Advertising case study 3: Audrey Hepburn Galaxy advert

Our final close-study product for Advertising and Marketing is the 2016 Galaxy chocolate advert 'Chauffeur' featuring dead film star Audrey Hepburn.

This product provides an excellent opportunity to explore a range of different representations: celebrity, place (Italy), gender and more. 

Sample questions for Advertising and Marketing

In your Media exams, you are likely to get questions similar to these:

- Why do advertisers use stereotypes? [6 marks]

- Explain how advertisements reflect the historical context in which they were created. [12 marks]

Galaxy advert: background information


This is the advert CSP:

You can read more about the incredible CGI technology that went into creating the advert here. There is also a Guardian feature from the production company behind the advert explaining the technical process. 

GLOW words to use for this CSP

• Intertextuality: When one media text refers to or suggests another media text
• Semiotic codes: The media language choices (‘signs’) that create connotations for the audience.

Historical context of confectionary advertising

Nostalgia, or a "yearning for yesterday," is a frequently used advertising tool.  It is particularly common in the chocolate industry.

This classic Flake advert from the 1980s creates a nostalgic atmosphere of a more innocent time: 

Audrey Hepburn
Audrey Hepburn was a huge Hollywood star in the 1950s and 1960s. She was associated with Hollywood glamour and style and was also a fashion icon and model. She died in 1993 at the age of 63.

For the Galaxy advert, the advertising agency used a CGI-version of Hepburn from 1953, the year of her hit film Roman Holiday. The advert is set on the luxurious Italian Riviera which creates intertextuality and nostalgia – two key audience pleasures.


Intertextuality in Media Products

Intertextuality is where one media product (e.g. Galaxy) makes reference to other media products (e.g. Audrey Hepburn movies such as 1953 film Roman Holiday) to interest and engage the audience.

Narrative theory

Propp’s  Character theory

Vladimir Propp stated that there were seven basic character functions when he analysed 100 fairy tales and that these were present in most narratives. Media products still use these recognisable character types today:

Hero, Villain, Heroine/Princess, Father, Donor, Helper/Sidekick, False Hero

Todorov: equilibrium

Todorov suggested that all narratives follow a three part structure.

They begin with equilibrium, where everything is balanced, progress as something comes along to disrupt that equilibrium, and finally reach a resolution, when a new equilibrium is restored.

Equilibrium > Disequilibrium > New equilibrium

This can be applied to most media narratives.

Galaxy advert: Representations

The TV advertisement for Galaxy uses a range of stereotypes. Stereotypes are used so that semiotic codes can be quickly communicated to the target audience. What stereotypes are used in this advert and why? Are they reinforced or subverted?

Place: Italy

Celebrity: Audrey Hepburn

Product: Galaxy chocolate

Time: 1950s

Men & Women

Galaxy 'Chauffeur' advert: blog tasks

Work through the tasks in this blogpost to make sure you're an expert on this CSP.

Re-watch the Galaxy advert then answer the questions below:



1) Who is Audrey Hepburn?

2) Why did Galaxy select Audrey Hepburn for this advert? 

3) What are the connotations of Audrey Hepburn and celebrity in this advert? 

4) Why is the advert set in the 1950s? What audience pleasure does this provide?

5) What is intertextuality?

6) What Audrey Hepburn film is suggested in this advert and how is this effect created (e.g. mise-en-scene - CLAMPS: costume, lighting, actors, make-up, props, setting)?

7) Which of Propp's character types are represented in the advert? (Note: you will not find them all). 

8) How does the advert's narrative (story) follow Todorov's theory of equilibrium?

9) What representations of gender can you find in this advert?

10) Are stereotypes reinforced or subverted in the Galaxy advert? Give examples.


Grade 8/9 extension tasks

Women in the 1950s are represented very differently in two of our advertising CSPs: OMO and Galaxy. What similarities and differences can you find by analysing the two products?

You will have time over Easter to complete these questions. Due: Thursday 19 April.

REMINDER: Your NHS Represent blood campaign case study task is ALSO due on Thursday 19 April!

Advertising case study 2: Represent NHS Blood and Transplant campaign

Our second close-study product for Advertising and Marketing is the 2016 NHS Blood and Transplant online campaign video 'Represent' featuring Lady Leshurr.

This product provides an excellent opportunity to explore a range of different representations: ethnicity, masculinity, femininity, class, age, disability and ability and place. 

Sample questions for Advertising and Marketing

In your Media exams, you are likely to get questions similar to these:

- Why do advertisers use stereotypes? [6 marks]

- Explain how advertisements reflect the historical context in which they were created. [12 marks]

Represent: background information


Lady Lleshurr is an English rapper, singer and producer. She is famous for her freestyling rap style and has her own clothing line. 

This is the advert CSP:

The two articles we read in the lesson provide details on the campaign and how it was developed. This also gives information on why blood from people with a BAME background is so vital. 

GLOW words to use in this campaign

• Literal – the actual, obvious meaning 
• Semiotics - the message behind what you see (hidden messages)
• Reinforce stereotype – when a representation is what we expect
• Challenge/subvert stereotype - When a representation goes against what we normally see in the media
• Mass - A mass audience is made up of a large group of people (men, women, children, elderly)
• Niche - A niche audience is a small subset with very unique interests or characteristics 

Codes and conventions of rap music videos

• There are many low-angled, close up shots in hip hop videos, to imply the artists’ power over their audience. The low angle gives them the power, because they look down on the audience and the close up gives status because it implies they’re important enough to have a frame to themselves.
• Sections of direct contact with the camera (the artist usually spends a lot of time looking straight into the camera as if to talk or have a conversation with the audience and relate to them)
• Props regarding costume tend to be used, for e.g. gold jewellery (male rap artists are commonly known to wear heavy chains or prominent rings)
• Show a clear display of emotions – if the tone of the song is angry, the artist is likely to present this through their gestures and facial expressions.
• Strong editing cuts between concept / performance and narrative.

Represent NHS Blood & Transplant campaign: blog tasks

Work through the tasks in this blogpost to make sure you're an expert on this CSP.

Re-watch the Represent video and then watch the 'making of' video:


1) What does BAME stand for?

2) Why is there a need for blood in the BAME community? 

3) What does this advert want people to do once they've seen it ('call to action')?

4) Why is the advert called 'Represent'?

5) Why have the producers chosen famous BAME celebrities to feature in the advert? Give an example of three well-known people who appear in the advert and why they are famous.

6) Why is there a slow-paced long shot of empty chairs at the end of the advert?

7) How does the advert match the key conventions of a typical rap music video?

8) How does the advert subvert stereotypes? Give three examples (e.g. ethnicity, masculinity, femininity, age, class, disability/ability etc.) 
Grade 8/9 extension tasks

9) How does the advert reinforce certain stereotypes of the BAME community? Could there be an oppositional reading where some audiences would find this advert offensive or reinforcing negative stereotypes?

10) Choose one key scene from the advert and write an analysis of the connotations of camera shots and mise-en-scene (CLAMPS).


You will have lesson time to answer these questions but will need to complete for homework - due first lesson back after Easter. 

Advertising: Broadcast adverts and campaigns

Two of our advertising close-study products are moving image adverts. We need to be able to confidently analyse moving image advertisements and discuss how they create meanings for audiences.

As with any media text, the starting point is to focus on the key conventions. How do you know when you are watching an advert on TV or YouTube? What are the conventions that appear in the majority of moving image adverts?

Key conventions of moving image advertisements

• Narrative (storyline)
• Mise-en-Scene (CLAMPS)
• Editing (fast-paced, slow-paced, juxtaposition)
• Camera shots (& their effect)
• Sound (music, dialogue/voiceover, sound effects)
• Logo & slogan
• ‘Call to action’ – how audience can buy/support/take part

Broadcast advertising - notes

The internet may grab all the attention these days, but television advertising is still a significant media platform for advertisers to reach their target audiences.

Broadcast advertising is a powerful and persuasive tool for reaching consumers. It allows producers to target specific individuals or groups who are likely to be watching certain channels at certain times (e.g families tend to watch ITV and other mainstream channels at 7pm on Saturdays). Television adverts also reach a wide audience. 

To create an effective television advert, you must have a good script or concept and a strong offer or message. 

Advertising campaigns

Some adverts are produced in a series as a campaign. An advertising campaign is a series of advertisements that share a singular theme, message or idea. These are used to raise awareness of an issue or of the brand itself. The best campaigns have an emotional impact on audiences.

An advertising campaign will usually appear across multiple media platforms - print, broadcast and online.

A good example is the 2007 Adidas 'Impossible is nothing' campaign:



Moving image adverts: blog task

Watch the Always #LikeAGirl campaign again:

1) What key conventions of broadcast advertising can be found in this advert?

2) What text appears on screen in the advert? What effect might this have on audiences?

3) How many different people feature in the advert?

4) Why did the producers decide to feature a range of different ages, genders and ethnic groups in the advert?

5) What effect does the background music have on the audience - particularly towards the end of the advert?

6) Pause the advert at 3.08. What key conventions of advertising can you find on the screen at this point? How do these encourage the audience to make the campaign go viral?

7) What representation of women can be found in this campaign?

8) The #LikeAGirl campaign was hugely successful with over 65 million views on YouTube alone. Why do you think the campaign connected with audiences so successfully?

Extension task: find another memorable broadcast advertising campaign on YouTube. Embed one of the adverts into your blog post and analyse why the advert successfully connected with the audience.


Finish for homework - due next week Thursday.

Magazine case studies: blog feedback and learner response

You will be receiving blog feedback for your magazine case studies from your teacher via email this week.

This is a very important opportunity to reflect on the first exam CSPs you have studied in GCSE Media Studies. We know these products will come up in the exam so this reflection gives us the chance to identify the areas we need to improve over the next few weeks.

To complete your learner response you must do the following:

1) Open up your email and read the feedback carefully

2) Copy and paste your feedback and LR into a NEW blogpost in your blog called 'Magazine case studies: Blog feedback and Learner Response'.

3) Below the feedback, complete the learner response tasks or questions and then publish the blogpost.

4) Reply to the original email from your teacher confirming you have completed the learner response and provide a link to your learner response blogpost.

Remember, this is how we get better in Media Studies - so make the most of this opportunity! 

GCSE Media homework - list of work

The snow days have mixed up our deadlines and also taken away some lesson time to complete work.

With that in mind, we will not check homework this week but instead will give you a list of work to complete for next week. This gives you time to get things organised plus if you need to work in Media at lunchtime or after school you have a week in which you can do this.

The work you need on your blog is as follows:

1) Introduction to advertising - print advert analysis
2) Gender representation in advertising - car, perfume and cleaning product advert analyses (note: THREE adverts to find and analyse)
3) Advertising CSP case study 1: OMO print advert
4) Learner response to magazine case study feedback

You need to complete ALL of this work by Thursday 15 March.

Advertising case study 1: OMO print advert

The first close-study product for Advertising and Marketing is the 1955 advert for OMO washing powder that appeared in Woman's Own magazine.

This product provides an excellent opportunity to analyse the changing representation of women in advertising over the last 60 years. 




Sample questions for Advertising and Marketing

In your Media exams, you are likely to get questions similar to these:

- Why do advertisers use stereotypes? [6 marks]

- Explain how advertisements reflect the historical context in which they were created. [12 marks]

OMO advert: blog task

Work through the tasks in this blogpost to make sure you're an expert on this CSP.

1) What year was the advert produced?

2) How were women represented in most adverts in the 1950s?

3) How does the heading  message ('OMO makes whites bright') and typography promote the product?

4) Analyse the mise-en-scene in the advert (CLAMPS): how is costume, make-up and placement of the model used to suggest women's role in society?

5) Why is a picture of the product added to the bottom right of the advert?

6) What are the connotations of the chosen colours in this advert?

7) How does the anchorage text use persuasive language to encourage the audience to buy the product? Give examples.

8) What representation of women can be found in this OMO advert? Make specific reference to the advert and discuss stereotypes.

9) What is the preferred reading for this advert - what did the producers of the advert want the audience to think in 1955?

10) What is the oppositional reading for this advert - how might a modern audience respond to this text and the representation of women here?

Grade 8/9 extension question
How much do you think things have changed with regards to representations of women in advertising? Give examples from a variety


You will have lesson time to answer these questions but will need to complete for homework - due on Thursday 15 March.