This Hovis Bread advert demonstrates good representations of different time periods and important events that have taken place in the past. These are displayed through key signifiers and clues in the advertisement.
1. It starts in the Bread Shop which is in the Victorian times; 1800s.
Costume: The baker is in an old fashioned white puffy hat and coat.
The young boy is wearing a Victorian flat cap, neck tie and breeches.
The old man in the background in the bakery is wearing a waistcoat, long tail coat and has a top hat in his hand which are all strong connotations of Victorian times.
Location: The bread shop is very old fashioned. The bread is placed on wooden shelves behind the baker which are less likely to be used nowadays. It appears old and is clearly not modern from the day.
Props: loaves of bread shelved which are generally not stored like that anymore.
Music: It’s a really upbeat piano piece that sounds cheerful, with quite a fast pace. This creates a light hearted and relaxed mood.
Dialogue and other sound: The baker has a northern accent when he says “here ya go lad” and therefore shows he’s from the north of England.
2. As he leaves the bakery the time period doesn’t change much and this is reinforced by:
Costume: Boy is still in the same clothes but his hat comes off as time moves slightly more forward. People in the street dressed in old fashioned and old-looking clothes.
Location: In a crowded and busy street. Pathway is very narrow. Tall buildings either side.
Props: There is a horse and cart which is old fashioned – no cars.
The boy also runs passed a Titanic poster, therefore we know it’s in the early 1900s (1910)
Music: It has not changed; still light-hearted piano music. Mood stays the same.
Dialogue and other sound: Hear the sound of horse neighing which uses a sound bridge and is diegetic which makes it realistic. There are also the crowds of people murmuring in the background with general street noise.
3. Women’s movement – suffragettes late 1910s:
Costume: All clothes look old fashioned. Women in long dresses and hats. Men in suits and bowler hats.
Location: Wide cobbled streets – shows its in old times. A lot of space for the women protesting for their rights.
Props: Banners, posters and placard being held by the women, mostly saying ‘Votes Women.’ This informs us that it’s the suffragette’s movement.
Music: The same.
Dialogue and other sound: Sound of a lot of people protesting and shouting. This is emphasised when we see a man trying to restrain a woman.
4. Soldiers – World War 1 1914-1918:
Costume: Young male soldiers from WW1 wearing old fashioned army clothes and hats. Holding guns and carrying bags that also look old. This evokes sympathy in the viewer and realisation of the horrors of WW1.Girl running down the street with a straw hat and bow and white dress – old fashioned.
Location: Soldiers marching down a British looking street, people watching, are offering support.
Props: Rifles of the soldiers and their bags and hats.
Music: The music is still repetitive but violins do come in when the boy sits on the wall and salutes to the soldier, gives sad undertones.
Dialogue and other sound: Slight sound of marching feet. Little girls laughing – unaware of situation, complete contrast to the mood of what is happening.
5. 1920s - street with car:
Costume: Boy wearing grey shorts and long grey socks.
Costume of three people is a bit more modern, men in suits, woman in a dress and hat – late 20s, early 30s.
Location: Runs past a street.
Props: Car - moving into modern times, cars just recently introduced.
Music: Music is still the same and quite light-hearted even after we saw the soldiers.
Dialogue and other sound: Hear the general voices of people talking and the dog barking.
6. War – 1940s WW2:
Costume: People dressed in dark, depressing clothes.
Location: Bombed area, destruction, houses destroyed, debris, smoke. Area looks deserted but a few people clearly broken and mournful carrying their belongings and recovering what’s left.
Props: The radio, WW2 fighting plane, portraits being carried by the people, destroyed furniture in the streets.
Music: The music changes and softens. It becomes much quieter and solemn. Creates a reflective mood and a time to display respect for those who lost their lives, reflective.
Dialogue and other sound: Hear Churchill’s speech on the radio “we shall fight on the beaches…we shall never surrender” – very patriotic, makes us proud of Britain, sense of Britishness. We also hear a plane flying above.
7. 1950s – Coronation/street party:
Costume: Kids dressed up (boy dressed as pirate), party hats. Show that this was a happy time and fun - huge contrast to the image created before of the war and how this affected people.
Location: Brightly lit street – happy atmosphere. Many people celebrating in a wide street.
Props: British flags, extras for celebration eg. hats, drink, food, flowers.
Also the crown signifies the coronation - Very happy image of people with a positive and lively atmosphere.
Music: Music much more upbeat again with a faster pace – improves atmosphere.
Dialogue and other sound: A lot of laughter and the general talking of the people around the boy.
8. 1960s - girls and celebrating football:
Costume: Mini skirts, shift dress, coloured tights, red boots. Also the hair styles of the girls are bobs – very fashionable at that time. The boys outfit changes, 60's sweater and coat – all represents the 60s.
Location: Typical streets and terraced British houses in background, some with flags on the windows.
Props: We see 3 cars in this clip – all typical of the 60s. The British flags in the car that passes – appeal to best of Britain, not best of England.
Music: Guitars enter – progression and change in music over time.
Dialogue and other sound: Boys shout “Champions” out of the car - England winning the World Cup in 1966. Car horn – excitement.
9. 1970s - street with Asians and TV shop:
Costume: Jumper of the boy changes with a shirt underneath – 70s collar.
We see 2 Asians to represent the 1973 Racial Discrimination Act.
Location: Outside a TV shop – progression of technology.
Props: The TVs in the shop window.
Music: No change in music.
Dialogue and other sound: Sound of cars passing – increase in the amount of people with cars.
10. 1980s – Miners Strike, Coal not Dole protest
Costume: Boy wearing a bright blue jumper and his brown jacket now has yellow stripes on it. Protestors wearing jeans and clothes that are more modern.
Location: Coal not dole strike/protest near an industrial site.
Props: Holding signs and posters.
Music: Music fades down and allows us to hear the rioting – “Coal not dole”
Dialogue and other sound: A man shouts - “Ay lad, isn’t it past your bed time” – shows its up north.
2000 - Millennium, Fireworks
Costume: Boy wearing the same clothes.
Location: London.
Props: Fireworks.
Music: More instruments – celebratory tone, fast paced, exciting.
Dialogue and other sound: Sound of fireworks exploding.
Modern Home – Now
The boy enters his house and puts the loaf of Hovis on the table and sits down at the table. It's clearly in modern times now as the boy is wearing clothes worn nowadays and enters a brightly lit kitchen. There is a lot of wood in the kitchen maybe to portray naturalistic elements and Hovis are trying to say that they only use natural ingredients. Music dies down to a slower pace just before the dialogue of his mum; “Is that you home, love?” and the boy replies ‘Yeah’ The music then stops to show it’s the end of his journey.
Sound throughout the sequence.
The sound and music fits well with the sequence. The music matches the mood and what is happening at the particular time. For example, during the war clip, the music slows and quietens, creating a sombre mood. It then becomes more upbeat and lively when associated with the football fans. This shows that when the music changes it signifies the time shift, gradually getting more modern as we move throughout the sequence. The diegetic sound creates a sense of realism and shows us the location (the use of northern accents to show it is set in Northern England.) The music often stops or quietens to help us hear the diegetic sound or dialogue, such as the speech of Churchill on the radio.
Narrative/Story development through whole advert.
Throughout the sequence, the use of costume, location, props and sound help us identify the time period and event. The sequence starts in the 1800s and follows the boy as he moves through time and key events. This anchors the line at the end, 'as good today as it's always been' - it's the same quality that it's always been. The advert gives a strong sense of britishness and patriotism - 'the bread is the best of british.'
