Advertising & society unit guide
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This 20 credit unit examines advertising through philosophical and critical lenses. It aims to use advertising as a field of inquiry to discuss concepts like alienation, art, hedonism, myth, symbolism, and narcissism. Students will analyze advertising both historically and currently, applying insights from debates in aesthetics, human nature, and identity. Assessments include creating an advertising campaign linking products/services to class themes and essays analyzing the creative work. Students will also present ideas and lead seminar discussions. The unit intends to provide a deeper understanding of advertising as both an industry and area of social and artistic importance.
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(2 points): Write an overview of the class/school/target population, including age ranges, grade(s), subject area(s), and relevant micro and macro cultural components. If you are not currently teaching, you may use a prior class, a colleague’s class, or invent demographic information.
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Creativity – How will creativity be encouraged?
Problem solving – Will the activity focus on solving a problem?
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.
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:
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Overview: In Final Project Part Two, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your issue or event, yourself, and diversity through analyzing its impact on society. You will also be able to apply your communication skills and integrate multimedia elements to communicate your message to an audience. This milestone is due in Module Five.
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Critical perspectives in media
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Section A requires students to describe and evaluate their skills development over two coursework productions, and select one production to evaluate in relation to a media concept. Section B requires students to answer one question from six topic areas, demonstrating understanding of contemporary issues, industries and debates within the chosen topic. Marking criteria assess explanation, use of examples, and use of terminology.
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This document provides information about a First Year Seminar course at Marshall University. The course is titled FYS 100 and will be held during the summer of 2012. It will focus on developing critical thinking skills through discussion, problem solving, writing and reflection. Key topics will include multicultural issues and different domains of critical thinking. Students will complete activities involving the arts, sports, debates and more. Assessment will be based on participation, presentations, a research paper and other assignments. The goal is to help students learn effective thinking patterns to support their academic success.
G325 Exam Overview
1) The document provides guidance and sample questions for a media exam, outlining the two sections and what will be required for each. Section A focuses on discussing the student's coursework and progression, while Section B involves analyzing representations of collective identity.
2) Key advice includes using specific examples from coursework, showing conceptual understanding, and balancing theory and textual analysis when answering questions. Theorists are provided for each section to help students incorporate relevant ideas.
3) Time management is important, with students advised to spend an hour on each section, using terminology appropriately, and demonstrating learning across their A-Level studies in responses.
Unit 42 design_for_advertising
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Information is used in various ways, including as a tool to gain sup.docx
Information is used in various ways, including as a tool to gain support, influence behaviors and decisions, and alter one’s perspectives. When you encounter new information, does it sway your opinion? The source of the information, the way it is presented, and the people or issue (s) that benefit from public reaction to the information all play a role in determining quality information. As both a consumer and producer of information, it is important to consider the methods used to effectively and ethically communicate to a broad audience
In this week’s Journal Assignment, you examine the effectiveness of your Group Project.
To prepare for this Assignment:
Review Walden University’s DEEP-C Model General Education Learning Outcomes “Expression” and “Perspective” in the Syllabus
.
Consider “Expression” and “Perspective” as they relate to your Group Project.
Review your Topic Exploration and Analysis and Literature Review to ensure that your group’s publicity campaign is effective, has an ethical approach, and has a consistent message.
General Education Learning Outcomes (The DEEP-C Model)
Discovery
:
Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research.
Evaluation:
Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics.
Expression:
Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes.
Perspective
: Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture.
Change
: Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change.
The Assignment:
Writea 2- to 3- paragraph journal entry in which you address the following:
Consider how nonverbal communication and the formatting of written communication (style, formatting, correct grammar, spelling, etc.) enhance or detract from the effectiveness and consistency of the work you produce.
Reflect on ways the effectiveness of your Group Project’s publicity approach can vary according to audience and context.
Think about the ways an ethical publicity approach could influence a broader audience.
.
IDS 400 Final Project
IDS 400 Final Project Part Two Guidelines and Rubric
Overview
This course explores diversity and its impact on the world around us. Diversity influences society, and society influences diversity, creating a feedback loop
between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to diversity as well as the four
general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better understand
the construction of diversity and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections between popular
culture and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the world.
Issues and events in diversity have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives to
investigate and change. The purpose of this project is to examine a specific issue or event in diversity and how that event or issue impacts individuals and society.
You will do this through the development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically,
investigate, and communicate clearly. These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the relationships among culture, diversity, and self by investigating their influence on one’s discipline of study or chosen profession
Integrate interdisciplinary approaches for determining how issues of diversity affect modern societies in both personal and professional contexts
Describe the cultural and social influences on the development of personal identity by employing appropriate research strategies
Recommend strategies for overcoming obstacles in diversity to meet personal and professional goals
Articulate informed viewpoints on how to ensure cultural responsiveness in personal and professional contexts using effective communication skills
Assess the challenges of overcoming issues in diversity through the incorporation of diverse perspectives and viewpoints informed by relevant literature
and peer experiences
Prompt
For Final Project Part Two, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your issue or
event, yourself, and society through analyzing your event or issue’s impact on diversity. You will also be able to apply your communication skills and integrate
multimedia elements to communicate your message to an audience
In developing this presentation, you will be able to use your analyses from Final Project Part One as a starting point. The reflective nature of th ...
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Intro to sections 1a 1b
This document provides guidance for answering questions about skill development from Foundation Portfolio to Advanced levels. It involves discussing areas like digital technology, creativity, research and planning, and post-production. For question 1b, students must select one production and evaluate it in relation to a concept like media language, genre, narrative, representation, or audience. They are advised to discuss relevant theories and relate their analysis to key thinkers. The focus is on audience - how productions connect to the ways audiences make sense of and interpret media. Students are asked to take notes on how their productions fit or do not fit with the concepts of genre, narrative, media language, and representation.
G325 Q1b Overview
The document provides guidance for a 2-hour A2 Media exam consisting of two sections. Section A involves answering two questions about coursework, with question 1(a) requiring discussion of progress from AS to A2 levels and 1(b) applying a theoretical concept to coursework. Section B involves one question on media and collective identity, requiring references to theory, historical and contemporary examples across media. Strong answers critically apply theory to a range of specific textual examples, demonstrate understanding of key concepts, and relate responses directly to question focus.
Revision overview for whole exam
The document provides guidance for a 2-hour A2 Media exam consisting of two sections. Section A involves answering two questions about coursework, with question 1(a) requiring discussion of progress from AS to A2 level work and 1(b) applying a theoretical concept to one coursework piece. Section B involves one question on media and collective identity, requiring references to past/present/future representations and linking theories to examples. Strong answers demonstrate knowledge of relevant terminology when discussing coursework and applying media theories.
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Overview In Final Project Part Two, you will develop a multimedia p.docx
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Advertising & society unit guide
- 1. Advertising & Society Unit number Unspecified Unit title Advertising & Society Version No. 1 Level H Credit value 20 (ECTS equivalent credit value - 10) PRE-REQUISITES AND CO-REQUISITES AIMS This unit will use advertising as a critical field of enquiry drawing upon historical and contemporary ideas of alienation, art, hedonism, myth, symbolism and narcissism. In debating and assessing advertising through a critical lens; this unit will ask students to reflect and engage with ideas, concepts and categories often neglected. Debates on desire, difference, notions of identity and aesthetics are routinely applied to advertising – but with a different vocabulary and framework. This unit will ask you to engage with classical debates on aesthetics, human nature and identity by creating campaign ideas based on these insights. INTENDED LEARNING OUTCOMES Having completed this unit, the student is expected to: 1. Have an awareness, understanding and knowledge of key philosophical debates 2. Apply and critically evaluate concepts in relation to advertising both historically and in a contemporary setting 3. Link diverse ideas and categories and use these creatively within an advertising campaign 4. Critically reflect on advertising not only as an industry but also as a sphere of artistic and social endeavour 5. Critically interrogate advertising through diverse schools of thought such as art, philosophy, aesthetics and technology LEARNING AND TEACHING METHODS It is intended to teach this module within a standard seminar bloc; the initial hour will broadly outline the thematic content to be followed by class discussion, presentations and critical reflection through case studies and examples. Students will lead the remaining time of the seminar directing discussions drawing insights and ideas from both the literature and examples. It is expected that students will start to draft and sketch initial ideas and creative concepts for discussion in class. ASSESSMENT Summative Assessment CMC Undergraduate Framework; Draft Unit Proposal for Level H (Awaiting approval) December 2010 1 Advertising & Society
- 2. ILOs 1-3 will be assessed by 60% coursework. ILO’s 3-5 will be assessed by 40% exam. Indicative Assessment Information Students will need to sign up for a formative seminar presentation in week one; although not graded feedback on presentation, understanding and applicability of ideas and concepts will be provided within one week. Students will be summatively assessed via: Portfolio of creative solutions and ideas linking products and services to themes explored in class (at least three artefacts) and short essays linking the ideas and theories to the creative output (each at 1500 words) 60% Final exam worth 40% INDICATIVE CONTENT Historical Context Narcissism Alienation Use value versus Exchange Value Art as advertising Hedonism Myth Narrative Postmodernism INDICATIVE KEY LEARNING RESOURCES Cronin, A. (2004), Advertising Myths, Routledge, London Ewen, S., (2001), Captains of Consciousness, Basic Books, New York Goldman, R., (1992), Reading Ads Socially, Routledge, London Hovland, R. & Wolfburg, J., (2010), Advertising, Society and Consumer Culture, M.E. Sharpe, New York Schudson, M. (1984), Advertising, The Uneasy Persuasion, Basic Books, New York Wernick, A., (1991), Promotional Culture, Sage, London Williamson, J. (1978), Decoding Advertisements, Marion Boyars, London CMC Undergraduate Framework; Draft Unit Proposal for Level H (Awaiting approval) December 2010 2 Advertising & Society