Matching Items (4)
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- All Subjects: Advertisements
- All Subjects: Personal Branding
- Creators: Montoya, Detra
Description
Abstract
My thesis aims to uncover the ultimate strategy behind short form visual stories, otherwise known as the digital advertisment. In this thesis, I analyze traditional storytelling, visual storytelling, and short-form visual storytelling in order to uncover the best practices advertisers should use when crafting a digital advertisement.
Storytelling “reveals elements and images of a story while also catalyzing the imagination of the listener” (National Storytelling Network, 2017). This tradition has two purposes for society: a neurological structure, and a social mechanism (for historic preservation, human interaction, and a vehicle for connecting with others) (Gottshcall, 2012; Scott, 2012; Paul, 2012; Woodside, 2008).
Visual Storytelling is “using photography, illustration, video, (usually with a musical enhancement) to guide” the human brain along a plotline, and has an unlimited timeframe (Ron, 2017). There are seven key elements to effective visual storytelling: A listener/audience, an element of realism coupled with escapism, a focus on the dread of life, an element of the unknown, emotion, simplicity, and a three-part plot structure (Andrews, 2010; ProQuest, 2012; Zak, 2014; Stanton, 2014; Reagan, 2016; Jarvis, 2014; Petrick, 2014)
In the words of Sholmi Ron, from a marketing perspective, “Visual [short hand] Storytelling is a marketing strategy that communicates powerful ideas through a compelling story arc, with your customer at the heart of the story, and delivered through interactive and immersive visual media – in order to create profitable customer engagements" (Ron, 2017). This advertising strategy has four best practices: non-obvious logo placement, a comedic emotion, multiple emotional arcs, and a relevant message (Golan, 2017; Teixeira, 2015; Graves, 2017, Teixeira, 2017). These are important to understand because, in 2017, online consumers can be described as skeptical, conscious of content, individualistic, and drawn to authenticity (Teixeira, 2014).
To supplement my findings, I conducted primary research by analyzing the 2017 Super Bowl videos against a criteria created using the best practices previously identified (in Part 1 and Part 2). Through the data collection of the 66 videos, I uncovered the most popular plotline is "fall than rise," the most popular emotions are humor, inspiration, and empathy and people tend to have a preference towards videos that are more realistic and simplistic in nature.
In the end, I recommend that advertisers identify an authentic yet relevant message, while employing a comedic, inspirational, or empathic tone, and that they place their ads exclusively for their target market. Additionally, producers should use a fall then rise plotline (with multiple mini plot peaks and valleys), a "logo-pulsing" strategy, and a minimal amount of characters and settings to keep the audience's focus on the ad’s message.
My thesis aims to uncover the ultimate strategy behind short form visual stories, otherwise known as the digital advertisment. In this thesis, I analyze traditional storytelling, visual storytelling, and short-form visual storytelling in order to uncover the best practices advertisers should use when crafting a digital advertisement.
Storytelling “reveals elements and images of a story while also catalyzing the imagination of the listener” (National Storytelling Network, 2017). This tradition has two purposes for society: a neurological structure, and a social mechanism (for historic preservation, human interaction, and a vehicle for connecting with others) (Gottshcall, 2012; Scott, 2012; Paul, 2012; Woodside, 2008).
Visual Storytelling is “using photography, illustration, video, (usually with a musical enhancement) to guide” the human brain along a plotline, and has an unlimited timeframe (Ron, 2017). There are seven key elements to effective visual storytelling: A listener/audience, an element of realism coupled with escapism, a focus on the dread of life, an element of the unknown, emotion, simplicity, and a three-part plot structure (Andrews, 2010; ProQuest, 2012; Zak, 2014; Stanton, 2014; Reagan, 2016; Jarvis, 2014; Petrick, 2014)
In the words of Sholmi Ron, from a marketing perspective, “Visual [short hand] Storytelling is a marketing strategy that communicates powerful ideas through a compelling story arc, with your customer at the heart of the story, and delivered through interactive and immersive visual media – in order to create profitable customer engagements" (Ron, 2017). This advertising strategy has four best practices: non-obvious logo placement, a comedic emotion, multiple emotional arcs, and a relevant message (Golan, 2017; Teixeira, 2015; Graves, 2017, Teixeira, 2017). These are important to understand because, in 2017, online consumers can be described as skeptical, conscious of content, individualistic, and drawn to authenticity (Teixeira, 2014).
To supplement my findings, I conducted primary research by analyzing the 2017 Super Bowl videos against a criteria created using the best practices previously identified (in Part 1 and Part 2). Through the data collection of the 66 videos, I uncovered the most popular plotline is "fall than rise," the most popular emotions are humor, inspiration, and empathy and people tend to have a preference towards videos that are more realistic and simplistic in nature.
In the end, I recommend that advertisers identify an authentic yet relevant message, while employing a comedic, inspirational, or empathic tone, and that they place their ads exclusively for their target market. Additionally, producers should use a fall then rise plotline (with multiple mini plot peaks and valleys), a "logo-pulsing" strategy, and a minimal amount of characters and settings to keep the audience's focus on the ad’s message.
ContributorsBosmeny, Mackenzie Lauren (Author) / Ostrom, Amy (Thesis director) / Montoya, Detra (Committee member) / Department of Marketing (Contributor) / W. P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Marketers today have found a way to expose sexualized content to young girls. Intentional or not, girls are taking notice of it and it shows in the increasing numbers of mental and physical disorders. This thesis attempts to synthesis previous research studies and current examples of sexual objectification of women in the hopes to create more awareness on the sexualization of girls. Several aspect play a significant role in shaping young girls including how females are portrayed in the media, how the beauty standards continue to change with the current trends, and how parents are playing an influential role in their children's lives. I will propose some recommendations about what we, as a society, can do to help parents and children grow up in this hyper sexualized world.
ContributorsFoster, Nicole Michelle (Author) / Montoya, Detra (Thesis director) / Ketcham, Jonathan (Committee member) / Department of Marketing (Contributor) / W. P. Carey School of Business (Contributor) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Branding is one of the most important tools a business can use. Whether consumers know it or not, every purchasing decision that they make – be it for a product or service – is rooted in the brand. Thus, it is somewhat of a surprise that branding for individuals did not become popularized until 1997, with Tom Peters’ article “The Brand Called You.” In his article, Peters remarks on how changes in the marketplace and technology make developing a personal brand more accessible, as well as more important. The increasingly competitive marketplace combined with the rise of social media means that personal branding is even more important and more attainable today. Thus, it is vital for students entering the workforce to develop a brand that will allow them to distinguish themselves. This research examines whether or not students understand what personal branding is and if they have taken the steps to develop their personal brand. The research questions are as follows:
• Do students understand what personal branding is?
• Are students able to define their skills?
• Do students have a career plan?
• Do students have a plan to promote their brand?
A pilot study was first distributed to students of Arizona State University which found that students lack an understanding of what personal branding is and have a need for the knowledge and tools to develop a personal brand. A workshop was then developed to address these issues. This workshop was held three times: first, for a Landscape Architecture class, second, for a marketing class, and third, for a student sales organization. The workshop discussed branding, personal branding, and then the participants were able to begin working on developing their own personal brand. The students in the first workshop had two sessions and were able to complete their own personal brand process with the workshop leader, while participants from the second and third workshops completed it on their own, after only a single workshop session. After completing the in-person workshop, participants shared their brand with their fellow students in a Google Plus page. Finally, participants completed an exit survey. This exit survey was used to measure the research questions.
The first workshop proved to be most effective, even though the participants in the first workshop were all landscape design students and the majority of the participants in the second and third workshops were business students. It was found that unless the students’ own brand development process was finished during the workshop or affected the students’ grade, it would not be completed. It was also evident in all of the workshops that slides with imagery were more effective at starting discussions than the text-heavy slides. As such, future workshops should be designed with a greater time allowance, the intent of the students’ own brand development process to be completed during the workshop, and the presentation should be redesigned to better initiate discussion among participants.
• Do students understand what personal branding is?
• Are students able to define their skills?
• Do students have a career plan?
• Do students have a plan to promote their brand?
A pilot study was first distributed to students of Arizona State University which found that students lack an understanding of what personal branding is and have a need for the knowledge and tools to develop a personal brand. A workshop was then developed to address these issues. This workshop was held three times: first, for a Landscape Architecture class, second, for a marketing class, and third, for a student sales organization. The workshop discussed branding, personal branding, and then the participants were able to begin working on developing their own personal brand. The students in the first workshop had two sessions and were able to complete their own personal brand process with the workshop leader, while participants from the second and third workshops completed it on their own, after only a single workshop session. After completing the in-person workshop, participants shared their brand with their fellow students in a Google Plus page. Finally, participants completed an exit survey. This exit survey was used to measure the research questions.
The first workshop proved to be most effective, even though the participants in the first workshop were all landscape design students and the majority of the participants in the second and third workshops were business students. It was found that unless the students’ own brand development process was finished during the workshop or affected the students’ grade, it would not be completed. It was also evident in all of the workshops that slides with imagery were more effective at starting discussions than the text-heavy slides. As such, future workshops should be designed with a greater time allowance, the intent of the students’ own brand development process to be completed during the workshop, and the presentation should be redesigned to better initiate discussion among participants.
ContributorsBinsfeld, Jacqueline Rose (Author) / Montoya, Detra (Thesis director) / Gray, Nancy (Committee member) / Department of Marketing (Contributor) / W. P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
As social media continues to grow, so does the need to have a strong online presence that exhibits a unique personal brand. However, with social media platforms ranging from Twitter to Instagram to LinkedIn, it is a challenge for Millennials to know how to build a personal brand that is appropriate for all potential audiences. More than just friends and family are viewing our social media profiles; it is common practice for potential employers too and it can be difficult to cater our social media for both. This thesis looks at how personal branding has evolved with the rapid expansion of social media and the relationship between the two. It also looks at the importance of personal branding and best/worst practices for social media. Although there is an emphasis of professional networking platforms in my primary research, I also discuss how social media affects our personal, along with our professional, relationships. There is also a focus on the types of perceptions people make about someone’s personal brand based off of what they see on social media. To better understand people’s perceptions of social media as it relates to personal branding, I conducted interviews with job recruiters and administered a survey, which tested recommendations collected from the first interviews.
ContributorsLee, Juliana A (Author) / Montoya, Detra (Thesis director) / Schlacter, John (Committee member) / Department of Finance (Contributor) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05