Case: The Greatest Party that Never Happened!

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Scam promotion, angry rich people

10-06-2021 534 views 3

The Greatest Party that Never Happened!

In this case you will be investigating the Fyre Festival, the ill-fated Bahamas-based luxury event that wound up becoming the butt of internet jokes and landing at least one of its organisers in jail. Fyre Fraud is a fascinating examination of social media influencers, millennials who get hooked on their feelings of FOMO (Fear of Missing Out!), and a modern-day con artist who will likely learn nothing from this or his prison sentence.

Getting curious? Want to know more? Check this contribution on Wikipedia.

Now, watch these trailers ‘FYRE: The Greatest Party That Never Happened’.

Here’s something many people didn’t see coming, including Netflix: five days before Netflix launches Fyre, their documentary about the ill-fated Fyre Festival, Hulu has dropped a Fyre Festival doc of their own. Below, you can check out the Fyre Fraud trailer, which announces Hulu’s now-streaming documentary.

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Assignments for students

1.1 What details do you remember most about the video & article?

1.2 Describe the expectations of the Fyre Festival guiests

1.3 Describe the reality of the Fyre festival expaerience

1.4 How did social media contribute to the scam?

1.5 Which bands were supposed to play at the Fyre festival?

1.6 List everything that went wrong at the Fyre festival.

1.7 Test your skills: Are you an expert event planner?

2.1 How would you explain the development of financial fraud?

2.2 Compare / contrast expectations & reality at the Fyre festival.

2.3 Can you validate the organizers dream?

2.4 How did promoting “Pablo Escobar’s island” help the event?

2.5 How did promoting Pablo Escobar’s island hurt the event?

2.6 Do you think that the social influencers are also liable for damages?

3.1 What might have happened if the event took place on the originally scheduled island?

3.2 How could you have saved the festival?

3.3 Watch both movies and write a reviews comparing them.

3.4 Make a realistic time-line to bring off a festival like this.

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

Brainstorming | Group activity

A clear problem definition marks the starting point.

In each group, one student will note down the reactions, ideas, views, etc. of the others. The various opinions are not dealt with in any depth.
After a while, the group discusses the proposed solutions and picks out the best of these.
The various ideas are grouped conventionally in an easy-to-understand web diagram.

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?

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.

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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Elizabeth Daymond

International Business Studies | Editorial member