Advertising assessment learner response

 1) Type up your WWW/EBI feedback in full (you don't need to write the mark and grade if you want to keep this confidential). 

Total = 17 = Grade = 5

WWW - This is a good assessment: progress on your last one and showing good knowledge (particularly Q4 on Galaxy).

EBI - The challenge now is to consistently reach the upper levels of the mark scheme in every question: Q2 holds you back here. Look at the mark scheme carefully in your LR to learn what AQA are looking for.

LR - See blog

2) Read the mark scheme for this assessment carefully. Write down the mark you achieved for each question: 

Q1: 2/2
Q2: 3/12
Q3: 5/6

Q4: 7/12

3) Look specifically at question 2 - the OMO 12-mark question. Pick out three points from the mark scheme that you didn't include in your answer. 

• Many women worked in full-time paid employment during the war years and immediately afterwards. As men replaced women in these jobs, advertising reconciled women to losing their jobs and transferring to unpaid domestic work.
• Ads in the 1950s reinforced dominant patriarchal values and beliefs e.g. women were judged by the ability to be ‘house-proud’ including the cleanliness of laundry - In the OMO advert this is shown when the woman (central image is at home doing housework.
• Gender, ethnicity and sexuality will be represented in different ways as social attitudes change.

4) Now look at question 3 - on the NHS Represent advert. Use the mark scheme to identify one way the advert subverts stereotypes of race/ethnicity and one way it might reinforce stereotypes of race/ethnicity. Try and write points you didn't include in your original answer if you can.

• One thing of the advert (perhaps inadvertently) that reinforces traditional stereotypes of race and ethnicity: many of the celebrities are from sporting or performance-based backgrounds (e.g. Nicola Adams – Olympic boxer plus football, dance, fashion, drama). This arguably reinforces traditional stereotypes of even successful black role models tending to be celebrated for their performances or physical capabilities.
• Chuka Umunna is in suit with Houses of Parliament behind him. This subverts stereotypes of black men in the media. Again, camera shot and mise-en-scene creates a powerful representation that is notably different to what we usually see in the media.

5) Finally, look at question 4. Use the mark scheme to identify three points you could have made regarding the key messages in the Galaxy advert with regards to genre, narrative and intertextuality.

• Propp’s theory of character types can also be applied to the advert but here it deviates from the traditional roles of the 1950s and applies modern gender stereotypes that subvert audience expectations. Initially, Audrey Hepburn is presented as a damsel in distress and Gregory Peck as the hero. However, when she takes the bus driver’s hat (making him the donor) she turns Peck into a mere sidekick or helper and establishes herself as the hero. This also helps to reinforce an empowering message to the (perhaps majority female) audience in terms of the rewards of Galaxy chocolate and the luxurious moments it can help create.
• Mise-en-scene helps to create a sense of the genre of Audrey Hepburn’s classic Hollywood romances. The selection of a stereotypical Italian Riviera setting filled with 1950s/1960s nostalgia helps create the atmosphere for Galaxy’s key message. There are several ‘pack shots’ of the product (one in close-up) that helps to emphasise the quality and reward elements of the message.
• Sound: The use of ‘Moon River’ is an intertextual reference to Audrey Hepburn’s films.The style of music also helps Galaxy establish their key message of ‘silk over cotton’.