1. Represent, the NHS Blood and Transplant campaign video
Advertising & Marketing
Paper 1
LO = to understand how the video tells a story - 26 September

2. Key words BAME: Black, Asian, Minority, Ethnic
Challenge/subvert stereotype:
When a representation goes against what we normally see in the media
Mass audience:
A mass audience is made up of a wide group of people (men, women, children, elderly)
Niche:
A niche audience is a small subset with very unique interests or characteristics

3. 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.
- the making of the advert

4. Exam question
Represent, the NHS Blood and Transplant campaign video, uses a range of representations in order to appeal to a black and minority ethnicity audience.
How are the different representations used in order to appeal to this target audience?
[6 marks]

5. Language and representation questions
What is the message of this ad?
How does it communicate its message?
How does it tell its story? The narrative.
Name the types of people mentioned
Who are we shown?
Why is Lady Leshurr used in this ad?
Who is it aimed at? demographic
BAME = black Asian minority ethnic

6. Marking criteria Levels 5-6
Excellent analysis of the product that is detailed and critically engages with the nuanced aspects of representations of ethnicity in the specified product.
Consistent appropriate and effective focus on the intended meanings created by the representations in the video.
Consistent appropriate and effective use of subject specific terminology throughout.
Levels 3-4
Satisfactory analysis of the product that is clear and maintains a general focus on aspects of representations of ethnicity in the specified product.
Some appropriate and effective focus on the intended meanings created by the representations in the video.
Some appropriate and effective use of subject specific terminology.
Levels 1-2
Basic analysis of the product only focusing on the more straight forward aspects of representations of ethnicity in the specified product and is mostly descriptive rather than analytical.
Limited appropriate focus on the intended meanings created by the representations in the video.
Little, if any, appropriate use of subject specific terminology.

7. How are the different representations used in order to appeal to this target audience?
Represent is targeted specifically at the BAME community in order to increase the number of blood donors from that sector of society.
The video starts by representing that audience to themselves as people with a capacity to succeed, “You could be a rapper … you could be a pilot”.
The video stresses the potential of young BAME people to achieve their ambitions in many walks of life.
Uses a personal mode of address by switching to the first person, “We are the voice of the streets... we are the ones making policies”.
A succession of black and Asian role models is shown in the context of their success (the Houses of Parliament, a science laboratory).

8. Continued
Finally, the audience is represented to themselves as people who will be fired up by the challenge to “Give blood, save a life’. The producers have chosen to challenge negative stereotypes of the BAME community by aligning the ‘give blood’ message with a sense of pride in the community and the potential of its members.
The producers of Represent have chosen an overwhelmingly upbeat and positive representation of the BAME community and linked this to the campaign’s inspirational message.

9. Exam question
Analyse the narrative structure of the NHS online video Represent (Close Study Product).
[8 marks]

10. Marking criteria Levels 10-12
• Excellent knowledge and understanding of contexts and their influence on media products and processes, demonstrated by consistently effective explanation of how marketing campaigns reflect the social and cultural contexts in which they were created.
• Consistently appropriate and effective reference to the NHS Represent online video.
• Specialist terminology is used appropriately and effectively throughout.
Levels 7-9
• Good knowledge and understanding of contexts and their influence on media products and processes, demonstrated by frequent effective explanation of how marketing campaigns reflect the social and cultural contexts in which they were created.
• Generally appropriate and effective reference to the NHS Represent online video, but there are occasional inaccuracies/omissions.
• Specialist terminology is mostly used appropriately and effectively.
Levels 4-6
• Satisfactory knowledge and understanding of contexts and their influence on media products and processes, demonstrated by some appropriate explanation of how marketing campaigns reflect the social and cultural contexts in which they were created.
• Some appropriate reference to the NHS Represent online video but it is of limited effectiveness.
• Specialist terminology is used inappropriately on occasions and with limited effectiveness.
Levels 1-3
• Basic knowledge and understanding of contexts and their influence on media products and processes, demonstrated by little, if any, appropriate explanation of how marketing campaigns reflect the social and cultural contexts in which they were created.
• Little, if any, appropriate reference to the NHS Represent online video.
• Specialist terminology is either absent or inappropriately used.

11. How do marketing campaigns reflect the social and cultural contexts in which they were produced?
Section 1
social attitudes will be reflected in marketing campaigns of the day
language/sound will evolve and change over time to reflect current usage and new trends
gender, ethnicity and sexuality will be represented in different ways as social attitudes change.
Section 2 – apply to ad itself
Reference to the NHS Represent online video, such as:
Cultural context – only 3% of BAME community give blood. This is the reason for the video being made, to address the low percentage of blood donors within the group. This worrying and negative statistic is juxtaposed with the positive messages of what the BAME community can achieve/has achieved in modern Britain.
The video shows how BAME can succeed in all aspects of life. This shows a cross-section of activity, including sport, disability, the arts and politics.
The importance of having determination, drive and dreams are highlighted in the video.
Many BAME role models are depicted in the video. Some will be well-known to the audience, but the message is that with a positive attitude and qualities, the BAME community can achieve great things.
Urges the BAME community to represent itself as blood donors, in the way that it is representing itself in other areas of society.

12. Revision questions 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).