8 — What will the future of advertising bring?
In this sequence students will think about the future of advertising. In doing so, they will be encouraged to raise questions about the social, legal and ethical issues surrounding present day advertising. They will be presented with extracts from literature: short texts that are works of speculative (or dystopian) fiction, set in ‘the near future’ and that explore possibilities of where advertising may be headed. They will continue to explore the innovative and exciting advances in current marketing strategies and to predict what the next big steps forward in advertising and marketing might be. ACELT1619, ACELT1620
This sequence draws on the General Capabilities of Literacy, Critical and Creative Thinking, and Ethical Behaviour.
Above: Crossroads of the World; Times Square, New York City – USA, photo by Diego Torres Silvestre CC-BY-2.0
The future of advertising
Share this synopsis of the novel Ads R Us with the students. The notion of personalised ads is a key idea in this sequence.
In Claire Carmichael’s young adult novel Ads R Us, which is set some time in the future, advertising is everywhere. It becomes personalised to such a degree that even without your knowing (subliminal marketing) you are being influenced to purchase products and use services all of the time. The novel was written in 2006 and many of the ideas presented in this work of fiction have become actuality, in the sense that what may have seemed like a futuristic idea at the time has become a reality owing to advancements in technology. So where might advertising take us in the future?
Note: This novel contains some challenging language and young adult themes. It is recommended that if the novel is to be read in its entirety, students be guided in their reading (using a guided reading approach) or that the novel be read aloud to the students. Extracts and concepts from the novel fit the theme of this sequence and the unit very well.
In the novel’s dystopian universe, for example, people wear wrist bands that are scanned when they enter stores. A scan reveals a person’s name and their account details, as well as their shopping requirements for the day. Ask the students if they can see bracelet or wrist band scanning as a possibility in our lives. Do we have a version of this already?
The character Barrett goes on to experience a ‘body scan’ in the clothing store so the shop assistant then has an image of his exact body measurements, to then present him with exact clothing and sizing options. Share this scene from the movie Minority Report. What type of future marketing ideas does the character in the clip encounter? How is this similar to or different from Barrett’s experience in the novel Ads R Us?
Draw the students’ attention to body scanning machines that are already used. Many airports around the world have such devices and in 2012 there was talk that Australian airports would all be fitted with such technology. Prisons are also trialling a form of scanning machine to replace body searches. In April 2012 an Australian Target store announced its purchase of a million dollar body scanning machine. Display the article: Target offers 3D body scanner to measure customers on an interactive whiteboard for the students to read and discuss.
Activity 1: PMIs – plusses, minuses and interesting points
Ask the students to complete a PMI chart with a partner, or in a group, and to explore the plusses, minuses and interesting points of the futuristic advertising ideas presented in the text extracts and samples shared (plus any further ideas that they can draw on from books they have read or movies they have seen). The completed PMI chart can be used to formatively assess student learning for Assessment task 1.
Here are some further ideas raised in the novel Ads R Us:
- pillows that are programmed with messages that are transmitted while a person sleeps at night
- cars displaying rolling text advertising
- holographic advertisements that pop up when activated by movement sensors
- schools being entirely sponsored by products and services to the extent that sponsors are engraved on student desks and teachers wear shirts to advertise particular sponsors and announce that lessons have been sponsored by particular products
- selected students within schools (those deemed to be the popular crowd) are given new branded clothing to wear in a bid to start up fads and to promote new products among their peers.
Activity 2: Creative writing task
Based on the idea of body scanning technology being used in clothing stores, or by exploring one of the futuristic ideas noted in class discussion, ask the students to write a scene about a character’s encounter with a futuristic advertising technique. ACELY1725
Students are to provide sensory detail for the scene so that readers can imagine what it would be like if they too were in that situation. Ask the students to think about:
- what their characters would see, smell, taste, feel and hear
- what their characters might be thinking as they experience this advertising strategy: would they be in awe of the method or would they be horrified?
Note: This creative task will be revisited in Sequence 9, where the students can use their written extracts as part of a larger creative short story.
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As I read Melissa Rubin’s analysis of the 1950 Coca-Cola advertisement, it became easier to understand the actual meaning of the ad. In particular, whom the ad was directed to, what the ad was genuinely saying, and what the underlying significance of the ad was. Rubin illuminates many different points about the ad that the reader may have not noticed before. These points could easily win the reader over and convince him or her that Rubin’s analysis depicts the exact intentions of the ad.
One piece of evidence Rubin describes to her readers is the men that are displayed in the ad. Rubin states that “this ad speaks volumes about the American society in the middle of the twentieth century: a white, male-dominated society in which servicemen and veterans were a numerous and prominent presence.” Readers can then assume that the ad depicts a typical 1950’s era, which was predominately a male society. She reiterates her findings when she points out the amount of women in the picture; the count is twenty or more males and three females.
Rubin influences the reader to believe in her evaluation by the evidence she states about the setting. She tells the reader how America increased its rates of industrialization and urbanization. After World War II, industries that were built to help with wartime efforts were in every corner of America. Most families moved into metropolitan areas to gather as a community to help the country. Therefore, this ad features factories, smoke coming out the chimneys, urban buildings, and mostly importantly the gathering of men together. Rubin says that this “symbolizes a sense of community and the way Americans had come together in a successful effort to win the war.”
Overall, Melissa Rubin’s analysis of this ad persuaded me to think as she did. Her conclusions seemed logical and appropriate for both this advertisement and time setting. It was intriguing to actually dissect an ad and go beyond just seeing the visuals created by an advertisement. It was eye opening to find the historical, factual, and analytical truth behind what I first thought was simply another advertisement.