Advertising case study 2: Audrey Hepburn Galaxy advert

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

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

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: 

Galaxy brand identity

The Galaxy brand identity has focused on luxury and indulgence for over 25 years. This 1995 advert is a good example of the Galaxy brand and also features a nostalgic soundtrack:




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

We also need to learn narrative theories in GCSE Media Studies and the Galaxy advert is an ideal time to learn these. Narrative theories help us understand how media texts are constructed to engage an audience and keep them watching or reading until the end.

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 information 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

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

2) Which of Propp's character types are represented in the advert? (Note: just choose two or three character types that are definitely used in the advert - it does not use them all). 

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

4) Who is Audrey Hepburn?

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

6) What is intertextuality?

7) 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)?

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

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

Read the Framestore case study and the Guardian feature again. How did they recreate an Audrey Hepburn film using location, casting and CGI?

Now read this Vintage Everyday feature behind the scenes of the Galaxy advert. What other background information do you learn here regarding the construction of the advert?

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?

Due date for this work on Google Classroom.

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 CSP (1955)

OMO was a popular washing powder brand in the 1950s. This advert was from 1955 and needs to be studied both in terms of historical context and how it would be received today.

In 1955, British society was still adjusting after World War Two in which women took on many traditionally male jobs with men off fighting. This led to advertising in the 1950s often trying to reinforce traditional female stereotypes of housewives and mothers in order to protect male power both at work and at home.

Annotations

In the lesson, you'll have a chance to annotate your own copy of the OMO advert and make notes of the key conventions and what they communicate to the audience.

Here are some of the questions we discussed when we annotated our copy of the advert in class:

And here's an image of an annotated advert from the lesson on OMO - you'll need your Greenford Google login to access this.

OMO advert: blog tasks

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 the 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 - red, white and blue?

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?

You will have lesson time to answer these questions but will need to complete for homework - due date on Google Classroom.

Grade 8/9 extension questions

1) How much do you think things have changed over the last 60 years with regards to representations of women in advertising? Give examples from a variety of adverts

2) How is the aftermath of World War Two reflected in the Omo advert? Why did many adverts in the 1950s strongly reinforce the stereotype of women as mothers and housewives?

3) Read this Guardian feature on possible law changes with regards to gender representations in advertising. Do you agree with this approach?

4) Now read this Guardian feature entitled 'Mad Men and invisible women'. Why does it suggest the advertising industry has 'failed to move on'? Do you agree? Read some of the comments below the article to get a range of differing views on this topic.

Gender stereotypes in advertising

There is a long history of adverts featuring a sexist or negative representation of women.

We need to learn how adverts represent different people and groups and also how these representations have changed over time. Today, the focus is on the representation of women and the gender stereotypes that appear in many adverts. This builds on our work on social and cultural contexts - the way the media influences people, society and British culture.

Key words

Representation: the way a group or individual is portrayed in the media.

Normalised: when something becomes considered ‘normal’ or ‘usual’

Stereotype: viewing a group or individual in a fixed, over-simplified way.

Conventions: typical features of a media product. 

Reinforce a stereotype: the representation supports our usual expectations.

Subvert a stereotype: the representation goes against our usual expectations.

Social, Cultural and Historical contexts

Another aspect we have to consider whenever we study a media product is how it reflects British society and what message it may be sending to audiences. Our exam board AQA calls this 'social and cultural contexts' and those words will appear in several exam questions in our final exams. Similarly, when we study media products from history, we will also need to consider historical contexts - how the media product reflects the time period in which it was created. These are the key questions to ask:

Social contexts: How do media products influence or affect people in society?

Cultural contexts: How the media reflects the typical ideas, opinions and beliefs in society and the media industries.

Historical contexts: How has society (and the type of media product) changed over time?

The representation of women in advertising is a great example of all three of these contexts. The way women are presented in adverts says a lot about the culture the advert is created in, it may well affect the way both women and men feel and behave in society and it also has changed over time.

How are women represented in advertising?

The stereotype of women in advertising is often negative. Representations through the history of advertising have suggested that women are inferior to men, bad drivers, powerless, sexualised or focused on domestic work (e.g. cleaning). This potentially influences media audiences and the views in wider society.

 

 















Oxo TV adverts

Explore how the representations of women have changed through these two adverts for Oxo. Are they really as different as they first appear?

1980s Oxo advert




2017 Oxo advert: Change of Plan 

In 2017 Oxo launched a 'new family' to advertise some of their recent products and released a TV advert called 'Change of Plan'. There are definitely some significant changes between the 1980s Oxo family and the updated version - although perhaps the gender representations on display haven't progressed quite as much as it first appears.

Unfortunately, this advert is no longer on YouTube but can be watched on the Ads of the World website here or alternatively on Google Drive here (using your Greenford Google login).



Gender representation in advertising: blog tasks

Create a new blogpost called 'Gender representation in advertising'.

1) Find three adverts featuring women that are from the 1950s or 1960s. Save the images to your Media folder as jpegs and then import them into your blog post. Hint: You may wish to look at car, perfume or cleaning products but can use any product you wish.

2) Find three adverts featuring women that are from post-2000. Save the images to your Media folder as jpegs and then import them into your blog post.

3) What stereotypes of women can you find in the 1950s and 1960s adverts? Give specific examples. 

4) What stereotypes of women can you find in the post-2000s adverts? Give specific examples.

5) How do your chosen adverts suggest representations of gender have changed over the last 60 years? 


Extension tasks

Find three adverts that subvert gender stereotypes, post the images/links to your blog and write a paragraph about how they subvert the way women or men are usually represented in the media.

Read this Guardian article on seven female stereotypes that were identified in Australian adverts. Do you recognise the stereotypes that the article discusses? 

This Guardian article reports the first adverts banned for using negative gender stereotypes. Do you think the ASA was right to ban them? 

Due date: on Google Classroom.

Advertising and Marketing: Key conventions

Our new topic is Advertising and Marketing - an important aspect of Media Studies.

One of the key aspects to deconstructing advertisements is denotation and connotation. Remember the definitions:

Denotation: the literal meaning of something
Connotation: the deeper meaning or what is suggested (reading between the lines)

Codes and conventions of print adverts

When studying print adverts we need to look for the following conventions or typical features:

• Picture of product
• USP - unique selling point. What is it that makes the product special or different to appeal to consumers?
• Lighting
• Setting / colour scheme
• Logo – this is usually the brand name 
• Slogan – this is a catchy phrase summing up the ethos of the product e.g Nike’s ‘Just Do It’

Adverts will often use unique and interesting ways to attract the attention of the target audience. This might be: innovative branding; clever use of space; unconventional or subversive ideas; emotional connections or shock / controversy.

Persuasive techniques in advertising

Advertisements are generally trying to persuade their target audience to:

• Buy a product or service
• Believe something or act in a certain way
• Agree with a point of view

There are many persuasive techniques used in advertising. A selection include:

• Image and colour scheme- to catch and keep attention
• Slogan – a catchy phrase or statement
• Established brand identity – associated with success or taste or good quality. 
• Repetition – constant reference to product name
• Association / Star Power – e.g. celebrity endorsement
• Emotional appeal or shock tactics – designed to create strong feelings
• Expert opinion – ‘4 out of 5 dentists…’
• Imperative- Giving no choice e.g ‘Taste the rainbow’

Media analysis example - Maltesers advert

Conventions and analysis

• Pictures of the product (Maltesers) to remind us of the type of product it is. The image also reinforces the word ‘lighter’ as the chocolates dance and jump off the floor. 
• The Logo is bright and large in the centre of the advert. The word ‘malt’ relates to the flavours used and ‘tesers’ is a play on the word ‘tease’ which ties in with the playful, light ethos. 
• The Background features the heavy use of red. It is bright and eye-catching with connotations of love. This makes the consumer recognise the brand colour and makes them think they love the product, or may gift it to someone they love. 
• The Slogan at the bottom is clearly visible and stands out against the background. ‘Lighter’ and ‘enjoy’ reinforce the USP – that Maltesers are slightly healthier or 'lighter' chocolate. 
• The Colour Scheme is red and white - recognisable from the packets of Maltesers, creating a brand identity. 

Introduction to advertising: blog task

Create a new blogpost called 'Advertising: Key conventions'. Look at this Skittles advert:

1) What key conventions of print adverts can you find and what are the connotations or deeper meanings of each convention? For each convention, write about how it communicates meaning to the audience. See the Maltesers advert above for an example of how to do this.

2) What is the USP (unique selling point) for Skittles and how do you know? Does the advert use any of persuasive techniques listed above?

Look at the Maltesers example above if you are unsure how to complete these tasks.

Extension tasks

If you have completed an in-depth analysis the Skittles advert, do some additional research into creative or powerful print advertising. 

Task: Find an example of a print advert for EACH of the following:

1) A clear brand identity

2) A shocking or controversial idea

3) An emotional connection to audience

4) An innovative or ‘different’, subversive concept (e.g the porcupine advertising VW car)

5) A foreign advert that you can understand despite the language barrier

Finally, write what the USP is for each advert.

Due date: on Google Classroom

Magazines: Final index

We have now completed our work on Magazines and need to publish an index to demonstrate we have finished every blog task. 

Every index you create is an excellent way to make sure you are revising the course as we go - as well as highlighting if you've missed anything. Your index should include the following:

1) January assessment learner response

2) Magazines: Tatler magazine CSP case study

3) Magazines: Heat magazine CSP case study

For your index, the text should link to YOUR blogpost for that topic so you can access your work quickly and easily for checking and revision. This also means if you have missed anything you can catch up with the work and notes and won't underperform in assessments and exams due to gaps in your knowledge.

Creating your index

To create your index, first copy the list of work above and paste it as plain text into a new blogpost called 'Magazines: Final index'. Then, open your Media blog in another tab and use your blog archive to open up all your work from last term. For each post, copy the URL - this is the web address that will end .blogspot.com/name of the post. For example: 

https://mediamacguffingcseyear1.blogspot.com/2020/01/representation-introduction.html

Once you've got the hang of it, you should find the index only takes 10-15 minutes to produce. Here's a short video showing you how to create a blog index in Media:

Magazines: Heat CSP case study

Heat is our second magazine Close Study Product. We need to study the media language and representation of people and groups on the front cover of Heat 21-27 November 2020.

The key notes on Heat are here:

Terminology: low brow and high brow culture

High brow: Intellectual, cultured. Aimed at intelligent or educated people. E.g. University Challenge / The Times. 

Low brow: Lacking culture or intellectual content. Usually aimed at less educated people or seen as a 'guilty pleasure'. E.g. reality TV, celebrity magazines.

General

• From Bauer Media’s website about the brand of Heat: “Heat is the brand that sets popular culture alight and gets people talking. Now a huge multiplatform brand that's unrivalled in the entertainment market, heat is more than just a magazine- it's a radio station, a podcast, an app and has a huge online and social media presence.”
• From the Heat media pack: "In print – we bring readers a truly unique, quality experience. From clever A-list access shoots no other magazine could pull off to celeb news – heat has the celeb contacts to give readers the exclusive every time."
• The magazine also offers shopping and lifestyle tips: "Our all-inclusive approach promises style for everybody, no matter what shape or size, and our team test fashion and beauty products to make sure readers spend their hard-earned pennies wisely. And Life Hacks gives readers down-time inspo by curating the buzziest experiences in travel, food, fitness, wellbeing and homes."

Heat's target audience

• FEMALE/MALE: 90% / 10%
• AVG AGE: 37
• AGE PROFILE: 52% AGED 15/34 (14% 15-24, 37% 25-34)
• SEGMENT: 50% ABC1
• MARITAL STATUS: 57% MARRIED (or living with partner) / 43% single

Source: Heat Media Pack 2019

Media language

• Typography / Fonts:  Sans serif fonts to make the magazine feel modern, informal and offering the latest gossip. ‘Posh’ written in serif to make it feel ‘posh’.
• Cover lines: Indirect address favoured by celebrity gossip magazines emphasises the gossip feel. Questions to audience create inclusive, gossipy feel and words like ‘shock new pics’ and ‘Behind closed doors’.
• Name checks/star appeal: the cover is packed with celebrity gossip and the magazine sells itself on having the latest celebrity gossip. Note the stars are given first names only - Heat readers know these celebs already and want to hear the latest.
• Colour scheme: Pink, yellow and red. Bright colours to attract attention – important without a single central image. Gossip magazines tend to be busier and more packed with images to suggest issues that are bursting with different stories. 

Representations

• The people represented on the cover are mostly celebrities and well known actors, reality television stars and music artists. Why?
• Celebrities are presented as important and desirable – but some of the paparazzi photography is designed to make them look like ‘normal’ people.

Social and cultural contexts

The features in Heat focus on a few key areas:

• Relationships: normative and subversive as words are used such as ‘secretive’, ‘baby daddy’ and ‘heartache’. Focus is on relationship breakdowns. 
• Shopping: Christmas shopping suggestions on front cover. Heat magazine emphasises High Street shopping recommendations and affordable ways to get the latest looks.
• British TV and music: Most of the images and stories relate to reality TV stars and/or pop stars (or former pop stars). This is an example of intertextuality with Heat regularly references other media products (e.g. ‘I’m A Celeb Exclusive’).
  

Heat case study: blog tasks

Work through the following tasks and questions to build a detailed case study for Heat - 21-27 November 2020. This will give you plenty of background information to use in an exam question on magazines.

Introduction - Heat Media pack

1) Look at the Heat Media Pack. Go to page 2: the Heat mission. Write three things that Heat offers its readers under 'print'.

2) Now go to page 3 of the Media Pack - celebrity focus. What does the page say that Heat offers readers?

3) Now look at page 4 of the Heat Media Pack. What other content does Heat magazine offer its readers aside from celebrity news?

4) Look at page 5. What is Heat magazine's audience profile? Write all the key details of their audience here. 

Media language

1) How many of the 12 magazine cover key conventions feature on this edition of Heat? List them with specific reference to the convention on the CSP edition of Heat.

2) How are the cover lines written to make the audience want to buy the magazine?

3) What are the connotations of the Heat colour scheme on this particular front cover?

4) How are images used to create interest in the magazine? Find three reasons for your answer. (E.g. paparazzi images or aspects of mise-en-scene such props, costume, make-up, body position, facial expression etc.)

5) What differences can you find between the use of design and typography between Tatler and Heat? List at least three differences and explain the effect on audiences.

Representations

1) What type of celebrities appear on the front cover of Heat? List them here. 

2) How are celebrities represented in Heat? (Positively? Negatively? Reinforcing or challenging stereotypes?)

3) How are women represented on the cover of Heat? Think about both images and cover lines here.

4) How is race and ethnicity represented on this cover of Heat?

5) How do Heat and Tatler represent social class? What different social classes can you find in the features and celebrities on the cover? (E.g. middle/upper class / working class)

 

Grade 8/9 extension tasks

1) How does the front cover engage audiences with possible narratives? Look for stories, cliffhangers, dramatic cover lines etc.

2) What are paparazzi images and why are they crucial to the front cover of Heat? 

3) How does the front cover juxtapose text and images to create contrast and narrative on the front cover of Heat?

4) What do these two magazines suggest about representations of social class in the British media?

Complete for homework - due date on Google Classroom.

Magazines: Tatler CSP case study

Print magazine Tatler is our first Close Study Product. We need to study the media language and representation of people, places and groups on the front cover of Tatler (January 2021).

Some of the key notes from the lesson are here:

General

• Tatler is Britain’s oldest magazine (founded in 1901).
• Targeted at upper classes and upper-middle classes.
• Lifestyle magazine with focus on fashion; high society events such as balls and celebrities such as the Royal family and members of the aristocracy (people with inherited wealth, titles and land.)
• There are versions in Russia, Hong Kong and Indonesia.
• Over the years, Tatler has remained interested in the lives of the Royal family, but has tried to re-invent itself as more ‘edgy’ and modern in recent years, to try and target a younger audience. 

Watch this trailer for BBC's Posh People - a documentary about Tatler, the oldest magazine in Britain.

 


Media language

• This refers to how the producers communicate their message to the audience through the media text. 
• Mise-en-scene: what you see - remember CLAMPS (Costume / Lighting / Actors / Make-up / Props / Setting)
• Typography / Fonts: serif title and sans serif cover lines. 
• Words used and their connotations. 
• Colour schemes: usually two or three in a magazine. Sometimes title matches or is juxtaposed with colours elsewhere on the cover.

Representations

• Tend to reflect dominant representations/stereotypes of wealthy upper-class British people on the cover through images and cover lines.
• The cover star is Emma Weymouth (aka Emma Thynn, Marchioness of Bath) and is a rare black cover star for Tatler. Emma Thynn's father is a Nigerian oil billionaire and her mother is an English socialite (socialite: a person who is well known in fashionable society). This cover star shows Tatler is trying to update its representation of race in the magazine in response to recent cultural changes such as the Black Lives Matter movement.
• Average age of Tatler reader is 41 but the cover tends to focus on celebrities or models who are younger than this (due to dominant ideals of beauty in the Media).
• Cover lines (stories inside) tend to focus on preoccupations of upper classes e.g ‘Inside the new British establishment'; Blond ambition (about Boris Johnson's brother); Off-duty Royal dressing. 

Social and cultural contexts

• The issues that Tatler is concerned with tend to be political but not in a particularly gritty way because the magazine is more interested in fashion, merchandise, beauty and ‘lifestyle’ rather than dealing with news in any depth. Hence references to Boris Johnson's brother and 'the workings of the Westminster web'.
• The preoccupation with parties, private schools, luxury holidays and exclusivity (the ‘Tatler Privilege Club’) assumes a high level of income and an elitist attitude which may alienate or offend people from a different social class. 81% of the readership has an above average income. 44% buy shoes or clothes more than once a month so the cultural context of the magazine could be judged as ‘niche’ (for the few) rather than ‘mainstream’ (for everyone).
• Some of the stories featured in Tatler can be seen as outdated as they are concerned with riding, hunting and shooting which are pursuits generally only enjoyed by upper classes. 

Here's an annotated copy of the cover of Tatler to help you (you'll need your Greenford Google login to access this).

Tatler: case study blog tasks

Work through the following tasks and questions to build a detailed case study for Tatler issue January 2021 (below). This will give you plenty of background information to use in an exam question on print magazines. First, create a new blogpost called Tatler CSP case study.

Introduction - Tatler Media pack

1) Look at the Tatler Media Pack. Go to page 2: how does the editor introduce the magazine?

2) Now go to page 4 of the Media Pack. Focus on the print magazine (NOT tatler.com - the website). List the key demographic details: age, gender %, ABC1 % (social class), HHI (Household Income), % of those living in London and the South East. What do these demographic details suggest about the average Tatler reader?

3) Look at page 6. What do Tatler readers think about fashion? How much do they spend?

4) Go to page 10. What are the special editions of Tatler that run throughout the year? What does this suggest about the Tatler audience? What about the pyschographic audience group that best fits Tatler?


Media language

Revise the 12 magazine cover key conventions and check how many feature on this edition of Tatler.

1) What different examples of typography can you find on the cover of Tatler? What are the connotations of the serif and sans serif fonts?

2) How do the cover lines appeal to the Tatler target audience?

3) What are the connotations of the Tatler colour scheme on this particular front cover?

4) How is the central image designed to create interest in the magazine? Find three reasons for your answer. (E.g. the model, the mise-en-scene such as props, costume and make-up, body position, facial expression etc.)

Representations

1) What celebrities or famous people are mentioned on the cover? Why do you think Tatler put them on the cover?

2) What do the cover lines suggest about the lifestyle of rich people in the UK?

3) Looking at the image and cover lines together, what different groups of people are represented on the cover and how are they represented? (E.g. men/women/rich people/race & ethnicity etc.) 

4) Are there any stereotypes being reinforced or subverted? How? Why?

Social and cultural context

1) What aspects of British life or people are NOT reflected in Tatler? (Watch the clip above again if you need help with this - the clue is in the title 'Posh People')

2) Tatler runs special issues on holidays, spa breaks, cosmetic surgery, watches and jewellery and private schools. What does this suggest about the magazine's representation of life in Britain? 

3) What audience groups might be offended or insulted by the front cover of Tatler April 2017? 

4) Find three other front covers for Tatler from different months. What issues, subjects or people are regularly featured in Tatler?


Grade 8/9 extension tasks

1) What would be the preferred and oppositional readings to this cover of Tatler?

2) Are there any misrepresentations or under-representations of certain groups? What might this suggest about the target audience?

3) How does the front cover engage audiences with possible narratives? Look for stories, cliffhangers, dramatic cover lines etc.

4) Read this Guardian article on the BBC documentary about Tatler called Posh People. What does the article suggest about the people who produce and read Tatler?

Complete for homework - due date on Google Classroom.