1x.2 The good consumer

In this unit we are discussing adverts, consumer society and the art of persuasion in general. Watch the following video and take notes about what you hear on these ideas.

advertisers - catchy slogans - (to) ban - consumer society

(to) be bombarded by brands and ads - slaves to fashion

1. Which of the terms above is not referred to on the video?
2. How are the other terms connected with what you hear on the video? Explain in your own words.

Discuss and analyse the video:

1. How are the actors presented / described on the video?
2. Do you think this description matches today's consumer society? Why (not)?
3. In your opinion, are the actors on the video "good consumers"? Explain.
4. What do you think the ultimate aim of the video is?
5. What strategies do the authors resort to in order to achieve this aim? Think about all of the elements you can see, read and hear.

2x.4 Most groundbreaking inventions of 2011

Take a look at some of the most groundbreaking inventions that have been put on the market recently!

1. What inventions are discussed on the video?
2. What makes them special or different?
3. How much do they cost?

4s.5 "Liberté, egalité, Beyoncé"

After discussing different art forms and even holding our own art gallery in class, we're coming to the conclusion some of the most amazing works of art are all about breaking the mould and causing a great impression on the audience. Don't you think this sounds like a great idea for our 2014 Portfolio project? Get ready for...

1. What is the project about?

"Liberté, egalité, Beyoncé" is an English project consisting of revisiting classic works of art that are connected with freedom and equal rights. It will also be our contribution to the 2014 Portfolio school exhibition.

2. Why "Liberté, egalité, Beyoncé"?

Because it can help you discover classic works of art from a new perspective while having fun working in English.

3. What do I have to do?

You must find a classic work of art that has been reinterpreted by a contemporary famous or unknown artist. Take a look at some examples:

DELACROIX, Eugène. Liberty guiding the people (1830)

KIKIRIKILLER (blogger). Liberté, egalité, Beyoncé (2013)

BARTHOLDI, Frédéric A. Liberty enlightening the world (1886).

FELIX, E. Liberty in crisis (2014).

4. How can I find my work of art?

Contemporary artists, including bloggers, are constantly revisiting art. Classic works of art, such as the ones presented above, are often used as the basis for reinterpretations. A classic work of art may be intepreted from different perspectives:

- As new historical events occur (e.g. popular revolutions, wars, etc.)

- As new social groups are fighting for their rights (e.g. women, LGTB, African-Americans, etc.)

- As new cultural trends or fashions are set (e.g. pop culture, fast food culture, etc.)

A good starting point for your work can be Google. Your objective: find an artist who has reinterpreted classic art from a new, grounbreaking perspective. Remember your work of art must be connected with freedom or equal rights!

5. What art forms can I choose from?

You can choose from any form of visual art. The original work of art and its reinterpretation may include paintings, sculpture, graffiti, installations, fashion design, craft, etc.

6. Need help?
Your English, Art or History teachers can give you a hand!

4s.4 The making of a mandala

How are mandalas made? Watch this video and find out!

4s.3 Damien Hirst's 2012 exhibition at the Tate

We are talking about contemporary art in class. Definitely, one of the most revolutionary artists we have learnt about is Damien Hirst. Do you remember his Mother and Child Divided (1993)?

In 2012, a groundbreaking retrospective exhibition of Damien Hirst's work opened at the Tate museum in London. Watch this video featuring the Head of Collections at the Tate museum, Ann Gallagher, talking about this extraordinary event.

 

Damien Hirst's 2012 exhibition at the Tate from theflyingbeetle

1x.1 White beauty, Asian nightmare

The text "White beauty, Asian nightmare" (SB p. 74) we have read in class reveals that advertising - and the media in general - can shape our view of the world in a very powerful way!

Watch this news report about the Asian craze for a lighter skin complexion and answer the questions below.

1. Why does Uangsuma use a whitening cream?
2. Citra, one of the most important makers of whitening creams in Thailand, has recently organized a contest. What did it consist of?
3. Why did the company pull the contest?
4. According to the reporter, the craze for whitening creams is based on a widespread assumption. Which?
5. Did Uangsuma feel annoyed or offended by the contest organized by Citra?
6. The reporter says at the end of the video: "Some feel companies and ad firms need to learn a lesson - their messages are received well beyond their target market and can take on a completely different colour." What does he mean? Explain.

The text we read in class mentions a cream called White Beauty. Below you can find one of its ads aimed at the Asian market and a TV commercial which was broadcast on Indian TV in 2008.

1. Read the slogan Pond's created to advertise the cream. What words are used to describe fair skin and dark skin? Do they have a positive or a negative connotation?
2. What happens on the video? What subliminal advertising are TV viewers being exposed to?

However, skin-whitening techniques are not exclusive to Asian societies. They are also popular in some African countries and well known celebrities such as Beyoncé or Rihanna have been accused of getting their skins whitened.

 
Wanna learn more about the awesome effects of the media on people's opinions on race? I strongly recommend you watch the following video on the so-called Clark Doll Experiment (1939). It will leave you in shock!

1. This videos shows footage of a real experiment conducted on African-American children. What happens on the video? Do you find it surprising?
2. In your opinion, what factors do you think cause children to make such decisions?