BTEC TV and Film Portfolio: Unit 29 - Advertisement Production For Television

Task 1 (P1, M1, D1)
http://www.youtube.com/watch?v=x13DH6IoIcQ&feature=player_embedded
Honda Advert - The Impossible Dream

This advert follows various lines of appeal. One of these is the dreams line of appeal. It shows a man who looks to be living his dream by driving all these fancy vehicles that cost a lot money. It's almost as if the advert is saying 'Honda is the dream'. This could also be following the aspirational line of appeal, which is showing rich and luxurious lifestyles. This ties in with the dream line of appeal, as it's showing that if you have aspirations, you can reach to whatever heights and dreams you want. It also shows a line of appeal in the form of nature. The man on the vehicles is driving through the stunning locations, showing to people that Honda can take you anywhere that you wish to go.

Through all these lines of appeal, it definitely shows some reward power. If you achieve your aspirations such as a rich and luxurious lifestyle, you will be rewarded with these nice vehicles, the nice places and be able to live the dream. There is also some coercive power, but only through the use of the song. The name of the song itself, The Impossible Dream, almost dares the viewer to take up the challenge.

This advert in particular seems to be aimed 30-35 year olds, ones who may not have achieved what they want in life and are willing to try anything to live their dream. There is only one character throughout the entire advert, and he seems to be cast as a hero of some sort, like he is victorious over something, or that he has achieved his goals.

Task 2 (P1, M1, D1)

http://www.youtube.com/watch?v=jggz2wPnm2o&feature=player_embedded
Halo ODST

The information given on the character is very stricted, although it is made to seem that he does not really want to do what he has to do. We can tell this by his facial expressions at the beginning. Throughout the advert, he is made out to be some kind of hero, although at one point he seems to be the damsel-in-distress until he is saved by a fellow squad member. We can tell it is the same man throughout because of the scars on his face. At the beginning, we're not entirely sure of what the man's goal is. It seems to follow Todorov's theory of an equilibrium, disruption and resolution, although there is no resolution, as is is shown that they are fighting an almost endless war due to the passing of time in the advert.
Task 3 (P1, M1, D1)
The L'oreal advert with Jennifer Aniston employs all the styles of a beauty product advert. She is shown wearing a golden in dress in very bright lighting, laying back in relaxed positions, almost like a goddess. She is shown again in this goddess-like manner when she is ruffling her hair in the mirror and flicking back out of her face. The advert also uses star power to help sell the product, making the audience think that if they used the product, they could become a surreal goddess being just like Jennifer Aniston.
Another advert that could be classed as surreal, although not of the same style, is the Evian advert with the rollerskating babies. Surreal adverts usually have very little to do with the actual product itself, however in this advert, the tagline 'Evian, live young' applies. Babies who look like they are too to even walk are rollerskating with ease, and are therefore living young. It is normally the more surreal adverts that are the most memorable though, and therefore make for a good advertising campaign, such as Compare the Meerkat. In my opinion, it is the surrealness of it that makes it an effective advert, as I am able to remember it even after not seeing it for a long time.

Task 4 (P1, M1, D1)

Task 5 (P1, M1, D1)

Task 6 (P1, M1, D1)

The Advertising Standards Authority (ASA) are an independant regulator of advertising in all forms of media. These include: magazines and newspaper advertisements, television adverts, radio commercials, posters and billboards, and direct mail. From time to time, the ASA receive complaints from the public, and they respond to these complaints by checking each one thoroughly. Due to this, nearly 2500 advertisements were changed in 2008. Some of the codes that they have to check for in advertisements are misleadingness, harm and offence, racial and sexual discrimination and political and controversial issues.

Task 7 (P1, M1, D1)

http://arrancookbtectvandfilm.blogspot.com/2009/10/unit-21-single-camera-techniques.html
Scroll down to task 5

Advertisers need to know how technology in media is changing because they need to know how to reach their audience in the most effective ways. There are many new ways to advertise, such as through the internet, and many more people read magazines these days. They'll constantly be looking for new mediums of advertising.

Task 8 (P1, M1, D1)

Alaska Marketing Solutions

Client Brief

Project: Television advertisement for the media department in school.

Prepared by: Alaska Market Solutions

Mount Pleasant Road, Pudsey, Leeds, LS27 7ND

Background: Media is constantly growing in every aspect, whether it's out in the real world or just a department in one school.

Objective: We feel that media has become part of our everyday culture, and we want to help a younger generation understand that, and give them skills they need to become successful in the growing entity that is the media.

Target Audience/ Secondary Audience: The primary target audience for our advertisement is year 9 students who are just about to make their decisions about which classes to take at GCSE level. Our secondary audience will be the year 7 and 8 students, as it will give them something to think about over the years, and like any good advertisement does, it will stay in their head subconciously and will influence their choice within the coming years.

Important Context: I feel that the most important thing to include in the advertisement are some solid reasons for joining the media department, such as the range of things it can offer such as the Macs and it's very own radio station. This will give the audience an incentive to join.

Rational/Emotional Reasons: A ration reason for joining the course would be the high pass rate of the course, aswell as the amount of new technology it has to offer. An emotion reason to join the course would be that it could be something that the student wants to do in the future.

Product Ideas: Including interviews of year 10 students expressing their opinion on why they like the media department, and interviews on 6th form students telling the audience what they have learnt over the years and what experience and new skills they have gained by joining the courses offered. We will also have a tagline for our advertisement, as we feel that a tagline helps the advertisement stay in someones head better.

Mandatory Details - Website http://pgslearning.co.uk/media Phone number: 0113 229 6000

Budget/Advertising Time:

Task 9 (P1, M1, D1)

Do you like to see humour in your adverts? Yes/No

Do you like to see a narrative? Yes/No

Do you like to see celebrities/star power? Yes/No

Do you prefer seriousness in your adverts? Yes/No

Would you like known/popular music in your adverts? Yes/No

Do you like expert power/professional opinion? Yes/No

Do you like nostalgia in your adverts? Yes/No

Does a tagline help you to remember an advert? Yes/No

Task 10 (P1, M1, D1)

Task 11 (P1, M1, D1)

Task 12 (P1, M1, D1)

Misleadingness: The consumer must not be mislead into believing something that is not true. An example of this using our own advert would be that if you join the media department, you can do anything you want to in life. This is not true. It misleads the consumer into thinking something that isn't true. A more accurate statement would be 'If you join the media department, you can choose from a wide range of careers'. Whilst the term 'wide range of careers' and 'almost anything in life' seem pretty similar, there is actually a huge difference. It is true that there is a wide range of careers available in media, therefore that statement is not misleading. If a customer is mislead, they may feel that they have been manipulated and will lose faith in that company. The company then loses money due to losing customers.

Task 13 (P1, M1, D1)

Due to our advert being an advertisement for the media department, we could put it almost anywhere on television. A good example would be putting it after some kind of presenters show, where upon watching the program and seeing the advert, it could lead them to think that by taking on the media course that they could become a television presenter. Another good place to put the advert is before a large sporting event, as a career in media could also help you reach the heights of being something like a football commentator, or a camera-man at the match itself.

Task 14 (P1, M1, D1)

Task 15 (P1, M1, D1)

Objective: The objective of this advertisement is to get the year 9's to choose media as a GCSE subject, as they are our target audience. Our secondary audience is the year 11's, as we are wanting them to join 6th form media, and therefore we will need to add a 6th former's opinion into the advertisement. The students will need to persuaded into joining. To do this, we will give them an incentive to join, such as skills for working in the media industry, and offering them all the technology that the media department has. The style of it will have the general conventions of an advertisement. It will include expert power, consumer opinions and will make use of several taglines to make the advertisement a lot more memorable.
The advert won't have a narrative as such, but I'd say the goal would be to successfully get the year 9's and 11's to pick GCSE and BTEC media courses for the next step of their education. The characters will be the people who take the class at GCSE and BTEC levels. Not actors, but just people giving their opinion on what they've learned and experienced upon taking the media class. Close-ups will be used for all of the interviews, and a mid-shot will be used for the interview with Mr. Jackson, as we want to be able to see the working environment around him. To edit the film, we are going to use Adobe After Effects.

Task 16 (P1, M1, D1)

Equipment

The camera we used to record everything was a professional Panasonic camera. We used a dolly for easier transportation of the camera, and a tripod so that could effectively do the shots we needed without the camera being too shaky. For the interviews, we used a directional microphone, except for the interview with Mr. Jackson, in which we used a clip on microphone. The voice over was recorded with a Zoom voice recorder.

Editing Software

iMovie was used to take the footage from the tape in the camera so that it could be saved onto a hard-drive. The footage was then edited in Adobe After Effects.

Who Was Involved In The Recording Process

The whole upper-sixth media class was involved in one shot, which was 12 minutes worth of footage to create a time-lapse to show the working environment in the room. We left the camera to record for a period of time on a tripod. We also interviewed three people, aswell as the head of the media department.

Costume and Location

The interviews were conducted on the spot with no rehearsing of answers, and the people being interviewed had no knowledge of what the questions were beforehand. The location we chose was the media department, as this seemed a suitable place to shoot footage the advert. This is so that people can see exactly what they'd be doing if they joined the media department. There were no costumes used.

Task 17 (P1, M1, D1)