s n o i icat
mun
m o c y g r e en A
g p
isin
rt dve
ies
ivit
Act or f lan
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activity drive efficiency
energy
initiative life moxie pizzazz power spirit zeal
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energy
communications 3
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Table of
Contents 6 8 10
Current Situation
Research
Ad Plan
12 14 16 18
The Big Idea
Print Campaign
Online Campaign
Movie Script
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The
current Situation
C h o o s e yo u r o w n l e v e l ... W h at a r e i t ’ s s t r e n g t h s ? it’s Weaknesses?
and Where do we go from here?
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Strengths & Weaknesses
Opportunities & Threats
The current “Choose Your Own Level” campaign excels at informing students that there are many levels of participation 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 information and may be misleading. Students have been confused about the connection between the message and the activities program.
The “Choose Your Own Level” campaign offers students an opportunity to act according to the level of participation that suits them. While some may feel like tackling the world (or at least BYU-Idaho) by managing an activity, others feel comfortable keeping their involvement at the participant level. The threat that the current campaign poses is the potential for miscommunication. 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 received 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 information 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 eyecatching. If the message of the campaign were enhanced and clarified to connect it more strongly to the Activities Program, the opportunity for clearer communication and motivation would be realized more effectively. 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 What d o the stud ents think?
How often students visit the Activites webpage on average
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The Activities program offers students an excellent opportunity to discover new talents, gain new experiences, 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 spectator. 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 information available about lesser-known activities. Students who do choose a higher level of participation know that up-to-date information can be found online about all of the semester’s upcoming activities,
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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 during the course of a semester. That is hugely insignificant! In fact, we discovered that most students find their information 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, explored participation benefits, conducted teaser ads, and distributed many surveys to learn about student motivation and discover the students’ satisfaction of personal
Student perception: Most needed improvement for Activities advertising
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 discover activities that match their interests by finding them on the Activities website.
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The
Advertising
Plan
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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 activities 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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The
BIG Idea
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 visually 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, thoughtprovoking, diverse, unified and extensive service for their enjoyment.
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Print concepts
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An early draft of our
Alternative versions with
concept illustrating
colorful, illustrative outlets
where the plugs are
and a cartoon plug. These
reshaped into the
were earlier versions, but
icons to represent each
parts from them could
activities category.
FIND YOUR
OUTLET Service
Talent
Social
Sports
OUTLET Fitness
Service
FIND YOUR
Talent
Social
Sports
Fitness
Talent
Social
Sports
product. One of this campaigns greatFitness
est strengths is it’s flexibility!
FIND YOUR
OUTLET Service
translate well into the final
FIND YOUR
OUTLET Service
Talent
Social
Sports
Fitness
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Online concepts The 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 medallion) 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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HTML E-Mail
W e b Ba nner 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 possible images would be pulled from concepts represented
FIND YOUR
OUTLET
in the Print section of this portfolio.)
SPORTS
Flash Navigation Service
This interactive concept would require the revamping, or addition of, another use of flash navigation.
Talent
The plug on the left hand side would follow the cursor up and
Social
down the strip. When an outlet is clicked on, the cord would plug into
Sports
the chosen outlet, which acts as a link to the activities web page.
Fitness
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Video Concept
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Slide 4: All the lights in the gym begin to turn on, Slide 1: A single spotlight
changing the scene
shines down on an outlet
from darkness to
sticking up out of a gym floor.
brilliant light.
Lying near it is a basketball with an electrical cord coming out of the side. (Silence.)
Slide 5: The roar Slide 2: A BYU-Idaho student walks into the shot from the side and stares down at the basketball .
of a crowd escalates, and dozens of students are cheering in the stands.
Slide 6: The camera comes back to Slide 3: The student does
our student. He is now dressed in
not hesitate. He kneels
athletic clothes and holding the
down, picks up the cord and
basketball with the cord still hang-
plugs it into the outlet. As
ing. He looks confident, comfort-
soon as the cord is plugged
able and ready to participate.
in, another spotlight is
As the room comes to life, he sees
turned on nearby, illuminat-
his teammates around him.
ing the basketball hoop.
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Slide 7: A student on the opposing team meets our student in the middle of the floor. They look competitively, but kindly, at one another. (Cheering from crowd continues.)
Slide 10: Camera steps back to get the entire gym floor and crowd in view. (Crowd continues to cheer.)
Slide 8: A referee enters, and takes the ball (cord still attached) from our student. (Cheering from crowd continues.)
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 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.
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PB Š 2008 energy communications.
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