Content
- Abstract
- Assignment 01 – Ad Campaign
- Assignment 02 – Essay
- Assignment 03 – Portfolio
- School Day 01 – Introduction
- School Day 02 – Brainstorm
- School Day 03 – Brainstorm
- School Day 04 – No School
- School Day 05 – Progress
- School Day 06 – Illustration
- School Day 07 – Progress
- School Day 08 – Progress
- School Day 09 – Finishing Touches
- School Day 10 – Assessment
Abstract
This is a selection of the results generated during “Module 14 – Power of Advertising”.
Module Content: Power of Advertising and related subjects.
Module Teacher: Roel Stevens.
Assignment 01 – Ad Campaign
Description
In a group, develop an ad campaign for a non-tangible “product”.
Plan
Together with Daniël Goldman and Ronald Smits we developed the idea for an ad campaign for an escort service. The escort service in question providing more than just sex as a service, but real companionship.
The campaign would consist of ads showing a male and a sex doll sitting behind a table doing something (e.g., having breakfast, playing a game, etc.) you normally would like to do with a real companion. The bleakness of the setting further enhanced in post processing.
Results
 Niemand om mee te ontbijten? (No one to breakfast with?) |
 Niemand om mee te delen? (No one to share with?) |
 Niemand om mee te feesten? (No one to party with?) |
 Niemand om mee te spelen? (No one to play with?) |
 Niemand om mee te spelen? (No one to play with?) |
Assignment 02 – Essay
Description
Research an ad campaign of a Dutch agency and write an essay on it of 500–2000 words.
Plan
As an agreed deviation from the original assignment, I decided to try to find common success factors for ad campaigns. For this purpose, I researched the cases of 10 random winners of an Effie award in 2009 (taken from the effie.org website).
Results
Here are the pdfs of the essay and presentation (both Dutch only).
Assignment 03 – Portfolio
Description
Based on a concept, develop a series of images to add to your portfolio.
Plan
The Bijlmermeer (Bijlmer for short) is an area within the Amsterdam-Zuidoost district. The area, developed between 1966 and 1975, is mostly known for its 12,500 flats; 11-storey gallery apartments situated in park-like surroundings forming hexagonal patterns. Elevated roads and centralised car parks kept the areas free of traffic, covered walkways would bring residents to their cars and homes. While initially and on paper this design sounded great (in the beginning the project even knew waiting lists), in practice, it didn't work out for various reasons. Not only did people decide to rather move to single-family houses in e.g. Lelystad and Purmerend instead of these flats, lack of public facilities (the buildings were ready way before shops, public transport etc. were put in place) made things even worse for potential owners. Add to that the much higher costs of maintenance, budget cuts, the feeling of unsafety in the public areas, and the high crime rate, and it is no wonder the whole thing started to deteriorate even before it got well under way. By 1985, one in four homes was unoccupied…
After some small scale projects to improve the quality of life in the Bijlmer between 1975 and 1990, it was decided to start a structural renovation of the whole area in 1992. This renovation included demolishing many of the high-rise flat blocks and replacing them with other forms of housing. The flats that were kept would be heavily renovated, fixing their shortcomings. Traffic was returned to ground level again, integrating it more with the rest of the area. We are now almost at the end of this renovation so it is about time we had a look at the results.
Walking through the Bijlmer, I was quite pleasantly surprised by the nice architecture and of how well everything looked, even after a few years of use. Almost as if artist's impressions had come to life. This I reflected in the resulting images by giving them a “painterly” look.
Results
The “Old” Bijlmer
 Gravestein flat block |
 Hogevecht, Haag en Veld, Hofgeest, and Hoogoord flat blocks |
The “New” Bijlmer
 Corner of Raoul Wallenbergstraat and Claus van Amsbergstraat |
 Claus van Amsbergstraat |
 Martin Ennalsplein |
 Martin Ennalsplein |
 Bijlmerdreef |
 Ganzenhoefpad |
 Milovan Djilasstraat with Florijn flat block in the background |
 Bijlmerdreef |
 Bijlmerdreef |
 Claus van Amsbergstraat |
 Claus van Amsbergstraat integrating with Fleerde flat block |
 Claus van Amsbergstraat integrating with Fleerde flat block |
 Bijlmerdreef |
 Bijlmerdreef |
 Bijlmerdreef |
 Bijlmerdreef |
 Isabella Richaardsstraat |
 Isabella Richaardsstraat |
 Gravestein and Geldershoofd flat blocks |
 Gravestein and Geldershoofd flat blocks |
 Elisabeth Samsonstraat |
 Sophie Redmondplein |
 Catharina van Tussenbroekstraat |
School Day 01 – Introduction
Introduction of the new module and its assignments.
School Day 02 – Brainstorm
Time to brainstorm the ideas for the griup assignment.
School Day 03 – Brainstorm
More time to brainstorm.
School Day 04 – No School
Off sick.
School Day 05 – Progress
Discussion of everyone's progress with the assignments.
School Day 06 – Illustration
Description
Create a photographic illustration for Martin Bril's column on the death of an unknown neighbour. The image should be ready within two hours.
Plan
One of the aspects of the column was that the neighbour (a former ballet dancer) seemed to spend almost all of his time in a chair in his room, alone. This gave me the idea to use an empty chair placed in a large empty space for my image. A single spotlight on the chair was used to emphasize the feeling of loneliness as well as the fact that this chair seemed to be the only thing in the deceased man's life.
Result
 Chair |
School Day 07 – Progress
Discussion of everyone's progress with the assignments.
School Day 08 – Progress
Discussion of everyone's progress with the assignments.
School Day 09 – Finishing Touches
Time for the finishing touches to the (group) assignments.
School Day 10 – Assessment
My Own Learnings this Module
- Developing an idea (for an ad) in a group.
Input
The following material was used as the basis of the Assessment:
- Results of all the assignments.
- My own learnings.
Results
- Study Points: 6
- Advise: None
- Additional work required: None
