Case: So humorvoll wirbt die Berliner Polizei

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Polizei Berlin sorgt mit Recruiting-Vid für Furore

18-02-2021 415 views 0

So humorvoll wirbt die Berliner Polizei

Kampagne "ACAB" schöngefärbt: Polizei Berlin sorgt mit Recruiting-Video für Furore.

Gesprochen wird der Text vom Schauspieler Manfred Lehmann, der deutschen Synchronstimme von Bruce Willis.

Lest die vollständige Nachricht auf welt.de.

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Assignments for students

1.1 What does ACAB mean to the Berlin police?

1.2 What is a Synchronstimme?

1.3 What is meant by :

Wir stehen auf Diversität. Und auf Bewerbungen von Frauen, Männern und allen anderen Geschlechtern aus Europa.

1.4 What is meant by:

Wenn dich der Spot anspricht, bewirb dich: www.110prozent.berlin Wenn du den Film doof findest, aber die Polizei gut, bewirb dich: www.110prozent.berlin Wenn du uns total doof findest: Wir schützen dich trotzdem.

1.5 Why is this a commercial qualified by the press as a good commercial?

Do research about the use of voice-over and synchronization, keeping the questions below in mind. Make an accessible schedule where you answer these questions. You can do this assignment as an individual or as a group.

2.1.1 Why do German speaking countries use voice – over and synchronization?
2.1.2 On what occasion/ when and how do they use it? ( Television? News? Children? Movies?) Do they synchronize everything?
2.1.3 Which other countries also use voice overs/ synchronization?

Watch this alternative police recruitment video. Compare this video with the Berlin one. You may do this in groups (corner debateA debate is a formal discussion where two parties present opposing viewpoints. Each side endeavors to persuade the debate moderator of the validity of their position, utilizing arguments to support th… Read more), where one group of students analyses the Berlin police video, the other group the Vienna police video.

2.2 What differences and similarities have you guys found out?

diversity
action
selling the message
target audience / target group
USP
music
content
execution (strenghts, weaknesses)

2.3 Which police corps would you choose to join? And why? Please motivate your answer using arguments.

Make a recruitment video of your own. Wanna know more about the process? Check this video.

This works best when working in groups. To make an effective video, first thoroughly research the subject you are making the recruiment video for. Select one of the following positions or define one yourself:

Student at Albeda College IBS studies
BOA in Rotterdam center
Investor for durable sources of energy
Firefighter in a big city in the Netherlands
Animal ambulance
Free choice of a recruitment for a public purpose

3.1 Make a list of criteria which are important for your video and define its purposes.
For example: USP, target group, who will do the acting, who will do the technique etc. You may watch the recruitment videos again for inspiration.

3.2 What is your video about? Make a catchy script.

3.3 Arrange the probs, choose background and scenery and just record your own recruitment video. Arrange the editing process, add music or words and manage to finalize the recruitment video.

3.4 Present your video on social media of your choice. Monitor: How much likes did you get? Do you conclude that there are people who got inspired by your video?

REWARD
Students with great results, will be promoted in schools media, f.e. website and social media! So good luck!

Core assignments for students

Discover whether you master the essence of this case by completing the corresponding core assignments. If necessary, you can share your answers with your teacher or supervisor.

Recommended by teachers

Case method | Cooperative learning

Concrete, realistic situations are individually analysed; afterwards, the resulting vision is presented and discussed in the group.
The individual’s vision is reappraised after seeking additional information. The different visions are selected and appraised.

Corner debate | Group activity

For making a choice or deciding on a point of view
The students are given a question/assignment/proposition with a list of choices. Each of these choices is assigned a particular location in the classroom, for example, a corner. Individual students choose one of these corners. (The choices are quickly written down on paper, so that you can’t see what your friends have written).
Students go to their ‘chosen’ corner. They talk in pairs about their choice and look into the arguments. This can lead to a class discussion. If necessary, students join another group. Which group is able to attract the most ‘defectors’?
Students return to their places and write down the most important arguments for each of the choices.

Group discussion (or problem-solving discussion) | Dialogue

Reflective discussion as part of a group, pooling knowledge/ideas/opinions with the aim of learning from this. A stimulus to creative, problem-solving and evaluative thinking.
Someone (teacher or student in a smaller group) is appointed as moderator. Without impinging on the subject matter, this person guides the discussion through the different phases (defining the problem, defining the scope of the subject, dissecting the problem, seeking solutions, discussing propositions, formulating the conclusion).
Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.

Learning discussion (or evaluation or discussion method) | Dialogue

Students learn how to find solutions for themselves (via diagrams, plans, outlines, etc.)
Discussion (individual or as part of a group) about the learning experiences of the student; the teacher acts as moderator and remains in the background. The emphasis is on (learning) how to identify learning moments: what could have been improved and how?

Learning game with alternating groups | Group activity

Small groups of 4 to 5 students, heterogeneously mixed. The students asks questions to test each other.
Afterwards, three students who achieved a similar level sit at a ‘contesting table’. Here, they answer critical questions; correct answers score specific points (the audience can also participate in the decision-making).
The group with the highest number of points wins.

Problem-based learning | Cooperative learning

Students are divided into small groups (6 to 12 students) and are presented with a problem. The problem is analysed in the group: what do we already know; what do we not yet know; and what do we still have to find out? (= formulation of learning goals).
Students then work individually or in a group to analyse the problem in-depth (= self-study).
Finally, the group comes together again, students report back and test whether the problem is now better understood.

Role play | Cooperative learning

Empathy game: the student, to the best of his/her ability, steps into the shoes of someone else in a particular role.
It is essential to create a climate of openness and trust.
For example, playing different characters in a text.

Simulation game | Cooperative learning

Role play with a well-defined structure. Conditions and requirements are attached to the roles. Because of its more theme-related nature, students feel less inhibited; more targets are attained with a cognitive focus.
For example: training for sales techniques, telephone enquiries, etc.

Student-led class discussion | Dialogue

A dialogue which is primarily student-led; this activity is primarily process-oriented.
Ideal for forming a personal vision and learning how to make subtle distinctions. As a rule, students communicate directly with each other; the teacher remains in the background.
Tip? Define the scope of the subject, help students to formulate decisions, conclude with an evaluation.

Teacher-led class discussion | Dialogue

A carefully managed dialogue in which students - through questioning - are invited to contribute their own ideas in a direction desired by the teacher. Effective control of the questioning is crucial.
Tip? Ask clear-cut questions, try to involve all the students, probe further, etc.

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Susanne Dengler

International Business Studies | Editorial member