This assignment focuses on an analysis of a trend, a style,
or an advertisement. You will be examining different parts in order to make a
statement about the whole. These parts should direct you to a thesis.
The only limitation on your selection is that the information you use to
develop and support your ideas must come from observing and listening. Trends,
fashion styles, and advertisements speak to us. As with Essay One, you must
gather information and analyze/interpret your findings.
• First Choice — Advertisement
1.
Select a full-page advertisement that you find
appealing or puzzling from magazine. It might be more helpful for you to choose
one with color. Be sure to attach the ad to the back of your completed essay.
2.
Study the ad to understand how it is designed to
achieve its intended purpose. What do you notice first? Why are you drawn to
that element? Where does your eye go next? Pay special attention to details
such as colors, scenery, figures or images, slogans, symbols, text, and
composition. How do these components contribute to the ad's purpose? Consider
your target audience.
3.
Decide on the elements (maybe three or four)
that you can focus on and develop your thesis around those parts. Answering
these questions might help you develop a thesis. Does the ad make a statement
about our values in America? If so, what statement is it making'? Is the
advertisement effective or ineffective? Why?
• Second Choice — Analyze a Trend or Style
1.
Observe students congregating in a public place
on or off campus. Look for the predominant fashion styles displayed by
students. Describe your findings. You can sketch what you see if you want.
Include your findings with your final paper.
2.
Write an interpretation of a fashion trend that
you observe. You need to focus on one trend or style. For instance, if you were
to analyze Converse athletic shoes, locate them within the larger fashion
system. How do the signals sent by wearing Converse shoes differ from those sent
by wearing sandals? What's going on here? Explain.
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