Nadia Sanità • Antonio Saraceno • Annabel PopeESPnew series

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Images & MessagesImages & MessagesEnglish for Graphic Arts, Communication

and Audio-Visual Productions

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Nadia Sanità • Antonio Saraceno • Annabel Pope

Images & MessagesEnglish for Graphic Arts, Communication and Audio-Visual Productions

Gli autori hanno realizzato congiuntamente quest’opera in ogni sua parte, compresi gli apparati didatti-

ci. In particolare, Nadia Sanità ha curato i Moduli 1, 2, 6 e le relative sezioni CLIL; Antonio Saraceno

ha curato i Moduli 3, 4, 5 e le relative sezioni CLIL; Annabel Pope si è occupata degli aspetti linguistici

della sezione Revision and Practice e della revisione linguistica generale.

L’Editore desidera ringraziare la Prof.ssa Paola Briano per il contributo dato nella pubblicazione di quest’opera.

In linea con le disposizioni di legge e le indicazioni ministeriali, si attesta che l’opera è realizzata in

“forma MISTA”, cartacea e digitale. L’Editore mette a disposizione gratuitamente sul proprio sito diver-

se risorse didattiche online: materiali extra per attività di approfondimento e di esercitazione in parte

ad accesso libero e in parte riservati al docente.

L’opera è altresì disponibile in edizione DIGITALE per gli studenti diversamente abili e i loro docenti. L’Editore

mette a disposizione degli studenti non vedenti, ipovedenti, disabili motori o con disturbi specifici di appren-

dimento i file pdf in cui sono memorizzate le pagine di questo libro. Il formato del file permette l’ingrandi-

mento dei caratteri del testo e la lettura mediante software screen reader.

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Ristampe

5 4 3 2 1 0 2019 2018 2017 2016 2015 2014

Images & Messages

Realizzazione editoriale e contributi:

– Progetto e consulenza: Raffaele Polichetti

– Consulenza iconografica: Sara Antonaccio

– Impaginazione: C.G.M. - Napoli

– Disegni: Mauro Borgarello

– Revisione testi: Lunella Luzi

– Registrazione audio: Ivano Atzori

3

PRESENTAZIONE

L’ARGOMENTO

Images & Messages è rivolto:

• in particolare agli studenti dei Nuovi Istituti:

– Tecnici ad indirizzo Grafica e Comunicazione

– Professionali ad indirizzo Produzioni Artigianali e Industriali (Grafica Multimediale,

Produzione Audio-Video, Fotografia);

• in generale a coloro che hanno l’esigenza di utilizzare la lingua inglese come strumento

di studio e/o di lavoro in campo grafico, pubblicitario, audiovisivo e fotografico.

Grazie alla ricchezza del materiale proposto, Images & Messages – concepito per promuovere

un apprendimento attivo basato sui contenuti (content based learning) – offre la possibilità

di scegliere gli argomenti sia in base ai programmi delle materie di indirizzo, sia in base agli

interessi e al livello di competenza linguistica degli studenti.

I contenuti sono stati ordinati secondo criteri di graduale complessità concettuale e linguistica

(A2, B1 e B2) e vengono esplorati utilizzando le quattro abilità in modo omogeneo ed

integrato. I brani, tutti autentici, offrono un assortimento di stili, registri e livelli di difficoltà

e sono tratti da fonti diverse: libri, giornali e riviste specializzate, materiale promozionale,

manuali settoriali e siti internet.

44

GLI OBIETTIVI

Images & Messages si propone di

• far acquisire le competenze necessarie per leggere e comprendere testi che presentano

termini, espressioni, strutture sintattiche e modalità discorsive specifiche del linguaggio

settoriale;

• migliorare le capacità di ricezione e produzione orale e scritta, anche tramite attività tipo

PET per il conseguimento del livello B1 del CEFR;

• arricchire il patrimonio lessicale;

• consolidare abitudini grammaticali corrette o approfondire alcune strutture;

• stimolare l’interesse e la partecipazione attiva degli studenti, dando spazio alla loro

esperienza personale e a problematiche di attualità;

• contribuire a sviluppare sensibilità per il rispetto e la protezione dell’ambiente con

suggerimenti per comportamenti ‘eco-friendly’.

5

LA STRUTTURA

Images & Messages è diviso in sei Moduli ognuno dei quali è ripartito in due sezioni:

1 Contents Section – Divisa in Unità, contiene testi e attività che riguardano i contenuti

specifici della specializzazione già affrontati in L1. Ogni Unità è suddivisa in Capitoli per favorire non solo uno studio più parcellizzato, ma anche la scelta antologica da parte

dell’insegnante. I testi vengono affrontati in modo graduale, attraverso esercizi di Before

Reading, While Reading, esplorazione del lessico specifico, comprensione scritta e/o

orale, globale e specifica. Brevi ‘box’ di approfondimento, denominati Spotlight on...,

permettono di ampliare le conoscenze sull’argomento. Un ricco apparato iconografico

(con funzioni esplicative, non solo esornative) correda i brani di lettura, per ognuno dei

quali è previsto un esauriente glossario.

6

2 Revision and Practice – Si occupa di contenuti inerenti alla disciplina ponendo

particolare attenzione all’arricchimento lessicale, strutturale e allo sviluppo delle quattro

abilità linguistiche. Presenta le seguenti ripartizioni:

• Vocabulary. Comprende specifiche attività per il consolidamento del lessico più

importante del Modulo. Costituisce anche uno strumento che gli studenti possono

utilizzare come rinforzo e ripasso degli argomenti del Modulo.

• Grammar. Propone il rinforzo delle strutture morfosintattiche più ricorrenti.

• Communication. Offre testi e attività di consolidamento dei contenuti appresi per

sviluppare le quattro abilità linguistiche: Reading, Listening, Speaking, Writing.

• CLIL (Content and Language Integrated Learning). Alla fine di ogni Modulo è presente

un CLIL CORNER che si collega alle tematiche presentate in alcune delle discipline curriculari – Arti Visive, Produzioni Multimediali, Progettazione Grafica, Psicologia

della Comunicazione, Letteratura, Storia. Gli argomenti proposti possono favorire una

didattica cross-curricolare, coinvolgendo docenti delle materie citate per eventuali

approfondimenti e/o progetti che permettono concretamente di studiare il medesimo

contenuto da diverse prospettive.

Disponibili sul sito www.edisco.it:

– file audio formato MP3 con la registrazione delle attività di ascolto;

– materiali extra per attività di approfondimento e di esercitazione;

– Teacher’s Guide: soluzioni degli esercizi – transcripts delle attività di ascolto –

note didattiche – prove di verifica collegate ai singoli Moduli – simulazioni della

terza prova dell’Esame di Stato.

RISORSE NLINE

7

CONTENTS

7

Unit 1 Welcome to the advertising world!

A. What is advertising? ........................................... 20B. Different kinds of advertising .......................... 22

Unit 2 A bit of history

A. How advertising began ..................................... 24B. The first half of the 20th century .................... 26C. Television and the new media ......................... 28

Unit 3 Advertising language features

A. Advertising texts .................................................. 30

B. Decoding advertisements ................................. 34

C. Electronic trading and promotion: language and strategies .................................... 36

REVISION AND PRACTICE

VOCABULARY ...................................................................... 38

GRAMMAR (Plurals, Prepositions of place) .............. 40

COMMUNICATION

Listening (Leo Burnett’s Life) ............................. 42

Speaking (Ad analysis) ........................................ 43

Reading (Mad Men: a question of style) ........ 44

Writing (The importance of post-production

in commercials) ..................................................... 45

CLIL History and Multimedia Productions • NO,

A movie about the adman who changed

history ...................................................................... 46

ADVERTISING1

MO

DU

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Unit 1 A new style for a new culture

A. Art nouveau style ................................................ 50B. From Bohemian artists to modern graphic

design ...................................................................... 54C. The London underground ................................ 58

Unit 2 Choosing and using type

A. Typography: a brief overview ......................... 60B. Fonts ........................................................................ 62C. A new typography .............................................. 64D. The father of the Times New Roman ........... 66

Unit 3 Graphic design practice

A. Branding and positioning .................................. 68

B. Brand identity and graphic design ................. 70

REVISION AND PRACTICE

VOCABULARY ...................................................................... 74

GRAMMAR (Articles, Indefinite adjectives and

pronouns, Comparatives and Superlatives) .. 76

COMMUNICATION

Listening (Graphic design in a digital age) ..... 78

Speaking (Social activism and graphic design) 79

Reading (Pop art) .................................................. 80

Writing (Logo analysis) ....................................... 81

CLIL History and Graphic Design • Design

as a social and political commitment:

Albe Steiner ............................................................ 82

THE ADVENT OF GRAPHIC DESIGN2

MO

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M O D U L E 0 LEARNING TO LEARN

Unit 1 Welcome to Images & Messages!

A. Something about yourself ................................ 10B. Survival English .................................................... 12

Unit 2 Get smart about learning!

A. Study skills checklist ............................................ 14B. Tips for language learning success ................ 15C. How to get better grades in school ............... 17

88

Unit 1 The consumer society

A. Consumption and the consumer society ..... 86B. Motivational research ........................................ 90C. Consumer motivation and behaviour ........... 92D. Appealing to feeling and fears ........................ 94

Unit 2 Selling strategies

A. Sophisticated audience and stylish ads: cultural references ............................................... 96

B. The use of works of art ..................................... 98C. The use of figures of speech ............................ 100

Unit 3 Advertising communication

A. Commercial and non-commercial advertising ............................................................. 104

B. The use of influencers in advertising ............ 108

C. ASA (Advertising Standard Authority) ......... 110

REVISION AND PRACTICE

VOCABULARY ...................................................................... 112

GRAMMAR (The use of past simple and present

perfect tenses) ....................................................... 114

COMMUNICATION

Listening (The first Industrial Revolution) ..... 116

Speaking (Personality symbolism) .................... 117

Reading (The use of colour in advertising) .... 118

Writing (Colour... reduction) ............................. 119

CLIL Visual Arts • American Art ................................ 120

ADVERTISING AND ITS AUDIENCE3

MO

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Unit 1 History of packaging

A. Packaging, what is it? ........................................ 124

B. Packaging, the beginning ................................. 126

C. Modern packaging .............................................. 128

Unit 2 Packaging and overpackaging

A. Packaging: design and labels ........................... 132

B. Overpackaging: raising awareness ................ 134

C. Packaging management in Europe and the UK ............................................................................ 136

Unit 3 New packaging technologies

A. Sustainable Packaging ....................................... 140

B. LCA – Life Cycle Assessment ........................... 144

C. The waste hierarchy ........................................... 146

REVISION AND PRACTICE

VOCABULARY ...................................................................... 148

GRAMMAR (The passive voice, The more... the better) 150

COMMUNICATION

Listening (Re-usable packaging and bio-plastics) 152

Speaking (Debate) ................................................ 153

Reading (The Japanese art of gift wrapping) . 154

Writing (Packaging… reduction and report) . 155

CLIL Literature • The Gift of the Magi ..................... 156

PACKAGING4

MO

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99

Unit 1 History of packaging

A. Traditional media and new media ................. 160B. Digital and analogue photography ............... 164C. The new dimension of Web 2.0 ..................... 168D. Advantages and disadvantages of new

media ....................................................................... 172

Unit 2 The Internet and its history

A. Who invented the computer? ......................... 176B. A cool case: Apple Inc. ...................................... 180C. The Internet and the Web ................................ 182D. World Wide Web ................................................ 184E. Browsers and search engines ........................... 186F. The mobile web ................................................... 188G. Cookies ................................................................... 190

Unit 3 Online advertising

A. Online advertising and e-commerce ............. 192

B. Electronic commerce .......................................... 194

C. Security on the Internet .................................... 196

D. E-commerce tools ................................................ 198

E. Create your own website ................................. 200

F. Find your own job ............................................... 202

REVISION AND PRACTICE

VOCABULARY ...................................................................... 204

GRAMMAR (Connectors, Phrasal Verbs) ...................... 206

COMMUNICATION

Listening (Second Life) ........................................ 208

Speaking (Something more about the

Internet use) ........................................................... 209

Reading (Cloud computing) ............................... 210

Writing (Wi-Fi networking technology) ......... 211

CLIL Psychology of Communication •

Psychoanalysis shapes consumer culture ........ 212

5

MO

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ADVERTISING IN THE DIGITAL AGE

Unit 1 The history behind the pictures

A. “You push the button and we do all the rest” ......................................................................... 216

B. Eadweard Muybridge: what’s in a bet ......... 218

C. Photojournalism and its heroes ....................... 220

D. Slightly out of focus ........................................... 224

E. When photographs make things happen ... 228

F. Documenting the bitter years ......................... 230

Unit 2 The seventh art

A. Adapting history and literature into films .... 234

B. What is a logline? ................................................ 236

C. Writing compelling screenplays ...................... 238

D. What a director of photography does .......... 240

REVISION AND PRACTICE

VOCABULARY ...................................................................... 246

GRAMMAR (Compounds) ................................................ 248

COMMUNICATION

Listening (The right soundtrack) ....................... 250

Speaking (Spare the pain, spoil the game?) ... 251

Reading (The History Boys) ............................... 252

Writing (How to write a film review) .............. 253

CLIL History • The horror of war and the arts ........ 254

6

MO

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VISUAL ARTS

MO

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Unit 1 The consumer societyA. Consumption and the consumer societyB. Motivational researchC. Consumer motivation and behaviourD. Appealing to feelings and fear

Unit 2 Selling strategiesA. Sophisticated audience and stylish ads: cultural

referencesB. The use of works of artC. The use of figures of speech

Unit 3 Advertising communicationA. Commercial and non-commercial advertisingB. The use of influencers in advertisingC. ASA (Advertising Standard Authority)

ADVERTISING AND ITS AUDIENCE3

• Eric Arthur Blair, better known by his pen name George

Orwell, was an English author and journalist. His work

is marked by keen intelligence and wit, a profound

awareness of social injustice, an intense opposition to

totalitarianism, a passion for clarity in language and a

belief in democratic socialism.

Why study this Module?

In this Module you will learn

how advertising works: its

secrets, based on feelings and

fears, and its psychological

approach and research. You

will discover some tips that

advertisers give to make their

ads more interesting. You will

also look at different kinds of

advertising communication and

read about the authority which

ensures equitable conditions

for fair market competition and

protects the fundamental rights

of all citizens.

“All the papers that matter live off their advertisements, and the advertisers exercise an

indirect censorship over news.”

George Orwell

86

UN

IT

1 THE CONSUMER SOCIETYIn this Unit we will focus on how psychology has become part of advertising,

with special regard to motivational research. Moreover, we will concentrate

on how the psychological approach has influenced advertising communication.

Feelings, emotions, affections are strong and powerful weapons in the hands of

advertisers. We will analyse how they work on consumers.

Consumerism has emerged as part of a

historical process which has created mass

markets, industrialization and cultural

attitudes that guarantee that growing

incomes are used to purchase an ever-

growing output. If we look back in

history, we find very different patterns of

consumption from those that exist today.

Only a few centuries ago, no one could

spend a considerable amount of time or

resources on shopping for goods. Earlier

than the Industrial Revolution, before

the late 18th century in England, or the

middle of the 19th century in the rest of

Western Europe and North America,

the huge majority of each country’s

population lived in rural areas and

worked in agriculture, and, moreover,

individual material goods were used –

with repairs if needed – for decades. The

Industrial Revolution, without any doubt,

has transformed production and has

transformed consumption, in that mass

production has led to mass consumption.

Department stores appeared in the

big cities of the world; new packaging

technologies were developed, allowing

the distribution of goods in bags, cans, and bottles. This industrial progress made it possible for

the first time to create nationally and internationally known “brand names” in the marketing of

foods, beverages, cosmetics and other goods. Advertising emerged as an important component

of the marketing and distribution of goods. Although advertising has existed as a specialized

profession for only about a century, it immediately became a great force in affecting public values

and aspirations. Advertising appeals to many different values, to emotional as well as practical

A. CONSUMPTION AND THE CONSUMER SOCIETY

87

Answer the following questions.

a. Can you name some key words concerning consumer society?b. Why do you think a psychological approach is important

in advertising?c. Can you define the concept of the unconscious and the

subconscious?d. Do you think fear is a basic emotion? e. Can you name any other basic emotions?

PET Describe the picture on the right.

needs, to a range of desires and fantasies. The multitude of

advertisements that we encounter all carry their own separate

messages; yet, on a deeper level, they all share a common

message – they are selling the joys of buying, promoting the

idea that purchasing things is, in itself, a pleasurable activity.

to appeal: fare appello

can: lattina

consumerism: consumismo

goods: merci

huge: enorme

income: reddito

mass consumption: consumo di massa

output: produzione

packaging:

imballaggio

pattern: modello

pleasurable: piacevole

purchase: acquisto

GLOSSARY

PAIR WORK. Answer these questions.

a. Where did people live before the Industrial Revolution?

b. How did the Industrial Revolution change consumption?

c. When did advertisements become an important component of marketing?

PET Decide if the following sentences are true or false. T F

a. Most English people lived in the country at the end of the 18th century.

b. Department stores spread everywhere in the 19th century.

c. The consumer society arose from the Industrial Revolution.

d. In the past, consumption models were not so different from modern ones.

e. Advertising appeals to practical needs only.

f. Some brand names became famous all over the world thanks to industrial

progress.

g. New packaging technologies enabled companies to distribute goods in cans

and bottles.

Now correct the false sentences.

1

2A

2B

88

m o d u l e 3

Connect the words/phrases with their right meaning.

a. ever-growing 1. It not only identifies a product but also its producer.

b. department store 2. Increasing consumption of goods.

c. shopping centre 3. Group of retail shops, restaurants and other businesses with a common interest in soliciting sales.

d. consumerism 4. Something that continues to increase, without stopping.

e. brand name 5. Building open to the public which offers a wide range of consumer goods.

Find the opposite of the following words/phrases in the reading passage.

a. not ensure .....................................................................................................

b. tiny .....................................................................................................

c. look forward .....................................................................................................

d. later .....................................................................................................

e. generalized .....................................................................................................

Listen to the following passage and fill in the blanks choosing from the words below. Be careful, you won’t need all of them.

18th – 19th – admitted – advised – alienated – cool – cultural – culture – French – Industrial – influenced – interesting – linked – method – periods – shift – society – theorists – tool – trench – unusual

Mass society is a description associated with (1) ….....……

in the modern industrial era. The metaphor of society as a

“mass” took form in the (2) ….....…… century, referring to

the levelling tendencies, in the period of the (3) ….....……

Revolution, which weakened traditional and aristocratic values.

More broadly, this term can be applied to any society that is

said to possess a mass (4) ….....…… and large-scale, impersonal, social institutions. In the first years

of the 19th century, political (5) ….....…… , such as Alexis de Tocqueville, used the term in discussions

concerning a (6) ….....…… in the body politic1 of the western world marked after the (7) ….....……

Revolution. In the late 19th century, in the work of Émile Durkheim, the term was associated with

society as a mass of undifferentiated, atomistic individuals. In the 20th century neo-Marxist works,

such as those of the Frankfurt School, mass society was (8) ….....…… to a society of (9) ….....……

individuals held together by a culture industry that served the interests of Capitalism. Conservative

ideas, in the 20th century, criticized mass society from a different perspective. José Ortega y Gasset,

for instance, lamented the decline of high culture in mass society. One of the most (10) ….....……

things about the term “mass society” is that at different (11) ….....…… of time it has been used by

both the radical right and the radical left, as a (12) …..…… for their political argumentation.

1 the body politic: l’insieme dei cittadini di uno Stato, la Nazione.

3

4

5

89

THE CONSUMER SOCIETY u n i t 1

Consumerism

We consume a variety of resources and products today having moved beyond basic needs to include luxury items and technological innovations. Such consumption beyond minimal and basic needs is not necessarily a bad thing in itself, as throughout history we have always tried to find ways to make our lives a bit easier to live. However, increasingly, there are important issues around consumerism that need to be understood. For example:

• How are the products and resources we consume actually produced?

• What are the impacts of the production process and certain forms of consumption on the environment, society and individuals?

• Which actors influence our choices of consumption?

• Which actors influence how and why things are produced or not?

• What is a necessity and what is a luxury?

• How do demands on products influence the requirements placed upon the environment?

• How do consumption habits change as societies change?

• Businesses and advertising are major engines in promoting the consumption of products so that they may survive. How much of what we consume is influenced by their needs versus our needs?

• Also influential is the very culture of today in many countries, as well as the media and the political institutions themselves. What is the impact on poorer nations and people on the demands of the wealthier nations and people that are able to afford to consume more?

• How do material values influence our relationships with other people?

• What impact does that have on our personal values?

The impacts of consumerism, positive and negative are very significant to all aspects of our lives, as well as our planet. But equally important to bear in mind in discussing consumption patterns is the underlying system that promotes certain types of consumption and not other types.

SPOTLIGHT

ON...

actually: in realtà, veramente to afford: permettersito bear in mind: tenere presentebeyond: al di là

increasingly: sempre piùluxury: lussopattern: modello, sistemaunderlying: sottostante, alla base

very: vero e propriowealthy: ricco

GLOSSARY

90

m o d u l e 3

For many years psychology has dealt with motivational

research, which seeks to analyse the reasons why some

products attract and others repel the consumer.

In 1955, in New York City, during an important Congress

on Advertising, some psychologists were commissioned

by leading American industrialists to head a group

of 150 specialists in motivational research to find an

answer to why people buy or do not buy a product.

This group of experts made a discovery which

was essential for the world of advertising. They

demonstrated that 10% of the reasons that lead people

to buy are located only on a conscious level, namely in

the sphere of awareness; for the remaining 90%, the

reasons for buying are related to the subconscious and

the unconscious level of the human mind.

If you make a choice in the level of the subconscious,

your mind is driven by likes, dislikes, fears and emotions.

In addition, the unconscious level is the area of the

oldest, innate instincts that each individual possesses;

the instinct to stand out and to assert oneself, the sexual

instinct and aggressiveness are just some of them.

It is evident that to attract people to buy, it is not

necessary to make them aware, because only 10% of

the purchases is caused by rational reasons. Instead,

people’s sympathy towards the goods must be aroused by getting in touch

with pleasant feelings and emotions and deep instincts.

Find the English equivalents of these phrases in the text above.

a. si è occupata di ricerca motivazionale ......................................................................................................

b. sono stati incaricati ......................................................................................................

c. trovare una risposta ............................................................................................

d. sono situati ............................................................................................

e. sono collegati con ............................................................................................

f. fare una scelta ............................................................................................

g. inoltre ............................................................................................

h. renderli consapevoli ............................................................................................

to attract: attrarre

awareness: consapevolezza

driven: guidata

to get in touch: entrare in contatto

namely: principalmente

to repel: respingere

to seek: cercare

GLOSSARY

6

B. MOTIVATIONAL RESEARCH

THE CONSUMER SOCIETY u n i t 1

91

Complete the questions and then answer them.

WH-Questions Answers

a. .............. happened in New York in 1955? ...................................................................................

b. .............. was the research commissioned by? ...................................................................................

c. .............. specialists were contacted? ...................................................................................

d. .............. is the unconscious level? ...................................................................................

e. .............. are reasons of buying connected to? ...................................................................................

Tick the correct option.

a. Motivational research seeks to ...….. why some products attract more people than others.

1. evaluate 2. remove 3. catch

b. 150 specialists were asked to ................................................................................................. .

1. discover a way 2. analyse peoples’ 3. create a social of marketing choices in buying campaign

c. The reason for buying is ……… connected to the subconscious level.

1. never 2. sometimes 3. generally

d. Sexual instinct is in the area of the ...................................................................................... .

1. unconscious 2. subconscious 3. conscious

e. To attract people to buy, it is necessary to ........................................................................ .

1. make them sensible 2. trick them 3. reach their feelings

7

8

92

m o d u l e 3

Psychological theories of motivation can shed light on why people come to desire certain

things. Moreover, communication between human beings is different from that of other species

because it not only responds to primary needs, but also to more advanced ones. A well-known

hierarchy of human needs, formulated by Abraham Maslow, an American psychologist, has

split the perceived needs of humans into five categories.

Abraham Maslow was born in New York in 1908 and died in 1970, even though various

publications appeared in his name some years after his death. Maslow’s PhD in psychology,

in 1934 at the University of Wisconsin, formed the basis of his motivational research, initially

studying rhesus monkeys, one of the best known species of Old World Monkeys. Later, Maslow

moved to New York’s Brooklyn College.

Maslow’s theory argues that human needs are arranged in a pyramidal hierarchy that puts

primary needs at the base level and secondary ones at the higher levels.

Basic needs are those related to survival: water, air, food, shelter, warmth, sex, sleep; secondary

ones are related to security and safety, then there are membership and love motivations; the

psychological and emotional spheres are at the top of the pyramid. Maslow considers that only

if the basic needs are satisfied, can the higher levels, the mental and affective ones, emerge.

Conversely, if the things that satisfy our lower order needs are swept away, we are no longer

concerned with maintaining our higher order needs.

These are the five levels:

1. physiological needs, such as hunger and thirst;

2. safety needs, for security and protection;

3. social needs, for a sense of belonging and love;

4. esteem needs, for self-esteem, recognition and status

5. self-actualization needs, for self-development and realization.

Advertising is based on these hierarchies when working

on a communication strategy. It is important to correctly

place the product to be advertised on the scale of the

needs and to know how important that product is to

the well-being of the person. To have a reasonable

assurance that the advertising message will

work, it is essential to start by examining

the needs of the consumers, because their

willingness to meet these needs will

encourage them to purchase. If the

product is related to the satisfaction of

vital needs (food, health and beauty

of the body), it will be easier to

convince the consumer to buy.

C. CONSUMER MOTIVATION AND BEHAVIOUR

to argue: argomentare

membership: appartenenza

need: bisogno

PhD: Dottorato di Ricerca

self-esteem: autostima

to shed light: fare luce

shelter: riparo

split: ha diviso

survival: sopravvivenza

swept away: vengono spazzati via

GLOSSARY

Self Actualization – personal

growth andfulfillment

Estreem Needs –achievement, status

responsibility,reputation

Belongingness and Love Needs –family, affection, relationships,

workgroup, etc.

Safety Needs – protection, security, order,law, limits, stability etc.

Biological and Physiological Needs – basic necessities tolive (air, food, drink, shelter, warmth, sex, sleep, etc.)

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THE CONSUMER SOCIETY u n i t 1

Decide if the following sentences are true or false and then correct the false ones.

a. Maslow died when he was 62 years old.

b. Maslow got a Doctorate in Philosophy in 1934.

c. Maslow divided human needs into 8 categories.

d. Food and drink are physiological needs.

e. Security and safety are only female needs.

f. Primary and basic needs are innate.

g. Maslow built up his theory studying the monkeys.

h. People are pushed into buying by their primary needs.

Have a look at these ads and, working in pairs, say what kind of needs they try to satisfy. For example,

a. It is about the idea that beauty is inside people.

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b. c. d.

10

94

m o d u l e 3

Read this text and identify no more than five key phrases. 11

Millions of people think in the same manner but, at the same

time, everyone has got life experiences based on his/her own

ideals, values, principles, ethics or economic conditions;

what we buy depends on these factors. Everyone is afraid of

something and there is no doubt that fear helps to sell. Brands

able to provoke this feeling can set up a long-term relationship

with consumers who think they will be safe only if they buy the product. It is important for

advertisers to be aware that messages of fear mustn’t be depressing or discouraging. So bright

copywriters don’t play on the sense of insecurity or diffidence, but, on the contrary, they use

fear to satisfy the feeling of security or protection their product can offer, to suit consumers’

psychological desires.

Fear is an emotion induced by a supposed threat, a danger, a menace or simply pain; it is a

basic survival mechanism which takes place as a reaction to a specific stimulus. It is necessary

because it assures the ability to recognize any sort of danger. Some psychological studies suggest

that there is only a small set of basic innate emotions and that fear is one of them. We can say

that fear is the ability to distinguish a threat which leads to the advice to confront it or run away

from it, but in some excessive cases, it can cause a freeze or paralyzing emotion.

Joy, sadness, fright, dread, horror, panic, anxiety and anger are included. It is necessary, however,

to distinguish fear from anxiety, as the latter occurs without any direct or pressing threat.

Everyone has an immediate and instinctual reaction to danger, a common behaviour necessary

to the survival of the species, a sort of evolutionary process. For this reason, fear and anxiety can

be used to control and manipulate individuals’

lives.

In the top ten list of fears there are: flying,

acrophobia (the fear of heights), death, crowd,

snakes, spiders, but one of the most common

fears in humans is the fear of public speaking.

to assure: assicurare

to be aware of: essere consapevoli

the latter: quest’ultimo

to: manipolare

to set up: impostare

to suit: accontentare

threat: minaccia

GLOSSARY

Decide if the following sentences are true or false and then correct the false ones. T F

a. People always buy products and services according to what they really need.

b. Everyone has the same ethical principles.

c. Dread is an emotion induced by a real menace.

d. Anxiety is synonymous of fear.

e. Brand is the name of a market company.

f. Advertisers want to satisfy the consumers’ urgency of security.

g. Acrophobia is a particular panic you get when you are in a very tall building.

h. Fright is not a common reaction in a scary situation.

i. Copywriters are people working in security.

j. Fear of public speaking is for men only.

12

D. APPEALING TO FEELINGS AND FEAR

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THE CONSUMER SOCIETY u n i t 1

What is emotion?

Emotion is another word for feelings. We have feelings of this kind as a reaction to events that are happening or remembering past moments.Some common emotions are anger, disappointment, fear, grief, hurt, jealousy, joy, love and sadness. Advertisements are full of these sub-rational appeals; nearly all advertisements have them.Here are some more emotions that are supplied to the audience in different advertisements: amusement, anticipation, anxiety, awe, depression, disgust, distress, dread, embarrassment, envy, excitement, frustration, guilt, happiness, hope, horror, interest, loneliness, peacefulness, shame, sorrow, surprise, sympathy, trust.

SPOTLIGHT

ON...

Read the ads below. Each of them works on different types of fear. Discuss with your classmate and try to find out:

a. what kind of people each ad is addressed to;

b. what fear which ad works on;

c. what each ad offers to overcome the fear.

13

1. 2. 3.

4.

5.

6.

anger: rabbiaawe: soggezionedisappointment: delusione, disappunto distress: disagiodread: terroreenvy: invidiagrief: dolore

guilt: colpevolezza hurt: feritaloneliness: solitudineshame: vergogna sorrow: penatrust: fiducia

GLOSSARY