SCS 100 Project 3 Advertisement List

SCS 100 Project 3 Advertisement List

You will need to identify four (Highlighted in yellow) advertisements to support your work on the project. You must choose ads from this list. View each ad to make your selection. Accessible versions of each ad are indicated with bullets.

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Product/Service: Health and Beauty

Advertisement Ad Type
Google: Body Type (1:58)

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·                     Narrated video

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·                     Transcript

Video
Promote Iceland: Let It Out! (1:01)

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Video
Olay: #Makespaceforwomen (0:30)

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Video
Dove, Sky Witness: Empowering Idents (2:04)

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Video
Panasonic: Your Inner Man

·                     Text-only description: Panasonic: Your Inner Man

Print
Haagen-Dazs: Beard Bibs

·                     Text-only description: Haagen-Dazs: Beard Bibs

Print
Pantene: #SeeBeautyNotGender (1:43) Video

 

Product/Service: Cars and Transportation

 

Advertisement Ad Type
Hyundai: Smaht Pahk (1:20)

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Toyota: 2020 Toyota Big Game Commercial: Ft Cobie Smulders (1:00)

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Jeep: Groundhog Day – Bill Murray (1:01)

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Audi: Let It Go Featuring Maisie Williams (1:00)

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Audi: The Doll That Chose to Drive (3:09)

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Mini Cooper: Created in a Countryman (0:41)

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Video

 Product/Service: Social Services and Causes

Advertisement Ad Type
Apple: A Climate Change Promise from Apple (1:36)

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·                     Transcript

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Burger King: Reduced Methane Whoppers (2:00)

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Stronger Together (0:50)

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Canon: Truthmark (1:59)

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Ad Council: Fight the Virus. Fight the Bias. (1:15)

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Unilever: United We Stand (0:57)

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SCS 100 Module Three Activity Guidelines and Rubric

Overview

In this module, you learned about identity, groups, culture, prejudice, and stereotypes. You will apply that knowledge to the analysis of your advertisements. For this activity, you will focus on making objective observations about the groups and cultures in your advertisements.

Prompt

Use the provided Module Three Activity Template Word Document to complete this assignment. First, look closely at your four advertisements and identify the groups and/or cultures present in the ads. Then, make objective observations about them. Finally, reflect on how your beliefs, assumptions, and/or values may have impacted your analysis.

You are not required to answer each question below the rubric criteria but may use them to better understand the criteria and guide your thinking.

Specifically, you must address the following rubric criteria:

  • Describe how groups and/or culturesare presented in all your advertisements.
    • Your analysis is limited to the people in your ads who form groups and/or represent various cultures. Remember, culture is not limited to race and ethnicity. You are not examining settings, logos, taglines, mood/tone, or any other element of the ads. Objectively describe the groups and/or cultures. What characteristics can you objectively observe using your senses?
    • In this step, do not make interpretations or judgements about the groups and/or cultures.
  • Describe the representation of stereotypesin all your advertisements.
    • Your analysis is still limited to groups and cultures, but now examine your ads for the presence of stereotypes. You should refer to specific details in the ads that communicate a stereotype. If you do not believe stereotypes are present, you must explain why and provide examples from your ads to support your point.
  • Discuss how your beliefs, assumptions, and/or valuesmay have influenced how you analyzed your advertisements.
    • As you’ve learned, your subjective perceptions of the social world are influenced by your attitudes and biases. Check in with yourself. Did you make any assumptions about the groups and/or cultures in your ads? Did past experiences influence how you interpreted the presence or absence of stereotypes?

What to Submit

Submit the Module Three Activity Template. If you reference sources in your responses, they should be cited according to APA style.

Module Three Activity Rubric

Criteria Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Groups and/or Cultures Describes how groups and/ or cultures are presented in all the advertisements Shows progress toward proficiency, but with errors or omissions; areas for improvement may include describing groups and/or cultures present in all the ads, or making those descriptions more detailed or without subjectivity Does not attempt criterion 30
Stereotypes Describes the representation of stereotypes in all the advertisements Shows progress toward proficiency, but with errors or omissions; areas for improvement may include describing the presence or absence of stereotypes in all the ads, making those descriptions without subjectivity, or providing more support for claims Does not attempt criterion 30
Beliefs, Assumptions, and/or Values Discusses how beliefs, assumptions, and/or values may have influenced how the advertisements were analyzed Shows progress toward proficiency, but with errors or omissions; areas for improvement may include detailing the influence of beliefs, assumptions, and/or values on the analysis of the ads, or providing more relevant examples of the influence Does not attempt criterion 30
Articulation of Response Clearly conveys meaning with correct grammar, sentence structure, and spelling, demonstrating an understanding of audience and purpose Shows progress toward proficiency, but with errors in grammar, sentence structure, and spelling, negatively impacting readability Submission has critical errors in grammar, sentence structure, and spelling, preventing understanding of ideas 10
Total: 100%

 

Module 3 Project

Advertisements provide diverse information about products or services. In most cases, they leave an impression on a person’s mind to influence behavior. However, how people interpret information is affected by biases and stereotypes, among other factors. The outcome is subjective decision-making instead of objectivity. The purpose of this paper is to analyze my advertisements in terms of how they present cultures, the presence of stereotypes, and elements influencing the analysis.

Presentation of Groups and/or Cultures

  • Google: Body Type

The advertisement presents both men and women as beauty conscious. They want to feel good about their bodies and be confident in them.

  • Haagen-Dazs: Beard Bibs

The advertisements present men as a shy group while eating ice cream in public. As a result, they should cover their beards using bibs.

  • Mini Cooper: Created in a Countryman

The advertisement shows vehicle users’ love and satisfaction for Mini Cooper’s improved design. It demonstrates a man and a woman enjoying the enough space and versatility of the Mini Cooper.

  • Apple: A Climate Change Promise from Apple

The advertisement presents children as a vulnerable group that requires adequate protection from climate change (environmental damage).

 

Representation of Stereotypes in the Advertisements

  • Google: Body Type

The advertisement (mostly at the end) shows that being plump as one of the worries that people should dance away. Therefore, it is a body imperfection that people must overcome to be more confident about their looks.

  • Haagen-Dazs: Beard Bibs

The advertisement demonstrates men as the only shy group when eating ice cream in public. That is a stereotypic view of men.

  • Mini Cooper: Created in a Countryman

The most visible stereotype is how vehicle users highly regard design aesthetics. In this case, they can love a car as long as it is spacious and versatile.

  • Apple: A Climate Change Promise from Apple

It is stereotypical to view children as the only age group requiring protection from climate damage.

Influences of Beliefs, Assumptions, and Values

Beliefs, assumptions, and values deter social scientists’ interpretation of human behaviors and social concepts. For instance, my belief that confidence depends on how people feel about their bodies influenced my interpretation of the first advertisement (Google: Body Type). Stereotypes are overgeneralized beliefs about a particular group of people (CrashCourse, 2014). They are visible in my interpretation of the second (Beard Bibs) and fourth (Apple’s promise). I believe men would be generally shy when eating ice cream in public, and children are a susceptible group as far as climate change is concerned. The stereotypic view of advertisements is compounded by confirmation bias, a lazy shortcut the brain makes to lead us astray (Big Think, 2015). This is visible in the third advertisement, where I searched for information confirming that adequate space makes a car more impressive.

Conclusion

Objective interpretation of information is crucial in social science. However, this is always challenging due to beliefs, values, and assumptions that hamper objectivity. This is evident in my interpretation of the four advertisements. In this case, there are values and beliefs that made my brain make a shortcut during the first impression/view of each advert. 

References

Big Think. (2015). Confirmation bias: Your brain is so judgmental. YouTube. https://www.youtube.com/watch?v=tZvDaPBqAyg

CrashCourse. (2014). Prejudice and discrimination: Crash course psychology #39. YouTube. https://www.youtube.com/watch?v=7P0iP2Zm6a4

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