

At the beginning of the semester I chose to analyze VW's The Force commercial, an advertisement for the new Passat model.  When I look back at my original post, I still agree with all of the statements I made regarding audience, music, types of shots, and nostalgia.  After learning more about the design process and about using design to guide the eye, I would add a few more observations.  First of all, the color scheme that the commercial uses is very monochromatic.  There is a calm feeling that the audience gets from the commercial due to the single-shots, slow movement, etc., but this is juxtaposed with the ominous Star Wars music.  The color scheme helps to stabilize the film as the music builds.  Second,  I notice now that each shot uses different lines in the picture to draw the eye in a certain direction.  For example, when the boy is walking down the hallway, the camera angle and the walls on each side create the feeling of depth.

Constructing and deconstructing media messages is part of being a consumer, but it is also part of being a teacher.  We are constantly constructing messages for our students using a variety of media tools.  Knowing about the design principles and how to construct these messages to meet specific objectives is a valuable tool. 

Week 14: Learning Element with Student Side

I created my original learning element online at cglearner.com.  Unfortunately, the site gave me a LOT of problems today:  I couldn't even log in!  I reset my password several times, but to no avail.  After much frustration, I decided to simply write the student version here.  As you can see in the original learning element, I had already posted the learning focus and 'about this learning element.'  Below details the activities.  The titles of each activity are linked to the active page on the MMP site I created, as appropriate.  

Knowledge Objectives:

• How do people effectively persuade others?
• How do persuasive techniques contribute to a strong argument?
• Why is it important for a persuader to know his/her audience?
• What strategies do advertisers use to get their audience to do or believe something?
• How can understanding persuasive techniques make you a more educated consumer?

Learning Activity 1: Pre-Assessment

Activity 2: Loaded Words

Activity 3: Audience

Defining Audience: Who uses the product?  Who views the commercials?  Who reads the magazines that the ad is in?  

Activity 4: Commercial Ad Analysis - as a class

As you watch the videos, consider the following questions: 

• What product or idea is being advertised?

• Who is the audience for this commercial?  Consider age, gender, interests, etc.

• What is the commercial promising or suggesting to the audience?

• What persuasive techniques are being used?

• What makes the commercial interesting or eye-catching?

• How did you feel after watching the commercial?  Did you want to buy the product, or perhaps learn more about it?  Were you left thinking about it, or singing a catchy tune?

• Was this advertisement effective?  Explain your response, and include what your favorite and least favorite elements of the commercial were. 

 Activity 5: Commercial Ad Analysis: as a small group

Activity 6: Brand Analysis Project

Activity 7: Peer Responses on Edmodo

Instructions: (part 1)go online and log into your Edmodo account.  Go to your class page.  By clicking on the active links next to each document, view your classmates work.  Take some time to watch the videos they selected and to view the print ad they included.  Comment on their work using the readers' response sentence starters provided. 

(part 2): Go to your class page and find where you posted your project.  Read the comments your classmates wrote to you.  As a final post, respond to your document.  You may answer questions your classmates asked, clarify things that weren't clear, and/or reflect on your own work and the project itself.  Your final reflective post should be one paragraph (at least 5 complete sentences).

Activity 8: Persuasive Techniques Quiz

(Study Guide) You will need to know...

• All persuasive techniques, including the 'extras' that we discussed in class and took notes on
• Audience
• Connotative Language
• Apply knowledge of persuasive techniques to ad analysis

Week 14: CITEd toolkits

For my toolkit, I chose to include resources for using technology in the middle grades English/Language Arts classroom.  I chose this avenue primarily because I wanted to look for resources that I could potentially use in my own classroom (yes, a selfish motive!) but also because the colleagues that I interact with most teach the same thing as I do, so creating a toolkit that I could share with the people I talk with the most just seemed like a logical thing to do.  I also included some resources that maybe don't link directly to English/LA, but that I have used and liked or that would be helpful given our current curriculum.  For example, I included a link to a resource on conducting effective online searches and evaluating primary source documents as tools for the (very large) research paper that teach the kids how to write at the end of the year.

Using Technology in the English/LAL Classroom

Since I chose to share this resource with colleagues, I decided to put mostly online interactive tools, resources, and websites into the toolkit.  Had I shared this with an administrator or tech coordinator, I most likely would have included more scholarly resources and articles related to the importance of tech integration in the classroom.  However, since most of my colleagues barely have time to eat lunch during the day, let alone read a long article, scholarly articles did not feel like the right direction to take with this.  One of the teachers I shared with is as techy as I am, but the other two are not as comfortable using technology -- one of them actually calls herself the grim reaper of computers because everything she touches breaks! -- so also tried to choose resources whose titles and page names were not overwhelmed with tech terms so they would be more accessible. 

I was impressed with the quantity of resources linked from the CITEd page... it was very extensive.  I do wish there were more options for sorting the resources (maybe there are and I couldn't figure it out though...), and unfortunately some of the links I wanted to investigate were dead.  I wonder how often they update their database?  I am looking forward to speaking with my colleagues this week to see what they thought of the toolkit.  I am definitely interested in the potential that something like this has for collaborative professional development!

Week 13: Learning Element

For this assignment, I used the MMP project I have been working on for Persuasive Techniques in Advertising.  The final project asked the students to complete a brand analysis by choosing a brand or product to analyze, view 2 commercials and 1 print ad, and write up an analytical report with a conclusion (trends, noticings, etc.).  Students then posted their projects in digital form to our class page on Edmodo, and then viewed/commented on their peers' work using readers' responses prompts and sentence starters.

I had a bit of trouble wrapping my brain around the Learning Element software... for me, it was not very intuitive.  From a critical standpoint, it seems to make a relatively simple task of planning, sequencing, and scaffolding into a more (unnecessarily) complex process.  Nevertheless, the link to my Learning Element is below.  As you can see, I completed the teacher side and started (but have not yet finished) the student side.  Check bad next week for the completed product.

Learning Element

Mini Art School #4

Assignment 1: MMP Storyboard

For this task, I created the slides for my storyboard in powerpoint, saved them as images, and imported them below.  I am creating a website to house all of the curricular materials, activities, and resources for a unit on persuasive techniques.

Assignment #2: 60-second video

For this assignment I decided to do a 'how-to' video.  I used the steps for creating stop-motion animation explained in DIY media, and had a lot of fun doing it!  I set up a tripod with my camera - first in front of the counter (to show the prep steps), then in front of the oven, then in front of the camera again.  I recruited my husband to take the pictures, and he was rewarded with a nice hot pizza, straight from the oven!  I uploaded two videos below - one version has music, the other doesn't.  I couldn't decide which one I like better.  The one with the music feels like it moves faster, but I'm not sure if the music becomes a distraction.  I'd appreciate your thoughts!

How to Make a Pizza (with music)

How to Make a Pizza (silent film version)

Mini Art School #3

Design Basics Index

Photo Cropping Exercise

For this exercise, I used the Design Basics Index guidelines to crop photos, thus changing the eye movement, mood, or subject of the picture.  Using inspiration from this week's readings in DIY Media, I ventured to Flickr and explored this week's 'most interesting pictures.'  Even though a lot of the pictures on that website that are considered 'most interesting' have already been cropped or artistically modified, I did what I could to find images that I could work with.  The photos below are professional and therefore beautifully done; I did run into some roadblocks when downloading the images.  Some of the images that I wanted to use had downloading disabled by the owner, so I had to be sure 1. to find images that downloading was allowed, and 2. to credit the owners of the pictures properly.  Credit is given to the owners in the captions underneath the original photo, along with a link to their flickr.com page.

Below is a video of all the images together.  Specific descriptions of the photos and why I chose to crop the way I did are below the video.

1.

Copyright Vivienne Gucwa 2011

The original image is of a street in Chinatown, NYC.  The images in the photo are very specific to that neighborhood, and the tonal color of red exemplifies that this picture was taken in Chinatown.  By cropping the photo to show just the young man standing against the brick wall and by toning down the red in the photo, I think that I made the images more transient- this photo could have been taken anywhere.  

------------------------------------------------------

2.

Copyright Vivienne Gucwa 2011

In the original image, the eye is drawn to the negative space of the sky right above the bridge.  By cropping the sky from the top of the photo, I changed the focal point and supported the bridge as the primary focus, which also serves to equally divide the sky above the bridge from the water and streets below. 

:

------------------------------------------------------

3.

Copyright Vivienne Gucwa 2011

 The original picture of this street in the village (NYC) has a specific color palette reminiscent of early fall.  My eye was drawn to the sun shining through the trees and onto the building, so I cropped the photo to focus only on that.  The red leaves in the bottom left corner dissect the picture diagonally, which I really liked.

------------------------------------------------------

4.

Copyright Little Miss Shabby

The original image  has a very specific grid and frame to it; showcasing a variety of quilt squares.  I chose to crop out one of the quilt squares and change the color of it slightly (from a bright pink to a hue more antique y).  I also added a frame; the original picture had a frame built into the layout of the squares, and I liked how it forced the eye to look at the group of images as a single item.  I mimicked this design element to reinforce the idea that the two flowers are one unit. 

------------------------------------------------------

5.

Copyright Still Plays with Dolls 2011

I love this picture - it is so quirky!  When I looked at the original picture, it was very obvious that it was a doll.  My eyes were immediately drawn to the doll's large white eyes, so I decided to focus on those for my crop.  I also changed the color and used selective black and white to humanize the doll's face.  By taking away the very specific doll characteristics, I was able to create an image where the viewer creates the personality behind the eyes - not the other way around.

------------------------------------------------------

6.

Copyright rebecca anne. 2011

I liked this photo because of the two different subjects - the woman and the elephant.  For me, it was difficult to tell what the picture was for (fashion, maybe? the ASPCA? who knows!), so I decided to simplify the image by cutting out the elephant.  Originally, I intended on cropping out the woman and focusing on the elephant, but when I did that it was clear that the picture had been doctored - the skin on the elephant did not look right.  I chose to crop the picture so that the woman was offcenter, looking towards the sky.  The picture is obviously not balanced, but the negative space that the woman is looking could be filled with whatever the audience imagines. Really, what is she thinking about?  Why does she have a cat on her shoulder?  The blank space allows the audience to process and ponder this, without feeling overwhelmed.

Design Basics Index - Theme Exercise

Book Cover: Flirting with the Bully

I chose this activity because I like the idea of creating a book cover with a theme.  The theme of bullying is very specific, and I tried to capture a target audience (young girls and their parents) with these covers.  I utilized feminine colors, but contrasted them with a black and white background.  This created a sense of despair and loneliness (the empty hallway) that I hope will resonate with the target demographic.

This first book cover used a pinkish red for the word flirting, and the orange in the word bully captured the urgency of the situation.  I chose to make the word 'bully' reflective so that the audience would see themselves through the word.

The second book cover I created is a little different, because instead of the empty hallway as a background, I used the image to fill the text.  Again, I used a shade of pink to capture and identify the target demographic, but this time I made the pink a bit bolder.  I chose to use the same font for all of the words, but modified the size to justify the space. The depth of the hallway guides the eye 'into the book,' enticing the audience to open and read. 

Mini Art School #2

Design Basics Index

Exercise 1: Word Portraits

For this activity, I chose twelve different fonts from my computer's cache and thought of words that embody the 'voice' of the font.  It is sometimes easy to figure out that a font either works for a project or doesn't work for a project based on how it 'feels.' It was more difficult, however, to assign words to these feelings.  I completed this activity using PowerPoint, and then exported the slides as .jpg files.  After exporting as .jpg files, I imported them into Windows Movie Maker to create the slideshow below.

 

Design Basics Index

Exercise 2: Textural Composition

For this activity, I chose a simple shape with a distinguished feel - the image of the sun is generally perceived as being yellow (or a variation of yellow), with a feeling of warmth and happiness.  By changing the texture of the shapes, I was able to also change the feel of the shape and, in turn, the message or emotion it is intended to deliver.  I also chose to create two images - one with a black background and the other with a white background - t emphasize the importance of background color.

The difference in background color made a huge difference for some of the shapes.  Especially the shapes where an image was used as a texture, the background color of either black or white was harder to choose.  I did not add outlines to any of the shapes so that the texture could define the shape rather than a black line; when I did add an outline it made the shape feel chunky, forced, and amateur.  The darker textures generally look better on the white background, and the lighter textures generally look better on the black background.  Through this exercise, I re-discovered texture as a way to add visual interest to a shape or design; it is very easy to stick to solid colors and simple shapes in design, but a nice subtle texture can make a big difference.  For example, the shapes on the top of the image have a 'softer' feel because of the texture and the color, while the shapes towards the bottom of the image are heavier and bolder. 

Mini Art School #1

Design Critique

Food & Wine Magazine, October 2011, pg 88

For my required design critique I chose  a page from Food & Wine Magazine's October issue (pg. 88).  I was thumbing through this magazine shortly after completing the readings for this week, and there were many design characteristics that stood out to me.

Audience

The readers of this magazine are interested in food and wine, so the article captures the audience's attention with a photo of colorful, fresh food. 

Image 

The designer here chose to combine two images of slightly different height to top the page.  The fact that both pictures have backgrounds in similar shades of gray creates a harmony between the photos that allows them to be placed next to each other without competing with each other.  Additionally, the vertically aligned subjects of the photos (the vegetable tarts on the left and the owners standing on the right) create a visual harmony that works.   The designer chose not to place a hairline border around the pictures because there is enough of a contrast between the white of the page and the gray of the image to set them apart.  Utilizing the 'works every time' layout, the designer placed the pictures at the top of the page to catch the audience's attention and guide the eye towards the article. 

Layout 

The designer here used the 'works every time' layout, and it works. There is a superb balance of color, text, and image that harmonizes to invite the audience to engage in the article and pictures. 

Headlines 

The headline is in a large and different font, placed right underneath the image.  There is an almost poetic quality to the headline, as evidenced in the assonance (repetition of the final 's' sound in three of the words).  The designer allowed the headline to justify where the line break would be - smartly, they did not separate the words 'Vergennes' and 'Laundry' the name of the bakery in the article. 

Typography 

In the 'works every time' layout, the rule of thumb is to only use two fonts.  This design breaks that rule, but it works because the fonts are not competing with each other.  The tag, headline, and byline are all in the same font.  The sub-heading and the text of the article are also in the same font.  The designer chose to use a slightly more whimsical font, very similar to the copy font, for the quote that is inset in column one.  The color of the inset quote matches the color of the initial letter of the copy and also picks up on the red color of the cherry tomatoes in the photo, so there is a continuity of colors that sets the mood and tone of the article - bold, yet classic.

Margins 

Margins are generous on all sides of the copy, but the designer chose to position the left-side photo flush with the edge of the paper.  Even though this technically breaks the rules of design, I think it works; the light colored background of the photo creates a faux margin for the eyes.

Columns 

This layout utilizes two margins or the copy, plus a technical third margin for an inset quote.  The use of two columns effectively breaks up the text and makes it inviting to read.  Additionally, the color of the inset quote draws the eyes down from the image to the text and invites the audience to engage in the article.

Cutlines 

"...if you do need a cutline, run it flush left and ragged right directly underneath the visual" (Golombisky & Hagen 24).  This design breaks the cutline rule, but with good reason.  First of all, running the cutline directly underneath the pictures would clutter the headline space, not to mention the fact that the differing lengths of the photos would create trapped white space.  The designer was smart in placing the cutline in the top left corner of the right picture for two reasons: 1. the black text of the cutline fills the empty space of the white wall behind the bakers, and 2. the black text of the cutline on the top left-hand corner balances the blacks shadows in the bottom right hand corner of the picture. 

Justified Rivers

One of the design no-no's explained in White Space is Not Your Enemy was justified rivers - what happens when you justify text in your copy and are left with 'rivers' of white space between words.  Despite the fact that the columns are fully justified, the designer generally avoids justified rivers.  When I look closely I can find one or two small ones, but they are not overt or distracting.

Widows and Orphans

There are no widows or orphans present in the copy; it is a neat, clean, and inviting layout.  The fully justified text is formatted just right too avoid the widows, orphans, and rivers. 

Design Basic Index:

Harmony Workshop Exercise #2

I decided to do the 'visual echo' exercise because I enjoy working with color and appreciate when colors work in harmony to help convey a message.  The posters I created are for a music festival featuring laid back rock and jazz artists- the target audience is young adults looking for a laid back music festival.  

Design Basic Index:

Loosened Alignment Exercise

I decided to do the loosened alignment exercise because it is something I have never done before.  Because this was new to me, I used the examples in the book as a model for my design. I chose to use muted purples and blues for the design to give an impression of an upscale toy store, but the orange pops of color maintain a young and fun feel. 

 

Multimedia Montage Project: Professional Communities

I have been a member of several online professional communities for several years now, but don't think that I've truly tapped into their potential yet!  I am hopeful that this project will force me (in a good way!) to use more of the professional resources that are literally at my fingertips.  

I like to use Facebook to follow education pages because it allows me to view information all in one spot and to seek out more details if I want or need to.  On Facebook, I follow Edutopia and Edmodo, and I just signed up to follow ReadWriteThink.org (one of my favorite teacher websites!)  I also subscribed to an RSS feed from ReadWriteThink for 7th and 8th grade Language Arts Materials, and I will be streaming the RSS feed through Google reader.  

The project I intend to create is for my students.  Every year, I teach a unit on persuasive techniques.  In past years, we have used mostly printed advertisements and speeches to evaluate persuasive devices.  I would like to create an website that houses all of the unit materials - including .pdf files, video, audio, and pictures - to use in the classroom.  I am hopeful that this website can be both informational and interactive for the students to understand and evaluate persuasive techniques.  

The online communities I have joined will help to provide a strong foundation for the design and content of the website.  I know that teachers have created content/unit specific sites before, so I am hopeful that I can use their tools and tips to create my own.  The National Council of Teachers of English (NCTE) has issues a position statement on multimodal communications, and I feel strongly that I am responsible for modifying my instructional practices to meet 21st Century Skills requirements.  I am hopeful that my membership in the online communities and my goal of creating a unit-based website will help to fulfill at least part of that responsibility. 

May the Force Be With You...

The Volkswagen Force commercial’s primary intention is to advertise and ultimately sell the newest Passat model.  In reality, however, this commercial tries to sell much more than cars – it tries to sell a lifestyle.  The company uses nostalgia, humor, and images of perceived success to reach the audience.  In this cookie cutter mid-American upper-middle class family, the father works (as evidenced by his coming home at the end of the commercial) and the mom stays home with the young boy (as evidenced in her giving him a sandwich for lunch).  The people in the video are portrayed as financially and culturally/socially successful.   VW is attempting to portray what they perceive to be the American dream – working dad, stay at home mom, a cute kid, a dog, and a German car in the driveway. 

This commercial used strong nostalgic images to reach a very specific and targeted audience – young white working families.  The Star Wars Trilogy came out in the late 70’s and early 80’s, when their target audience was in their teens.  The images from Star Wars may have defined, or at least influenced, years of their target audiences lives, so I consider it very clever to tap into that nostalgia.  The advertiser transposes images of the families that they seek to reach – a ‘this could be you if you owned a Volkswagen’ approach.  The entire commercial is filmed through a third person objective lens, but it follows the behaviors and needs/wants of a young boy dressed in a Darth Vader costume.  We see the boy become disappointed over his lack of Darth Vader powers when he tries to influence ‘regular things’ (the advertiser here is creating a divide between the ‘average’ items- elliptical machines, washing machines, a doll that resembles Luke Skywalker, and peanut butter sandwiches – and the extraordinary – the new VW Passat), but the audience finally shares in the boys triumph and surprise when his powers work on the car.  Here, the advertiser is also trying to connect with the kid inside all of us, allowing us to share first in his frustrations with the everyday, and finally in his excitement and disbelief over his success (and who doesn’t want to dress up in a Darth Vader costume?)  Since the commercial is filmed through the third person lens, we are also able to share in some of the feelings of the parents.  For example, the mother humoring (or dismissing?) the boy’s attempts at telekinesis while going about her everyday doings makes a connection to the mothers in the audience.  The father’s clothing (casual suit, briefcase) and desire to hug his son when he gets home also appeals to the family men in the audience, while the young parents together can share a feeling of satisfaction at having both tricked their son and made him incredibly pleased with himself at the end of the day.  This portrayal of family dynamics is both a reproduction and representation of reality. 

I think that this advertisement was successful in its attempt to reach a specific and targeted audience, capture their attention, and convey a message.  Petterson, on information design, states “Regardless of the selected medium, a well-designed information material, with its message, will satisfy aesthetic, economic, ergonomic, as well as subject matter requirements” (Petterson 40).  Aesthetically, the commercial was clear, utilized single-angle and steady shots (an appeal to their older audience who prefers this to quick flashing images), and took advantage of well-known and powerful music to capture the audience’s attention from the start.  I would also suggest that by aligning VW with Star Wars, the advertisers are suggesting that the Volkswagen brand, much like the Star Wars brand, is part of American culture, has a strong influence on that culture, and is a ‘force to be reckoned with’ that has staying power and an ability to connect with multiple generations at the same time. 

I think that by filming the commercial in this way, Volkswagen was able to successfully appeal to all of the stakeholders in their target audience – mom needs to be happy, dad needs to be happy, and the kid(s) need to be happy.  I would also suggest that filming the commercial in an alternate point of view, for example, the first person point of view of the child, would both weaken the intended message and would even possibly appeal to a different demographic than would potentially buy the car, thus weakening the effectiveness of the ad. 

The students in my classroom conduct advertisement analysis when they learn about persuasive techniques, so this activity really put me in their shoes!  What this reinforces, however, is the importance of the ability to apply and analyze information over the ability to recall details.  Over the course of our lives, the content and medium through which messages are delivered changes, but it is our ability, and the ability of our students, to identify that a message is being delivered, analyze that message, and make an educated decision about how to act in response to that message is what is most important.  The P21 initiative corroborates this intention, as well as the importance of embedding problem solving, critical thinking, and media literacy into core content knowledge.