Erin Smith

I worked as a teacher in a Virginia Governor’s School that drew student applicants from seven feeder high schools. The school had two distinct programs (math/science and arts/humanities) that operated under the same roof but didn’t have much overlap in terms of curriculum or students. Teachers were responsible for recruitment, so we developed a number of strategies like in-person presentations, videos, social media, etc. for raising awareness and enticing students to apply to our program. My colleagues and I were tasked with developing a brochure for the arts and humanities program.

Audience

The primary audience was prospective students

• 10th graders, 15 years old
• Excited about attending a high-energy school devoted to the arts
• Concerned that they’ll be lost or overwhelmed about coming to a school where they don’t know anyone.
• Worried that the application process is too rigorous or difficult

The secondary audience was their parents

• Parents of high-achieving high-school-aged children
• Concerned that there are “no jobs” in the arts
• Concerned that the program would not be academically rigorous enough or suitable for their college-bound children

Role & Responsibilities

I was the English teacher at the school. I worked with the art and theater teachers to develop all of our recruitment strategies. We worked as a team to create the first version of the flyer. I worked independently to develop the second version and to create the wireframes for a potential third iteration.

Constraints

• Our brochure was supposed to look similar to an existing math/science brochure
• We were to use an existing Publisher template.
• Our brochure needed to be produced in a few hours. Most of that time was spent gathering information and writing content.
• In subsequent iterations, I spent more time on visual design, voice, and editing content.

Process

• We brainstormed and discussed what content to include.
• We wrote our content, trying to strike a balance between what high school students and their parents might find appealing.
• We sourced photographs and student quotes.
• We used limited experience in Publisher to produce a brochure that resembled the existing math/science program.
• We used an existing color and layout template.

This is the first iteration of the brochure my team and I designed to inform prospective students about the program in arts and humanities at Shenandoah Valley Governor’s School. The goal was to raise interest and convince them to learn more and apply to the program.

Design Evaluation

Good Things:

• We provided a physical document that students could take with them, and we did it in a short period of time.
• The brochure gives an overview of the program. We included courses students might take, artist they might work with, and noted that there are advanced credit options.
• We included fun stuff like field trips and special classes to make the school seem special.
• We gathered quotes from former students from a selection of feeder schools to help prospective students feel a connection.
• We provided contacts points so that students can ask more questions. We added directions for the next steps in the application process.

Challenges:

• The primitive design.
• The list-heavy, dull, and overly formal written content.
• The static photographs of students working. This place looks like a drag!
• The sloppy font selection and layout looks it was thrown together in an afternoon.

Design Revision:

My team argued to our director that the first version of the brochure did not speak well of a school that was supposed to specialize in the arts and technology. We were given the go-ahead to recreate it on our own time. Here’s a second version I developed on my own in Photoshop.

What I Did (Content)

• I asked for student feedback on the orginial document and planned a second version using that input.
• I simplified the text.
• I modified the voice so that it sounds more casual.
• I chose consistent fonts made sure that the blocks of text used the same font size, font, and line spacing.
• I developed a more consistent hierarchy of information with font sizes and weights.
• I changed some of the informative headings to calls to action. Instead of Guest Artists May Include, I used Learn from the Pros. Instead of Field Trips May Include, I used Travel with Us.
• Removed captions and let dynamic photos speak for themselves.
• I added language that gives the audience ownership: See your guidance counselor to arrange your visit.

What I Did (Graphic)

• I reacted to student input and my own understanding to plan a second version of the document
• I simplified the text
• I modified the voice so that it sounds more casual
• I chose consistent fonts
• I developed a more consistent hierarchy of information with font sizes and weights.
• I made sure that the blocks of text used the same font size, font, and line spacing
• I changed some of the informative headings to calls to action. Instead of Guest Artists May Include, I used Learn from the Pros. Instead of Field Trips May Include, I used Travel with Us.
• Removed captions and let dynamic photos speak for themselves
• I added language that gives the audience ownership: See your guidance counselor to arrange your visit

What I Would Do in the Next Iteration (Content)

• Continue to develop the voice so that the text contains the right amount of specific information, but doesn’t read quite so much like a formal list. 
• Add a what kind of career can I have in the arts section
• Use bullet points to highlight information and break up blocks of text
• The tone needs to make this place seem important (where you’ll get some college-level classes while still in high school, but also make it sound fun.
• Vary the fonts. Include a heading font that isn’t so modern. Possibly drop some of the serifs.

What I Would Do in the Next Iteration (Graphic)

• Cut student last names
• Work on visibility, or at least test to make sure that audiences don’t have trouble with the colors and contrast
• Work with arrangement on second page. Travel with Us heading should go with the field trip photo.
• Fix alignment and frame of makeup photo
• Add social media info
• Does it make sense to list special topics and learn from the pros? Will kids know those artists?
• Should there be a webpage?
• Connect the program more fully to the school at large (a Governor’s School with both an arts program and a math/science program).