Lauren Greenfield BOW

• Engels
• Middelbare school
• vwo
• Leerjaar 5

Alli, Annie, Hannah and Berit, all 13 and members of the popular clique at school, Edina, Minnesota, 1998. A key to gaining popularity, a classmate says, is wearing clothing from one of three brands - Gap, Abbercrombie & Fitch or J. Crew 

Consumer pressure 

1. We know from the caption that these girls are part of a popular clique at school, but what else in the photograph shows you about their relationships to one another? 

2. If you had to guess, what do you think is more valued socially, at their school: sameness or uniqueness? What makes you think that? 

3. This photograph was taken in 1998 brand trends have changed since then. What would you expect the most popular students at this school to wear? What are the top three brands that you would expect them to have? 

Consumer pressure 

4. How important would you say it is for you to wear popular brands like the ones you answered in the previous question? Why or why not? 

5. At this school, do you think that sameness or uniqueness makes you popular? 

6. If looking a certain way is an important part of being popular, where do you think that pressure comes from? 

What does Lauren Greenfield say her project, ‘Generation Wealth’, is about?

What is the project about? 

Not about wealth. It is about the influence of affluence. It is about our aspiration to wealth, this connection to our identity and the American Dream and how we emulate it, package it and export our notions of this contagious virus that is the addictive culture of consumerism. There is a broad definition of wealth which includes the currency of frame, branding, the body and youth.                                          adapted from speech at Iris Nights 

Greenfield suggests that she has been studying and photographing wealthy people for over 25 years. In that time, what cultural changes has she identified

What change in the last 25 years? 

She has seen a seismic shift from the culture of the protestant ethic, frugality, hard work and discipline to a culture defined by the culture of celebrity, bling and narcissism. 

adapted from speech at Iris Nights 

Although you almost certainly haven’t yet been alive for 25 years, to what extent do Greenfield’s observations correspond with your own ideas about contemporary cultural?

https:

What do these expressions mean? 

 ‘the Protestant ethic’,

 ‘precocious sexualization’, 

‘commercial rituals’

The language of photographic image analysis 

Study the basic vocabulary for analysing photographs. Write down, in your exercise book, all the terms that are new for you or have a different meaning when used to analyse photographs. 

Making links ...

1. Look carefully at your photograph. 

2. Consider composition, colour and subjects. How can you link the message of this photograph to The Great Gatsby? 

3. Wrote down your answer in your exercise book. 

Resources available in Teams

In the folder BOW Lauren Greenfield: 

6 photo descriptions

Information sheet 

Analysis and presentation information. 

1. Describe the image. What does it look like?
   
2. Discuss the use of colour. What do the colours suggest or connote?
   
3. Where and when was the photograph taken do you think? What historical period is shown, and how do you know? Use the information in Teams.
   
4. Who is in the image? That is, who is/are the subject(s)? What can you say about the subject(s) and how do you know? Consider things such as posture/pose, gaze, gesture, and clothing.
   
5. Consider the way the image is framed (what is in/kept out of the image?); the lighting; the camera’s vantage point. How do these things contribute to the construction of the image?
   
6. What visual narrative did the photographer intend do you think? What emotional response did she intend to provoke? What do you see, think, and feel? To what extent does your own sense of the image correspond with the photographer’s intentions?

We will analyse one image together

Goals today: 8th Dec 

You will answer questions to help you analyse an image 

You will present and analyse an image in groups of 3 on 13th December 

Chapter 7: consideration of Daisy and Tom's characterisation

You will consider how a motif is developed in this chapter 

You will check your vocabulary acquisition for chapter 7 

Alli, Annie, Hannah and Berit, all 13 and members of the popular clique at school, Edina, Minnesota, 1998. A key to gaining popularity, a classmate says, is wearing clothing from one of three brands - Gap, Abbercrombie & Fitch or J. Crew 

1. Describe the image. What does it look like?
2. Discuss the use of colour. What do the colours suggest or connote?
3. Where and when was the photograph taken do you think? What historical period is shown, and how do you know? Use the information in Teams. 
4. Who is in the image? That is, who is/are the subject(s)? What can you say about the subject(s) and how do you know? Consider things such as posture/pose, gaze, gesture, and clothing.
5. Consider the way the image is framed (what is in/kept out of the image?); the lighting; the camera’s vantage point. How do these things contribute to the construction of the image?
6. What visual narrative did the photographer intend do you think? What emotional response did she intend to provoke? What do you see, think, and feel? To what extent does your own sense of the image correspond with the photographer’s intentions?

Suggested ideas

1. The image shows,  in the foreground,  four 13-year-old girls in summer dresses. The girls' heads and torsos are shown. The girls are posing for the camera. In the background white buildings, grass and trees can be seen. 

2. The colours of the dresses are black, white, lilac and light blue. The colours lilac and light blue suggest summer, youth and femininity. The colours black and white connotate, in this context, with sophistication and adulthood. The girls' skin is tanned and this triggers the idea of health, youth, summer and a carefree attitude. 

Suggested ideas

3. This image is part of Lauren Greenfield's series of photographs and interviews which was published as, "Girl Culture" in 1998 and republished in 2016.  This series investigates the lives of American girls and touches on eating disorders,  self-mutilation, spring break and prom. The purpose is to highlight the trials and tribulations of young teenage girls in the USA. This photograph was taken in Edina Minnesota in 1998. 

4. The subjects of the image are Alli, Annie, Hannah and Berit who are all  members of the popular clique at a  school in Minnesota. They are posing for 

Suggested ideas

the camera and appear to be copying postures and facial expressions that they have seen fashion or beauty models do. Two of the girls are facing the camera and they are gazing straight into the camera. A girl is facing the camera from a side angle and has her head turned to look sideways at the lens. Another girl is looking at her friends which emphasises the relationship with her friends or could suggest uncertainty as to how she should pose. Teeth are not shown apart from one girl and the poses imply confidence and impudence. 

5. This shot is a mid-shot the angle is slightly low. The viewer is looking a little up at the subjects. The shot is fairly tight which leaves little information from the background.  It is clear that the photographer wants our focus to be held by the subjects and their relationship with each other and the camera. 

Suggested ideas

6. The visual narrative is determined by the presence of the camera. These girls are not engaged or absorbed in an event in their daily lives, but they are posing for the camera. The photographer wishes to highlight the girls'  awareness of themselves as objects which the camera is recording. Therefore, these girls are shown to be editing and framing their poses and facial expression to present an image which they think is expected of them. 

Starting off in your group of 3 

1. Write a brief description of the image.
2. What types of luxury items/status symbols do you see in the photo? 
3. What attitude do you think the people in the photograph have towards those 
4. luxury items? 

Presentation 

Use the analysis group presentation instruction to prepare your presentation. All the aspects in the questions need to be considered and presented. You can present additional findings and ideas to the group. 

Presentation on Monday 11th Dec 

Watch the video.  Answer all answers in your individual portfolio under a tab 'advertising' 

Answer these questions: 

1. " How many problems of life can be solved actually by tinkering with perception, rather than that tedious, hardworking and messy business of actually trying to change reality?"  What are the implications of this for the advertising industry? 

2. What are the two revelations that his talk is based on?

3. What is "persuasive technologies."? Why can it be so persuasive? 

4. Define the vocabulary after watching the video 

https:

intangible 

constitute 

hedonic 

perception 

placebo 

unwarrented 

tinkering with 

lateral thinking 

baffling 

aversion 

intrinsic 

ubiquitous 

egalitarian 

pinko

variegated 

mash-up

correlation 

1. The advertising industry can sell you something without changing the product in any way only the way we perceive the product. 

2. All value is percieved value/ all value is subjective.  

Persuasion is often better than compulsion.  

3. Mobile phones are persuasive technology. They are so persuasive due to being location-specific, contextual, timely and immediate, the mobile phone is simply the greatest persuasive technology device ever invented. (B.J. Fogg).

Watch the public service announcements on slide 50. 

1. Which advertising techniques are being used? 
2. Who is the target audience? How do you know? Give examples. 
3. Is the target audience the same for each PSA? 
4. How are they culturally determined? Give examples? 
5. What is being employed, logos, ethos or pathos? Or a combination. What is the effect? 

Persuasion is often better than compulsion 

Watch the public service announcements on slide 52. 

1. Which advertising techniques are being used? 
2. Who is the target audience? How do you know? Give examples. 
3. Is the target audience the same for each PSA? 
4. How are they culturally determined? Give examples? 
5. What is being employed, logos, ethos or pathos? Or a combination. What is the effect? 

Public Service Announcements UK & USA

pg 15 ex 3.2 complete questions a - e in your portfolio 

Homework 

A) You would believe that the Apple Macintosh computer is very powerful computer, as it is able to destroy Big Brother. So people could believe that the computer is a solution to many problems, like the situation sketched in the video. 

B) The commerical is a bit mysterious and dark. I like the commercial but it is also a bit shocking maybe because people have never seen anything like this before. 

C) That the Macintosh won't be like the dystopian 1984, but rather innovative and a good technology. 

D) The film in this add portrays some kind of communist society. The lady with the hammer is apple, she literally throws the hammer through what normal society is directed by, this effect of apple being different and against all other products sets them apart.  

Watch the two commercials for Benetton

1. Who is the audience? How do you know? 

2. Discuss the use of camera angle in each commercial. Analyse differences and similarities and the effect on the audience.  

3. Discuss the use of camera shot in each commercial. Analyse the differences, similarities and effect on the audience. 

4. Analyse the use of voice-over and non-diegetic sound in each commercial. Compare and contrast. 

Use stills if you can. 

Target audience 

Disposable income 

Western 

First world problems 

Neo-liberal 

Target (men) and women 

Ages 20 - 29 

economically upper and middle class

trendy and fashion forward 

independent and creative 

Benetton market & audience 

camera angle & shot  

Deze video is niet meer beschikbaar

Welke video was dit?

eye-level angle & low angle    Close shot, medium shot, long shot (full-shot) 

 eye-level angle & low angle 

 Medium shot  & Long shot (full shot). Dolly pan shot