TEACHING

1. IN TERMS OF PLACEMENT, THIS FOLLOWS LESSONS ON WAR ADVERTISING DIRECTED AT WOMEN, AND 1950S ADVERTISEMENTS.

2. INTRODUCED CAMPAIGN AND THE PURPOSE USING THE INFORMATION SHEET FROM THE WEB

3. THEN INTRODUCED PUPILS TO THE TERMINOLOGY FOR ANALYSING PHOTOGRAPHS.

4. MODELLED HOW TO APPLY THE TERMINOLOGY WITH ONE ADVERT AND BUILT IN PRIOR KNOWLEDGE FOR OTHER ASPECTS.

5. PUPILS WERE INDIVIDUALLY GIVEN AN ADVERT TO ANALYSE WITH THE GLOBAL ISSUE IN MIND. PUPILS THEN PRESENTED THE ADVERT TO THE REST OF THE CLASS. 2 MIN EACH

6. INTRODUCED THE RESURGENCE OF THE CAMPAIGN IN 1920 WITH WEBSITE – SHOWED THAT CAMPAIGN USED REAL WOMEN.

7. SHOWED TWO TELEVISED ADVERTISEMENTS.8. EXPLORED THE BACKLASH AGAINST THE 2020 ADVERT

AND THE VISIBLE TAMPON.9. PUPILS THEN HAD TO CHOOSE FOUR STILLS FROM

ONE OF THE ADVERTS TO ANALYSE USING TELEVISED ADVERTISEMENT GLOSSARY. THEY WERE TO COLLATE ON AN ANALYSIS DOCUMENT.

10. FOR HOMEWORK, PUPILS WERE ASKED TO RESEARCH ONE BRAND OF THEIR CHOOSING AND HOW THAT BRAND EITHER PRESENTED WOMEN THROUGH ONE CAMPAIGN OR HOW THEY HAD PRESENTED WOMEN OVER TIME.

11. NEXT UP, BEYONCE’S LEMONADE.

THIS GIRL CANThis Girl Can is our nationwide campaign to get women and girls moving, regardless of shape, size and ability

Fear of judgement, lacking confidence, not having enough time – our research shows there are a mix of practical and emotional pressures that stop many women from being as active as they would like.

In fact, 40% of women aged 16 and over are not active enough to get the full health benefits of sport and physical activity, compared to 35% of men.

That’s why in 2015, our groundbreaking This Girl Can campaign was born.

It celebrates active women who are doing their thing no matter how they look, how well they do it or how sweaty they get.

In a nutshell, it seeks to challenge the conventional idea of what exercise looks like.

We want to inspire more women and girls to wiggle, jiggle, move and prove that judgement, time, money and energy are barriers that can be overcome.

And you can be part of this effort by signing up to be a This Girl Can supporter, which will give you access to our toolkit.

Lisa O’Keefe, our director of insight, hopes the campaign will convince women they don’t need to be in shape or super confident in their bodies to take part.

“This Girl Can is about helping women feel confident, so they can overcome the fears about being judged that our research showed was stopping many from getting active,” she said.

“Since we launched five years ago, we're seeing more relatable images in advertising and social media, but there's a long way to go until women's lives are being shown in a realistic way.

“We've designed the new adverts to show things we're still not seeing - women using exercise to manage period symptoms or juggling motherhood - all while celebrating women of all shapes, sizes, abilities and backgrounds.”

Analysing photographsSubstance

1. What is the title of the piece? Who is the artist / photographer? What date was the photograph taken? How does this photograph feature in a larger body of work? Why was this photograph taken? What was the intention?

Composition

2. Is it portrait or landscape?3. What type of shot is it? Is it landscape? Action? Panoramic? Posed? Candid? Still life?

Figurative? Abstract? Direct approach (confronting a scene in a straight-forward manner, without using unusual angles or distortion)? What angle is used?

4. Describe the picture: What is in the background? What is in the foreground? (Other terms – middleground, top right / left, centre, etc) What is the photographer’s vantage point (the place from which a photographer takes a photograph)?

5. What is the focal point? (Where the viewer’s eyes are drawn first?) Which parts of the picture are dominant? Which parts of the picture are subordinate? How is this achieved? (size, colour, location) Where is the emphasis? (The resting place for the eye)

6. What type of shot is it? Angles – Extreme long shot, long shot, medium long shot, medium shot, medium close up, close up, extreme close up. Angles – eye level, low angle, high angle, hip level, knee level, ground level, shoulder level, dutch angle (camera is slanted to one side), bird-eye-view, aerial?

7. Is the image visually balanced? (Balance implies that the visual elements within the frame have a sense of weight. Large objects generally weigh more than small objects and dark objects weigh more than light coloured objects. The position of the elements is critical). Positive space – where shapes and forms exist. Negative space – empty space around shapes and forms. (Areas of a picture that contain ‘nothing’ are important visual elements that provide balance in an image.) How is balance achieved? Classical balance is achieved through a centred subject. Symmetrical balance distributes visual elements evenly in an image. Asymmetrical balance is found when visual elements are not evenly distributed in an image.

8. Framing – This is what the photographer places within the boundaries of the photograph. Describe the edges of the image. What is included? What does the framing draw your attention to in the photograph?

9. Colour – what colours have been used? Are the photographs black and white or monochromatic (the use of one colour where only the value of the colour changes, that is it gets brighter or darker)? Are the colours intense or subdued? Are the colours warm or cool?

10.Lighting – where is the lighting coming from? Behind the camera, to the side or is it the camera pointing into it like a silhouette? Is it natural light or has a flash been used? Are there harsh shadows or soft shadows? Is the image over-exposed (too bright) or underexposed (too dark)? What time of day was the image taken?

11. Contrast – do you see any contrasting elements in the photograph? (Colour, shape, texture, tone)

12.Lines – are there objects in the photographs that act as lines? Are they straight, curvy, thin, thick? Do the lines create direction in the photograph? Do they outline? Do the lines show movement or energy?

13.Has the rule of thirds been used? (Place the horizon line one third or two thirds of the way down, in the centre. Most important objects one third or two thirds of the way across the image).

Television campaignThis girl can - https://www.youtube.com/watch?v=toH4GcPQXpc

This girl can – me again. https://www.youtube.com/watch?time_continue=60&v=4BKwk8q4H0Y&feature=emb_logo

Meet the girls

Analysing a television advertisementSubstanceWho is the advert aimed at? What is being advertised? What is the purpose of the advertisement? What is the narrative? What is the idealisation? When was the advertisement produced?

Mise-en-sceneMise-en-scene refers to the composition of an image. What goes into the frame? How will the subjects be composed against the backdrop? Should the lighting appear from in front, behind or the top?

The Dominant – where is our eye attracted first? Why? Lighting – high key? Low key? High contrast? Natural lighting? Combination? High key

lighting – features bright, illuminated, few conspicuous shadows. Low key lighting – features diffused shadows, atmospheric pools of light. High contrast – harsh shafts of lights and dramatic streaks of blackness.

Backdrop / set – where is the advert set? Is it realistic or abstract? What background is there?

Positions of actors – are they in the foreground or background? What are they doing? Positioning of objects and props – how do these add to the overall purpose of the

advertisement?

Camera shot Extreme long shot, long shot, medium long shot, medium shot, medium close, close up,

extreme close up. Why have these shots been used?

Camera angle How is the camera tilted in relation to the subject? eye level, low angle, high angle, hip

level, knee level, ground level, shoulder level, dutch angle (camera is slanted to one side), bird-eye-view, aerial? Why have these angles been used?

Camera lens Telephoto lens – a lens that draws objects closer but also diminishes the illusion of depth.

Wide-angle lens – a lens that takes in a broad area and increases the illusion of depth.

Camera movement Zoom in, zoom out, Pan (when the subject stays still and the camera moves around it), tilts

(camera remaining static but moving vertically). Why are these camera movements evident?

Music and sound Diegetic sounds are those produced by the things and people in the scene. The source of

the sound is natural. How does the use of diegetic sound add to the advert? Non-diegetic sounds are superimposed and are edited after the takes are made. These

include voiceovers and music. Why have these non-diegetic sounds been used?

Colours What is the dominant colour? Are there contrasting colours? Is there colour symbolism?

Editing How has the editing process been used to create a mood or tone: is there a sense of

urgency, control, excitement, relaxation, confidence, luxury?

Women’s sport advert comes under fire . . . from menMartyn Ziegler, Chief Sports ReporterSaturday February 01 2020, 12.01am GMT, The Times

Sport England’s taboo-breaking This Girl Can advert has generated a

hugely positive reaction for its portrayal of the unspoken challenges that women can face in sport, but has also led to complaints to the advertising watchdog.The TV ad, right, shows women dealing with issues such as periods, the menopause and motherhood — and includes a shot of a woman changing for a yoga session with a tampon string visible. That proved too much for the sensibilities of about 20 people who have complained to the Advertising Standards Authority.

The first edition of the ad in 2015 won awards for showing women of all shapes and sizes getting active, and the latest version — which was launched on TV during Love Island  in mid-January — highlights the challenges many women have to cope with, but which are rarely discussed publicly. Dina Asher-Smith, Britain’s world champion sprinter and the TV presenter Davina McCall have been among those who praised its impact.The complaints included that the ad was scheduled when children could see it, while others claimed it was too graphic.

Sport England has been unapologetic — it sees the complaints as vindication of the aims of the campaign to tackle issues that can stop women getting active.

One of the complainants wrote that he “looks forward to the day when an ad for male genitalia cream interrupts your halloumi”.

It has also not been lost on Sport England chiefs that most if not all of the complaints came from men.