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5. Engagement. Examine the advertising—both classified and display—in your school
newspaper. Are any of the ads offensive to students? Do any of the ads promote
unhealthy products or lifestyles? Contact the newspaper if you have suggestions on how
the advertising staff could better serve the campus.
IN DEPTH: YOU ARE WHAT YOU WEAR
Pre–Exercise Question: If you wear a piece of clothing with a logo on it, is it personal
expression or corporate advertising?
This Critical Process exercise is designed to help students rethink the reasons behind
name–brand logos on T–shirts, shoes, baseball caps, jeans, and so on.
1. Description. Prior to the day of this exercise, ask your students to inventory their
wardrobe and identify all the pieces of clothing and footwear that have visible logos.
Make sure students record the logo name as well as the type of clothing the logo is on.
Also have students note where the clothing or footwear came from (e.g., bought it,
received it as a gift).
2. Analysis. In class, chart students’ collective findings. What patterns emerge from these
closet wardrobes in terms of logo wear? Which companies had greater representation?
Did some clothing items have higher levels of logo branding? Did gender matter in the
number and types of logos in wardrobes?
3.
Interpretation. Why have corporate logos become a part of our wardrobes? Why do we
IN DEPTH: MALE STEREOTYPES IN TELEVISION ADS
(Note: A broader version of this activity – Gender Stereotypes in Television Ads – is now
available on LaunchPad for Media Essentials. See the Media Literacy Practice Activity for
this chapter.)
Pre–Exercise Question: Are men like the guys in television ads?
The portrayal of women in advertising has generated a considerable amount of
controversy, but what about the portrayal of men? This critical process exercise is designed
to evaluate the visible stereotyping of men in advertising.
1. In preparation for this exercise ask your students to watch (and record, if they can) all
the commercials during one evening’s prime–time schedule. Ask them to describe the
depictions of men in these commercials and to bring the information to class.
a. Description. What sort of categories do these male characters fall into? For each
category, what are the characters’ typical behaviors? What do they look like,
including their normative body types? What is the range of their actions? If they