I need an explanation for this Marketing question to help me study.
This exercise will ask you to find an ad and write a one page analysis of it. Copy the ad, or a link to it, and add it to your document. Submit it under Canvas.
Advertising: How many marketing messages do we see in a day?
How many marketing messages do we see in a day? That’s a loaded question because people who should know better have been quoting guestimates for the last 15 years, including the one from Yankelvich Research (later quoted by the NY Times), that range from 3,000 to 20,000. Those higher numbers include every time you pass by a label in a grocery store, all the ads in your mailbox whether you see them or not, the label on everything you wear, etc.
One of the sanest studies I came across said we see 247 images per day and probably don’t notice half of them even though we’ve been exposed. The fact that you and the message are in reasonable proximity for you to see it doesn’t mean you saw it. Our brains can’t truly process that many messages. We can’t notice, absorb, or even judge the personal merit of 3,000 visual attacks a day.
The right message can link with our own desire or interest and get us to stop and look at it, watch it, or listen to it. An ad message that informs us about something we want will get noticed. If you’re lusting after a new, hot, American-made sports sedan, the Cadillac CTS TV, print, outdoor, or radio ad will catch your attention. The Ford pickup ad won’t register on your radar. So who cares if you saw it or not?
Look at Times Square, for example. That has to be the densest concentration of buy-me messages on the planet. I’m guestimating myself, but I would think that if you stood on the top of the bleachers by the B’way ticket office in Times Square and slowly turned around while counting every ad on every DiamondVision, doorway, cab, bus, billboard, light pole, building, sandwich board, hawker, and flyer you’d come up with no less than 500 messages. That’s 20 minutes of overload in a perfect storm of advertising. But we don’t look at ads that way. We skim to see what speaks to or connects with our core wants, desires, and values. That’s why engagement is such a hot topic in marketing today.
A good campaign doesn’t just offer the right product to the right consumer. It gets them emotionally stimulated to buy or at least investigate the advertised product or service. Why go to that next level? Why expend the time and effort to craft an advertising message that informs and ignites a bond between the product or service and the target consumer? Because the competition is stiff regardless of what category you’re in. And the rest of the ad space is frustratingly distracting.
“Visual literacy is the ability to interpret, negotiate, and make meaning from information presented in the form of an image, extending the meaning of literacy, which commonly signifies interpretation of a written or printed text.”
Education and Visual Literacy
What is Visual Literacy?
Visual literacy is the ability to derive meaning from images of everything that we see.
As an art education institution, the Toledo Museum of Art strives to provide access to works of art in the Museum and information about them. The Museum endeavors to educate and inspire by reaching out to our community. We achieve this by Teaching Visual Literacy, engaging lifelong learners of all ages and providing learning experiences in a variety of formats.
Opportunities include classes and workshops, tours, gallery experiences, hands-on activities, lectures, a partnership with the University of Toledo Department of Art, and a 90,000-volume art Reference Library. Explore all of our educational offerings and resources by clicking the links to the left.
Knowing the language of art – the Elements of Art and the Principles of Design – can help to make meaning of what you see, making you visually literate. Click on the works of art below to explore these concepts.
Learn more at vislit.org (Links to an external site.)
Discussion of the art of seeing
Visual literacy video:
Creative thinking and visual literacy:
Reading images: an introduction to visual literacy
Images are all around us, and the ability to interpret them meaningfully is a vital skill for students to learn.
By Melissa Thibault and David Walbert
“Literacy” usually means the ability to read and write, but it can also refer to the ability to “read” kinds of signs other than words — for example, images or gestures. The proliferation of images in our culture — in newspapers and magazines, in advertising, on television, and on the Web — makes visual literacy, the ability to “read” images, a vital skill. But what does it mean to read an image, and how can teachers help students develop the skills to do so thoughtfully?
Visual literacy is the ability to see, to understand, and ultimately to think, create, and communicate graphically. Generally speaking, the visually literate viewer looks at an image carefully, critically, and with an eye for the intentions of the image’s creator. Those skills can be applied equally to any type of image: photographs, paintings and drawings, graphic art (including everything from political cartoons to comic books to illustrations in children’s books), films, maps, and various kinds of charts and graphs. All convey information and ideas, and visual literacy allows the viewer to gather the information and ideas contained in an image, place them in context, and determine whether they are valid.
Like traditional literacy, visual literacy encompasses more than one level of skill. The first level in reading is simply decoding words and sentences, but reading comprehension is equally (if not more) important: teachers work to help students not only to decode words but also to make sense of what they read. That understanding requires broad vocabulary, experience in a particular content area, and critical thought, and teachers have various approaches and strategies to help students build contextual understanding of what they read.
The first level of visual literacy, too, is simple knowledge: basic identification of the subject or elements in a photograph, work of art, or graphic. The skills necessary to identify details of images are included in many disciplines; for example, careful observation is essential to scientific inquiry. But while accurate observation is important, understanding what we see and comprehending visual relationships are at least as important. These higher-level visual literacy skills require critical thinking, and they are essential to a student’s success in any content area in which information is conveyed through visual formats such as charts and maps. They are also beneficial to students attempting to make sense of the barrage of images they may face in texts and Web resources.
Visual literacy skills are already employed in a variety of disciplines. Observation, as we’ve noted, is integral to science. Critique, useful in considering what should be included in an essay in Language Arts, is also a part of examining a visual image. Deconstruction, employed in mathematical problem solving, is used with images to crop and evaluate elements and how they relate to the whole. Discerning point of view or bias is important in analyzing advertisements and works of art.
Specific visual formats require specific approaches to visual understanding. The articles provided here include media-specific techniques and resources to help students to use the information contained in various types of images, to analyze that information, and to use those types of images to build their visual communication skills.
Digital literacy is the set of competencies required for full participation in a knowledge society. It includes knowledge, skills, and behaviors involving the effective use of digital devices such as smartphones (Links to an external site.), tablets (Links to an external site.), laptops (Links to an external site.) and desktop PCs (Links to an external site.) for purposes of communication, expression, collaboration and advocacy. While digital literacy initially focused on digital skills and stand-alone computers, the focus has shifted from stand-alone to network devices including the Internet and social media. The term digital literacy was simplified by Paul Gilster in his 1997 book Digital Literacy. Gilster described digital literacy as the usage and comprehension of information in the digital age, and also emphasized the importance of digital technologies as an “essential life skill.” (Links to an external site.) (Links to an external site.)
Digital literacy is distinct from computer literacy (Links to an external site.) and digital skills. Computer literacy refers to knowledge and skills in using traditional computers, such as desktop PCs and laptops, and previously proceeded digital literacy. Computer literacy focuses on practical skills in using software application packages. Digital skills is a more contemporary term and are limited to practical abilities in using digital devices, such as laptops and smartphones.
Digital literacy is the marrying of the two terms digital (Links to an external site.) and literacy (Links to an external site.). However, there is a large significance as a result of the combination of these two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.