Teaching Advertising with Nathan For You

I'm currently in the midst of teaching a unit of work to Year 10 that's centred on advertising and advocacy, which I love because it gives me a chance to look at the role of rhetoric with my students. Before getting to the point where the students tie advertising to a social issue that they wish to advocate for (their assessment task), the time is spent looking at persuasive techniques and helping students work backwards from a final product to examine the purpose of these sort of texts. 

Last year I shared an activity on the three major persuasive modes (ethos, logos, pathos) in conjunction with the brilliant Reality TV satire Nathan For You. 

In today's blog I'll look at another way that Nathan For You can be used to teach some of the finer aspects of advertising but, before I do, I'll just reiterate the persuasive modes. In prior years I've focused on logos, pathos, and ethos. This year I've decided to bring in more explicit discussion of a fourth persuasive mode; kairos - something that is touched on when dealing with target audiences but could always be dealt with in a little more detail.

(Note: There's a fifth persuasive concept called topos but I'll leave that for another day!)

• Ethos: The use of authority or credibility to get someone to trust an opinion.
  
• Kairos: The use of an opportune time and place to achieve maximum persuasiveness with a target audience.
  
• Logos: The use of reason or logic to convince someone of something.
  
• Pathos: The use of emotion to persuade.

The clip above comes with an associated activity focusing on Nathan's wacky idea for rebranding a real estate company. The concept of 'rebranding' is primarily a marketing strategy but it can also be utilised here for English purposes when talking about audience and purpose. The effectiveness of re-positioning a product to suit a hitherto un-targeted audience (as Nathan does in the clip) is dependent on how well an advertiser or company understands kairos. For instance, if you are going to target a particular audience then you need to at least have an awareness of how and when this could best be achieved. The success (or lack thereof) of Nathan's ploy could be seen as indicative of both an understanding of kairos or a lack of understanding of kairos.

For anyone who is familiar with Nathan For You and its humour - fear not, I've edited the clip to avoid any elements which may be inappropriate for the classroom.

Here is the activity sheet that accompanies the video: Nathan For You - Rebranding.

This sheet includes the following questions (I have included possible answers here for ease of delivery but feel free to expand or adapt in whatever fashion you like).

Question 1: "In an oversaturated market it can be hard to stand out in the crowd". What does Nathan mean by this, and what language technique is he using?

• Nathan is referring to the abundance of real estate companies and how difficult it can be to find a point of difference for just one such company.
• Metaphor - "standing out in a crowd"
• Jargon - "oversaturated market" (also a metaphor)

Question 2: What is the benefit in finding an 'unrepresented' audience? What does this mean?

• An 'unrepresented' audience refers to a group of people (or demographic) that hasn't been catered for before. In this case Nathan is referring to people who believe in ghosts - an identifying characteristic that, as far as he knows, has never been the basis for marketing a real estate company before.

Question 3: Annotate the advertisement below; label the kind of persuasion used and point out any symbolism that reinforces Sue's rebranding as 'the Ghost Realtor'.

• The stretching of Sue Stanford's body into a ghost-like shape symbolises her affinity with the spirit world.
• The cross is a well-known symbol of Christianity, and this is also a religious allusion.
• Quote on billboard: "My homes are 100% ghost and demon free" - this is an example of logos.
• The colour palette leans heavily on shadows and the colour blue, which gives the advertisement a sombre, haunted feeling. Note also the shadowy faceless figures that are representative of unidentified beings from 'the other side'.
• The line of Sue Standford's ghostly tail and the underlining of her name both work as vectors that lead the reader's eye from her body to the quote.
• Gaze - Sue Standford's eyes are looking directly into the camera, which builds a connection with the audience. Note also her confident, positive facial expression.

Question 4: What does the psychic add to Sue's new branding?

• The presence of the psychic adds a sense of credibility to her new angle on real estate salesmanship. As an authority on this particular subject he is a perfect example of using ethos to strengthen one's business.

Question 5: What problems are there with the example of re-positioning?

• Students may have a whole range of responses to this question! Chief among the potential problems is the fact that some people just don't believe in ghosts, which essentially means that Nathan's scheme will never appeal to a sizeable portion of the market. 
• Students should have a range of ideas in relation to this question, especially considering how intentionally ridiculous Nathan's idea is.

Text and Representation: W. H. Auden - Revision

Teaching HSC Advanced English last year was an absolute joy and whilst this was helped in no small part by a fantastic class of intelligent, funny, and hard-working students, it was also due to the great sequence of modules that my Head Teacher Kira Bryant had put together. As we enter the final year that such a progression of texts is possible (next year will see the debut of the new prescribed texts and modules for the HSC) I've been using the opportunity to share some modelled analysis that my students used in their study and revision for the Big Show. 

Here's the sequence:

• Area of Study: Discovery - Go Back to Where You Came From
• Module A: Intertextual Perspectives - Metropolis and Nineteen Eighty-Four
• Module B: Critical Study of a Text - Hamlet
• Module C: Text and Representation (Representing People and Politics) - The poetry of W. H. Auden

I loved teaching Auden as part of the People and Politics elective. Far better people than me have attempted to define Auden and failed, and his poetry is so diverse in both content and delivery that I think nearly all Advanced English students should find at least one piece of interest in the prescribed suite from the HSC. Auden's mastery of a variety of genres in conjunction with using poetry to explore the political concerns of his time is perhaps unparalleled, and this is something that makes him perfect for our students in exploring the way public concerns interact with the private sphere.   

Here's the analysis sheet: Auden.

The table in the above document lists a collection of pertinent quotes from each of the prescribed W. H. Auden poems for Module C:

• O What is the Sound which so Thrills the Ear?
• Epitaph on a Tyrant
• Spain
• The Unknown Citizen
• September 1, 1939
• The Shield of Achilles
• In Memory of W. B. Yeats

The quotes are paired up with some loosely paragraphed modelled analysis next to each one. On reflection I'd probably rewrite some of these paragraphs a little more formally but I was recall being a bit under the pump last year as my students hurtled towards the HSC exams. Nonetheless, the idea is to show students how to connect their ideas and quotes up so I feel like it still gets the job done.