MEEN40670: Technical Communication

SPRING 2022-23

GET OUT OF MY HEAD!!!

Zoe McConnell 19413044

Paul Sawyers 22209535
Adam Sheeran 19400092
Mrunal Bondre 22204709
Contents

1. Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
2. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
3. Initial ideas & Brainstorming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
4. Development of Topic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
5. Formation of Presentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
5.1. Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
5.2. Learning styles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
5.3. Active and reflective learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
5.4. Sensing and intuitive learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
5.5. Visual and verbal learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
5.6. Sequential and global learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
6. Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
7. References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
 1. Abstract
This report is concerned with the use of sound in advertisements. This report details the
brainstorming efforts undertaken, and the methods used, in arriving at the topic chosen for
presentation. The topic, ‘the use of sound in advertisement,’ is then researched and discussed in
detail, and the human brain’s response to audio is discussed. The report then focuses on the
presentation, how it is tailored to appeal to its audience, and how it delivers the information
necessary to give the audience a better understanding of the uses and impacts of sounds in the
advertisements they consume every day.

2. Introduction
When considering memorable advertisements that successfully grab the attention of the
audience, it is often the audio of the advertisement that proves the most poignant aspect.
Audio holds a considerable amount of power in advertisement, so much so that a given song or
jingle can instantly remind someone of an advertisement, and thus a product, that had said
song or jingle in it. For example, hearing the McDonald’s jingle will make a consumer think
about McDonald’s, even without seeing the McDonald’s logo. This exemplifies the potency of
suitable audio and its ability to improve the effectiveness and memorability of a given
advertisement.
Audio can be used in a range of ways in advertisements, and subsequently, a range of different
sounds can thus be used. Jingles can be written for a specific advertisement, this tends to grow
brand recognition as a catchy jingle is highly memorable and reminds the consumer of the
product. Famous songs can be used in advertisements, this promotes the association of song
and product. This report will further discuss these uses of audio in advertisement and the
subsequent impact of said audio.

Fig. Transformation of advertisement

 3. Initial ideas & Brainstorming
To begin this communication task, it was first imperative that the assignment brief be read and
analyzed. The brief was to simply create an 8-minute presentation on any chosen topic. This
assignment brief, having such a broad scope, required considerable brainstorming efforts in
order to attain a suitable topic. The initial steps taken by the group in brainstorming ideas
involved group reflection: it was decided that each member should consider and share any
specific or unique interests they have. This exercise resulted in various contributions such as
hurling, television, and underwater hockey. These initial contributions thus led to the next step
of the brainstorming process. It was now necessary to find a specific aspect of one of these
broad subjects that would be suitable for this presentation. One specific aspect of television
that sparked interest in the group was that of advertisement and marketing.
This thus led to the consideration of television advertisement as the chosen topic for the
presentation. The group collectively researched this topic and its suitability for the presentation.
Various examples of positive and effective television advertisements were thus found, along
with some more negative, less effective examples for contrast. Upon analysis of the research.
conducted, the group deduced that the majority of the positive advertisement examples
included some form of audio. This audio was often in the form of a catchy jingle or even a
famous song. It was also noted that many advertisements were considered very memorable due
to the song or jingle used in said ad. The connection between positive, memorable
advertisements and the use of suitable audio led to the group deriving a specific topic for
presentation

Fig. Initial ideas during the Brainstorming session

 4. Development of Topic
The topic thus chosen for this presentation was the use of sound in advertisement, its effects
and impact. As stated above, it became clear that most memorable advertisements use some
form of audio. The group thus decided to research why this occurs and find examples of
effective uses of sound in advertising.
When researching, the group shifted the focus and took a step back from audio in
advertisements to understand how the brain links text and audio, and especially how the brain
processes audio. Several articles such as one from the Smithsonian magazine expressed the
magnitude to which the brain processes both audio and visuals together. David Byrne reported
that “visual and auditory clues trigger empathetic neurons” which is why music carries emotion
and thus can influence a human (Byrne 2012). Furthermore, he explains that “multiple regions
of the brain fire upon hearing music [including] muscular, auditory, visual, linguistic” (Byrne
2012). The group developed a basis of music and advertising, mainly that it engages the
audience, and can set the tone of the advertisement to convey a message about the product or
idea. Furthermore, the research showed that the brain recognizes sounds incredibly fast.
According to a study conducted by the University College London, the “the human brain
recognized 'familiar' tunes [in] 100 to 300 milliseconds,” meaning that the brain can interpret
and remember a sound incredibly fast (University College London 2019). Therefore, given the
processing of audio in the brain and its implications, it became apparent that using sound in
advertising allows companies to impact their audience’s engagement and emotions, and make
their brand more recognizable in the future.

5. Formation of Presentation
5.1 Structure
An introduction and conclusion were added to relate to the statement “say what you are going
to say, say it, say what you just said.” The introduction states what will be discussed, the body
discusses it, and the conclusion ties up the end.
As our chosen topic was decided on, through brainstorming it was clear that 3 sections could be
covered to present our aim. Those sections followed a key points basis for the body of the
presentation using separate types of jingles as a basis, namely, short themes, to jingles created
by brands and on to pre-existing song use in ads.

5.2 Learning styles

Our main goal when formatting our collected information was engagement with all learning
style.
5.3 Active and reflective learners
Active learners used interactive exercises that required listening and interpreting sounds, resulting
in class votes throughout the session. As mentioned previously in the lectures reflective learners
also benefit from bearing witness to active learners participating.

5.4 Sensing and intuitive learners

Sensing learners were engaged by using concrete examples of well-known products and brands
that used songs in their adverts. The intuitive learners were interacted by creating links between a
well-known song for instance and what that had to do with advertising.

5.5 Visual and verbal learners

Visual learners were interacted with through the videos of ads themselves. The nature of ads is
to engage with the audience. Ads themselves are forms of presentations and our topic of
focusing on sound engages with verbal learners. . Both types of learning were given concrete
statements such as bullet points in the presentation. Most of the class are verbal learners, so it
was important that they were accounted for. Our team had highly visual learning styles, so it
was important that we focused on improving our verbal communication by talking through the
slides once the examples were given.

5.6 Sequential and global learners

Presentations tend to sway towards a more global method of communication. Sound in
advertising is such a complex and wide topic that a solely sequential approach is not possible.
The inclusion of an introduction and conclusion allows for a sequential learner learning style.
The timeline of ads from the past to the present also allows for a sequential point of view.

6. Conclusion
Overall, sounds play a crucial role in advertising, serving as a powerful tool to grab the
audience's attention, convey emotions and brand messages, and create memorable
experiences. By using specific sounds such as jingles, music, and sound effects, advertisers can
influence the emotions and perceptions of the audience, making their ads more impactful and
effective. Moreover, sounds can also enhance the visual elements of an advertisement, making
it more engaging and memorable. Given the importance of sound in advertising, it is essential
for advertisers to carefully choose and use sounds in their advertisements to achieve the
desired results and effectively reach their target audience.

7. References
https://www.smithsonianmag.com/arts-culture/how-do-our-brains-process-music-32150302/
https://www.sciencedaily.com/releases/2019/10/191030073312.htm