energy communications ad book

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energy com

munications

Advertisi

ng plAn for Ac

tivities

energy communications book.indd 1 12/9/2008 11:36:47 PM

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activitydriveefficiency

initiativelifemoxiepizzazzpower spiritzeal

energy


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energycommunications


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Table of

Contents6 Current Situation

8 Research

10 Ad Plan

12 The Big Idea

14 Print Campaign

16 online Campaign

18 Movie Script


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The Current situation

W h at a r e i t ’ s s t r e n g t h s ?

i t ’ s W e a k n e s s e s ?

C h o o s e yo u r o W n l e v e l . . .

a n d W h e r e d o W e g o f r o m h e r e ?


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Strengths & Weaknesses

The current “Choose Your Own level” campaign excels at informing students that there are many levels of participa-tion with campus activities depending on their personal availability and desire. It attracts newer students to the program who may have previously thought that the activities were only for those who had a large amount of time to participate and help conduct.although the visual concept is attractive and interesting, the ads lack further infor-mation and may be misleading. Students have been confused about the connec-tion between the message and the activi-ties program.

opportunities & Threats

The “Choose Your Own level” cam-paign offers students an opportunity to act according to the level of par-ticipation that suits them. While some may feel like tackling the world (or at least bYU-Idaho) by managing an ac-tivity, others feel comfortable keeping their involvement at the participant level.

The threat that the current campaign poses is the potential for miscom-munication. Many students have expressed that their first impression of the current ad campaign was a command to choose their own level of abiding the honor code. another threat is the lack of information re-ceived by those who did comprehend the message. They are motivated to “Choose [Their] Own level”, but then wonder , “What’s the next step?” The call to action is small and at the very bottom of the ad. as students walk by the vertical banners, in a hurry

to get to class, they are not likely to stop and peruse the entire ad for the information they need. (For informa-tion on how often students followed the call to action, see our page on research.)

The current ad campaign has a strong foundation already in place. The clean lines and images are sharp and eye-catching. If the message of the cam-paign were enhanced and clarified to connect it more strongly to the ac-tivities Program, the opportunity for clearer communication and motiva-tion would be realized more effective-ly. When, and if, a revised campaign is applied, students will feel they have the tools and information to tackle the activities Program and gain the bYU-Idaho benefits they seek.


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researCh

The activities program offers students an excel-lent opportunity to discover new talents, gain new ex-periences, and meet new people. It can be a benefit to every student’s college experience. however, it is only a small percentage of students who actually get involved, participation wise, at a level higher than that of specta-tor. according to our research, 70% of the student body participates at a low level to no level in activities. Why is this?Our research shows that 50% of students feel there is not enough information about available activities. 82% said they wanted more information sooner, and more infor-mation available about lesser-known activities. Students who do choose a higher level of partici-pation know that up-to-date information can be found online about all of the semester’s upcoming activities,

What do the students think?

how often students visit the activites webpage on average


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and that it is available at the beginning of each semester. So, why would so many other students feel the opposite? according to our poll, 72% of the student body visits the activities web page once a month to never dur-ing the course of a semester. That is hugely insignificant! In fact, we discovered that most students find their informa-tion elsewhere: 37% find it from posters, 31% hear it by word of mouth. This tells us that 68% of students search for information in locations that don’t always provide detailed information on a wide range of activities that can meet their interests and needs. energy Communications has run test campaigns in various directions and modes. among these directions, we gathered student testimonials, ex-plored participation benefits, conducted teaser ads, and distributed many surveys to learn about student motiva-tion and discover the students’ satisfaction of personal

interests that are represented on the activities website. With all of this research in consideration, we designed several ads and tested them among the student body. 84% of a 122 student poll chose “Find Your Outlet.” Students found it visually new and unique, and responded to its clever concept. We believe that “Find Your Outlet” has been designed in such a way that will motivate students to dis-cover activities that match their interests by finding them on the activities website.

Student perception: Most needed improvement for activities advertising


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T h e a d v e r t i s i n gP l a n


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Advertising objectives

Awareness: Within the first few weeks of the new semester, communicate that there is a number of activities to be explored at bYU-I, and that there is an outlet for each individual’s talent, ability or interest.

Comprehension:have students recognize that attending activities provides worthwhile experiences for participants, and that up-to-date information on activi-ties and events is always available by visiting the website.

Conviction:Convince students that there is an activity and/or event that caters to their individual interests, needs and abilities and will be an enjoyable and fun experience.

Desire:Stimulate desire to go to activities website and find information on available activities.

Action:Motivate those who visit the website to choose an “outlet” and attend.


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BigIdea

The

Creative Strategy

Target audience:bYU-Idaho students Primary: Students who have participated minimally, or not at all, in the past because of lack of motivation or information.Secondary: Students who have participated regularly in the past.

Problem to be solved:an unclear advertising message, and lack of focus on connecting to the website for information on activities.

Objective: Create an ad campaign that is new, conceptual and visu-ally attractive that communicates the wide, but tailored, range of activities available on campus.

Benefits: The activities Program has a wide range of activities that will meet the diverse interests and abilities of students.

Support:Many of the activities and events are started and run by students with the same interests and talents that students on campus can connect with. The activities Program chooses their activities based on what the students interests are.

Brand’s personality:The activities Program wants students to recognize their value as an immediate, energetic, thought-provoking, diverse, unified and extensive service for their enjoyment.


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P r i n t C o n C e P t s


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FIND YOUROUTLET

TalentService Social Sports Fitness

FIND YOUROUTLET


FIND YOUROUTLET


FIND YOUROUTLET


Alternative versions with

colorful, illustrative outlets

and a cartoon plug. These

were earlier versions, but

parts from them could

translate well into the final

product.

one of this campaigns great-

est strengths is it’s flexibility!

An early draft of our

concept illustrating

where the plugs are

reshaped into the

icons to represent each

activities category.

a lt e r n at i v e v e r s i o n s


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online ConCePtsThe concept for our Flash Interactive Menu is based off the current working flash layout.The first page presents an option to select one of six outlets, each representing one of the various areas within the activities program.after clicking on an outlet, the viewer is then taken to a display with a left and right directional flow of objects representing the various activites within a particular area (such as Sports).When an object (such as a Track and Field medal-lion) is selected, the viewer will then see a new page containing meeting information about the particular activity, as well as the option to either listen or read a description of the activity.


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FIND YOUROUTLET

SPORTS

Talent

Service

Social

Sports

Fitness

flASh NAvIgATIoN

Web banner

This interactive concept would

require the revamping, or addition

of, another use of flash navigation.

The plug on the left hand side

would follow the cursor up and

down the strip. When an outlet is

clicked on, the cord would plug into

the chosen outlet, which acts as a

link to the activities web page.

The concept for the web

banner could be executed

two ways: as a static image

or as a sequence of three gif

images. (The other two pos-

sible images would be pulled

from concepts represented

in the Print section of this

portfolio.)

hTMl e-MaIl


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video ConCePtSlide 1: A single spotlight

shines down on an outlet

sticking up out of a gym floor.

lying near it is a basketball

with an electrical cord coming

out of the side. (Silence.)

Slide 2: A BYU-Idaho

student walks into the

shot from the side and

stares down at the

basketball .

Slide 3: The student does

not hesitate. he kneels

down, picks up the cord and

plugs it into the outlet. As

soon as the cord is plugged

in, another spotlight is

turned on nearby, illuminat-

ing the basketball hoop.

Slide 4: All the

lights in the gym

begin to turn on,

changing the scene

from darkness to

brilliant light.

Slide 5: The roar

of a crowd esca-

lates, and dozens

of students are

cheering in the

stands.

Slide 6: The camera comes back to

our student. he is now dressed in

athletic clothes and holding the

basketball with the cord still hang-

ing. he looks confident, comfort-

able and ready to participate.

As the room comes to life, he sees

his teammates around him.


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Slide 7: A student on the op-

posing team meets our student

in the middle of the floor. They

look competitively, but kindly,

at one another. (Cheering from

crowd continues.)

Slide 8: A referee enters,

and takes the ball (cord still

attached) from our student.

(Cheering from crowd contin-

ues.)

Slide 9: The camera switches to an aerial

shot. The referee throws the ball in the

air, cord trailing behind, as our student

and the opposing student jump to start

the game.

Slide 10: Camera steps

back to get the entire gym

floor and crowd in view.

(Crowd continues to cheer.)

Slide 11: An animated cord flies across the screen and plugs into the outlet

on the right. once plugged in, the website address fades into view.


energy communications ad book

Documents

n e s s e s

t s w e

r e i t s s t r e n

level campaign

newer students

current ad campaign

c h o o s e yo u r o

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