Lacy Roper
Ivy Heinrichs
Kelly Canzanella

Media/Visual literacy Project: Orbit Gum

Orbit gum was launched in 2001 by the Wrigley Gum Company. Orbit’s advertisements are aimed at a variety of different demographics. It relies on funny commercials and original ads, which set it apart from other gums. Wrigley understands that in today’s world of YouTube and TiVo, advertisements have to stand out and grab the audience’s attention. Not only are the Orbit ads creative and fun, but they’re highly popular and this has led to Orbit’s success. The Orbit logo is “Dirty mouth, clean it up with (flavor type of orbit gum), for a good clean feeling, no matter what.” The commercials feature Vanessa, a perky spokesperson, who is always at “the scene of the grime.” Vanessa is on a never ending quest to prove that Orbit Gum leaves the mouth feeling clean…no matter what. The commercials usually feature a popular celebrity or ordinary individual, who is the victim of a “grime” crime. Orbit advertisements usually end with their signature white smile, which demonstrates how effective their gum cleans and refreshes. The Orbit advertisements that we chose to interpret are departures from the other ads because there are no heads, no faces, and no signature white smiles.

According to Wrigley’s website, the name “Orbit” comes from the sorbitol that sweetens it. The gum contains about 1.32 grams per stick of sorbital. One of the main definitions for the word Orbit is: To revolve around (a center of attraction). If this is one of the definitions that Wrigley’s had in mind when naming their product, then it would seem fitting that they had intended for this gum to be the center of attention and stand out from other gums. When Orbit gum was launched in 2001 its intended buyer was geared towards attractive younger consumers. Since its launch seven years ago, Orbit has become one of the top five chewing gum brands in the United States.

The first ad features a female figure that is center page, with her left arm straight down and her right arm turned up, which is holding a green Orbit’s box. She has a Victorian lampshade for a head, a huge gold necklace, and a light bulb for a face. The ad also incorporates the colors of green and orange. She’s dressed in seventies casual, wearing an orange terrycloth jumper and its texture is a contrast to the retro wallpaper in the background. The colors green and orange are complementary to each other; they’re bold colors and grab the viewer’s attention. Orange is a very pleasing to the eye, it invokes happiness, stimulation, and it’s also a very aggressive color. Green symbolizes growth, nature, well being, and freshness. She’s wearing two gold necklaces and gold represents wealth and prosperity. The smallest necklace is black and gold swirled into an oval. The second necklace is huge, circular, and it accentuates her breast, bringing the viewers attention to her form. The circular necklace could also be symbolic of the Orbit definition. The advertisement implies that the woman is a lamp, possibly standing in a hotel room. So, the woman finds Orbit and the light bulb in her head goes off and she realizes she needs this gum (for whatever reason).

The second ad features a male figure that is center page, with his left arm straight down and his right arm turned up, which is holding a blue Orbit’s box. He’s wearing a seventies looking lampshade, a two-toned leisure suit, and a light bulb for a face. The ad also incorporates two different shades of brown. The color brown tends to blend into the background; it represents convention, stability, wholesomeness, and orderliness. He’s wearing a taupe vest and a brown dress shirt. Unlike the female, he has no other accessories, but the light draws the viewer’s attention to his chest. He seems to be standing in front of shag carpet. Just like the female, the ad seems to imply that the light bulb in his head goes off and he realizes he needs Orbit Gum to clean up the “grime.” It is also possible to look at these two ads in a negative sense because both of these figures have had their heads replaced with lampshades and light bulbs. Are these people thoughtless because they no longer have brains? What is this image attempting to say about the Orbit consumer?

We think these ads are aimed towards young adults. It seems to us that they’re in a hotel/bedroom and something “grimy” just happened and Orbit’s Gum is there to clean it up. The ads are identical in form, except for accessories, but they both have the same hotel/bedroom look about them. The Orbit box in the female ad is green and white. The Orbit box in the male ad is blue and white. There are several circular images on these boxes, the O of Orbit and the white circle around the words. The term white is large and centered across the boxes, which could be an image for their signature white smile or symbolic of the products possible definition. Each ad seems to represent the seventies pop culture, with its clothes, jewelry, and background. Since the ads are themed for the seventies, they project the values, lifestyles, and points of view from that time period. When we think about the seventies, we think about shiny happy people, shag carpet, leisure suits, certain colors (orange/brown), and terrycloth jumpers. These ads are very ambiguous and can be interpreted several different ways. One could view them as retro, since retro is popular with the teenagers these days. This is one of Orbit qualities; its campaign is very trendy, intriguing, and it keeps the audience wondering why they chose lampshades for heads. People view things differently and our analysis is just one of several.

Subject: Literature
Grade: 11th
Annotation:
This lesson is to introduce students to satire as a form of literature, as well as media. They will watch a video that is satire, write a short paragraph about it in class, and as a homework assignment, they will write their own piece of satire.

Primary Learning Outcome:

• Recognize satire when they see it.
• Decide for themselves what about it makes it realistic.
• Decide for themselves what about it makes it fiction.

Assessed GPS’s:
Students will be able to:
1.ELA11W2 The student demonstrates competence in a variety of genres.
2.ELA11LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.
3.ELA11W4 The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing.

Materials:
·Video Clip: Breaking News: All Online Data Lost After Internet Crash from The Onion

Total Duration:
5 minute introduction, 3 minute video, 10 minute discussion, 30 minutes in-class writing assignment, homework

Introduction:
1.Explain briefly the concept of satire. Give definitions and point to satire they may have encountered on television and in movies, as well as books, magazines, etc.

Procedures:
1. Show video.
2. Have a discussion about what the satire in the video is. And how it can seem real to the uniformed listener.
3. Talk about how to decide if something is real or satire.
4. Explain the homework assignment.

In-Class Writing Assignment:
1. Write about your favorite piece of satire. Be it from TV, movies, or print, briefly set the stage, and tell us what you enjoyed about it.

Homework Assignment:
1. Write a piece of satire. Make it realistic, and fiction. Have fun with it.

The behind-the-scenes thinking/rationale

As teachers, we realized that satire is important in the history of literature, as well as for students to be able to recognize.
This video clip demonstrates a good satire that people may actually fall for. It is also funny!
We want them to be able to see the satire in the video.
We want them to really think about what makes this work, how it is easy to fall for something like this.


Some examples of Satire that the students might be familiar with: Mad Magazines, Saturday Night Live, Sketch Comedies, Whose Line is it Anyway, Adult Swim, Various Cartoons, and Mad TV. Students can pull from any of these to get a better grasp as to what satire is. Students are exposed to satire almost everyday and this assignment will help them to recognize and appreciate it.

Challenges that may arise would be that the technology doesn’t work. In that case, I would have a laptop to watch it on, or perhaps we would go to the media center to watch it as a class. In class time, for the most part, is discussion, so we can work it out as long as need be.

1. ELA11W2 The student demonstrates competence in a variety of genres.
2. ELA11LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.
3. ELA11W4 The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing.

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I think I am going to learn a lot from this book. After reading the first two chapters I am beginning to understand how much I do not know about technology. Before this class I would have thought of myself as “digital native”, but I am starting to realize how little I know about the internet and the resources available to me. I really like the Toolbox that Richardson put together. One thing that concerns me about using the internet inside the classroom is student safety and I liked that this was addressed almost immediately in this book. Using blogs in the classroom can lead to students posting personal information about themselves which is incredibly dangerous. It would be the responsibility of the teacher to address these issues with the students prior to the activity. What concerns me is what would happen if the student didn’t listen and posted personal information. I think there are so many “what ifs” when it comes to using the internet in the classroom that it still concerns me. I have to admit the Weblog still baffles me. I don’t understand it and at times I find it overwhelming.  However, I am beginning to learn why it is so important to use them in the classroom and why I have to learn about them.

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