Activity 1: Advertising (Commerce)
1. PLAY the video segment
|
In the video, Sophie and Tye are watching TV and an advertisement about great computer deals comes on.
Sophie is convinced she should buy one of the computer packages advertised.
Advertising can provide information on products and services but it can also influence what we want to buy. |
|
2. READ the following article
|
TEENS IN TARGET ZONE
South Park characters, exchangeable colours in lilac and lime, motifs from teddy bears to smiley faces. The question is not what has, but what has not been used in the drive by mobile phone companies to grab the teen market.
Cult show South Park is being used by Vodafone to promote its Fast Fone television advertisement, a prepaid mobile with no contract.
The Phillips Savvy phone comes with a biorhythm calendar, calculator, stop watch and fun icons to send to other ‘savvy’ friends. A Nokia phone promotes a “fresh look everyday” with exchangeable colour covers and ring tones.
Dolly magazine, which targets 12-16 year old girls, promotes its own limited edition Dolly Optus Express Pre-Paid phone with special cover and $40 phone card.
Telstra’s business manager of pre-paid phones, Joe Weller, readily admits products are designed to capture the attention of teenagers. “We want to speak to them in their language, customise products to suit their needs” he said.
© John Fairfax Publications Pty Ltd 1999 |
3. ANSWER the following question:
a. How are mobile phone companies targeting the ‘teen market’? List three strategies they are using.
4. DISCUSS: How do you think the telephone companies know what teenagers want to buy?
5. DISCUSS: Where do you think that teenagers can get realistic advice?
This activity can be found in the NSW Money Stuff Teacher resource book – Commerce page 14.
Explore additional learning activities (which include extension and revision tasks) in the print resources section under Print resources - Victoria.
Linked Learning Outcomes - NSW
Core Part 1.1 Consumer Choice
Focus: Students learn how to identify, research and evaluate options when making decisions related to solving those problems and issues that confront consumers.
Students learn about: Consumer decisions.
Additional content: Option 2 – Promoting and selling
Focus: Students analyse the strategies that sellers use to promote products and maximise sales and evaluate the impact on consumers.
Students learn about: The Selling Process.
Learning Outcomes – Victoria
Victorian Essential Learning Standards (VELS) Discipline-based learning
Domain: The Humanities - Economics
Dimension: Economic knowledge and understanding
Level 5
Students explain the nature of the economic problem and how economic choices involve trade-offs that have both immediate and future consequences.
Students make informed economic and consumer decisions, demonstrating the development of personal financial literacy.
Level 6
Students discuss and explain what it means to be an ethical consumer and producer and identify examples of ways values can affect the economic decision making of consumers, producers and governments.
Students explain the role and significance of savings and investments for individuals and for the economy, and demonstrate the skills required to successfully plan and manage personal finance.
Learning Outcomes – Western Australia
(Society & Environment)
NSS 4.3 Understands that people respond to change by making decisions about the production, distribution and exchange of goods and services.