Designing for Adolescents
Assignment Choice #2: Design an age appropriate brochure to explain a concept or an introduction to an organization
The first thing I thought when I read this assignment was instantly: “What kind of brochure did I not have that I would have appreciated when I was an adolescent?” I went to several people of different ages and asked them this question.
The Results:
Madison, Female, Age 21
How to: -not be awkward -make friends -understand boys (the opposite sex) -deal with peer pressure and the desire to be “cool” -know fashion in high school -deal with the future (don’t stress) Roberta, Female, Age 69
"I wish I had paid attention more. There was so very much family history that I will never know because I never paid attention." Linked to "How to pay attention and listen to the world around you. Listen to your elders and learn." Allie, Female, Age 20
-Gender nonconformity versus LGBT -Sexist behavior in school; What is and isn’t acceptable (from teachers and students) -Students rights in the classroom |
Jocelyn, Female, Age 22
"2 things I wish I had known when I was a teenager:" -That I didn't HAVE to go to college immediately after graduation -That just because a lot of Christians don't like Harry Potter doesn't mean I had to agree with them Linked to "How to deal with pressure (societal)" Kelsey, Female, Age 27
"Time with family is precious and not to be taken for granted. Don't spend it wishing you were somewhere else. Don't spend it in your phone, be present. You never know when it will change. You will grow older regretting letting it go.” Linked to "How to make sense of what's important," "How to manage your time," "Dealing with peer pressure (it's okay to be around family and be yourself rather than be cool and always be with friends)" Rebecca, Female, Age 55
-Sexual education manual -How to understand boys |
Kristen, Female, Age 20 (Personal Reflection)
-Dealing with personal self esteem in high school; how to
be confident
-Being a “big girl” among girls who fit the social stigma of
what we should look like; dealing with weight
-Dealing with personal self esteem in high school; how to
be confident
-Being a “big girl” among girls who fit the social stigma of
what we should look like; dealing with weight
From my personal experience, the way I looked and acted had to be important. I feared being judged by people I didn't even know and now that I think about it, it was stupid, but at that particular age, it was the "societal norm." The way I was supposed to look, act, and be was dictated by media and I felt I would be judged if I wasn't that way. So, how do I try to dictate this to adolescents that have this mind set? How do I show them that the societal norm shouldn't be the societal norm? That confidence and self esteem is not determined by what others think or how the media portrays it...
While I found some answers worked better because they were more vague, I was able to place the more specific answers into a category of "How to:" as a way to understand how I could place those instances into a pamphlet. Most answers, I found, dealt with peer pressure, societal pressures, and the desire to be "cool" or to fit in. Peer pressure and a desire to fit in was a big deal and cause a lot of stress and anxiety among people that age. It also causes a lot of adolescents to make bad decisions, blind themselves into realizing what is right and wrong, and hinder their development as an individual personality. This is the subject I'd like my pamphlet to inform on.
The first questions to ask:
How should I make this?
How can this be appealing to kids this age (13-15)?
How can this be appealing to kids this age (13-15)?
When initially looking at the samples given in class, I, even as a 20-year-old, found them boring and unappealing. It is highly likely that, if I don’t find them appealing, then early adolescents wouldn’t either. They are too official, too “adult.” It is clear that these were designed by an adult, not by someone who was in a similar state of mind to an adolescent. These were like old museum maps. If I needed a map, cool, then it’s useful, but I wouldn’t be drawn to it for any specific reason.
Things that I think would influence my design are: color, language, maybe reference to pop culture. Color and the technique used in the design is what will visually stimulate an adolescent into reading the pamphlet. However, the content is important too and how it is presented so that the student can understand.
For some design inspiration, I went on Google and searched “well designed pamphlets.”
Things that I think would influence my design are: color, language, maybe reference to pop culture. Color and the technique used in the design is what will visually stimulate an adolescent into reading the pamphlet. However, the content is important too and how it is presented so that the student can understand.
For some design inspiration, I went on Google and searched “well designed pamphlets.”
Again, I gathered the opinions from the same people I had surveyed. I had them look at the design options and asked them what they thought would have been appealing to them as adolescents. Again, some were more specific and some were vague saying they enjoyed all of them. Madison (Age 21), a fellow art student, looked at them and said that she found numbers 1, 4, and 5 appealing, but probably only because she has an interest in art. "I think most kids that age would just assume they are for an art class or program." She believed that number 3 was both appealing but more neutral for all types of personalities (art students and the like).
After taking another look, I agreed. Number 3 (purple and orange design) draws the viewer in because of the bright contrasting colors, but the design is not so intense that it would make a teenager think it is only for a specific group of people like art students. I decided I would probably design along those lines.
After taking another look, I agreed. Number 3 (purple and orange design) draws the viewer in because of the bright contrasting colors, but the design is not so intense that it would make a teenager think it is only for a specific group of people like art students. I decided I would probably design along those lines.
What voice do I want to use?
The voice one uses when talking to an infant, toddler, young child, or adolescent differs as they develop mentally. As a way to understand how one would approach creating a voice for an informational pamphlet or how one would approach just talking personally to an adolescent, I researched solutions.
The California Department of Education Publication published a summary of young adolescent development, including brain research, as it pertains to the California Department of Education's Recommendation on Relationships. The publication give tips and information concerning adolescents and understanding how to talk and understand them:
"In order to support young adolescents, adults need to understand why they behave the way they do. Research leaves little doubt that caring relationships and student success go hand in hand; but, as adults see young adolescents trying to distance themselves, they too may want to become more distant. Sometimes described as “hormones in sneakers,” these young adolescents can be difficult to relate to and hard to understand. Their behavior can be problematic—unpredictable, emotional highs and lows, and acting very immature for their age. The boys run around chasing, hitting, or throwing loaded backpacks at each other. For no apparent reason, they make derogatory remarks about another’s mother, which initiates some type of physical or verbal conflict. The girls are best friends one day and the next they are spreading vicious rumors about each other. Young adolescents are laughing and fun-loving one minute and in the next, screaming and shouting in anger. Some adults just want to close their eyes hoping the young adolescents will pass through this “squirrely” stage quickly. There are, however, explanations as to why they have erratic behavior. It all makes sense when adults understand what is going on in the young adolescent brain. This understanding is important because adults will better know how to support young adolescents as they go through the physical and cognitive changes.
Understanding adolescent behavior in building better relationships
The early adolescent male
Young adolescent boys’ main growth hormone is testosterone. During puberty, this hormone increases production as much as 18 times. There can be as many as five to seven surges of testosterone every day. During a hormonal surge, testosterone stimulates the amygdala. The amygdala is a structure in the emotional center that contains the “fight or flight” response. (For example, at the sight of a rattlesnake the amygdala triggers the production of adrenaline to either fight the enemy with superman strength or run away at lightening speed.5) This structure has receptor stations that allow testosterone to “dock” there. Although testosterone does all sorts of good things, when it “docks” or connects with the amygdala, it is likely to trigger surges of anger, aggression, sexual interest, dominance, and territoriality—making boys “powder kegs.”6. This behavior might be difficult to find “endearing,” however, understanding the origin of the behavior may help adults relate to boys better and help them by creating safe situations where that tension can be released. For instance, when you see boys chasing and trying to hit each other, instead of just saying “stop,” suggest a safe, physical game to play.
The early adolescent female
Girls, too, have receptor stations for their predominant hormone estrogen. It “docks” in a structure in the brain’s emotional center known as the hippocampus. The hippocampus has much to do with memory and this might give girls an advantage in school when information needs to be memorized.7 For example, it could be why sixth-grade girls are so much better at memorizing spelling words.8 However, it is not that simple for girls; estrogen also causes serotonin to fluctuate. Serotonin is a chemical in the brain that influences mood and tends to keep a person emotionally balanced. During puberty, the surges and fluctuations of hormones are intense, and the connection with estrogen and serotonin may explain the dramatic mood shifts in girls, especially depression. They may be on the phone laughing one moment and then in the next sobbing over a math problem. This erratic behavior is not easy on adults and hard to find “endearing.” Adults might shake their heads and want to walk away from the “drama queens,” but this is a time to stay connected and give them the support needed.
Interacting with young adolescentsNurturing students in elementary school is the norm, but traditionally in middle grades, the classroom setting has been more about control and discipline in a less personal environment.9 Many educators have believed that middle grades is a time for the students to grow up and act more adult-like. The belief follows that this maturation will occur by withholding nurturing and strictly focusing on the subject matter and the responsibility of getting the coursework completed. However, when students sense that a teacher does not care about them, they stop caring about learning in that class. There is a plethora of research over the years that clearly shows that when a teacher builds positive relationships with students and cares about them, the students:
Caring taps into the emotion centers in the brain that cause the brain to pay attention. Research on relationships suggests that when students feel comfortable and accepted when they enter the classroom, internal chemical responses happen that make them more adept at solving problems in potentially stressful situations.13 When teachers care for students, they give students motivation to do well in school. Caring teachers at this age, however, is not defined in the same way as in the elementary grades. Adolescents think of caring teachers not as being cuddly or being best friends, but by communicating directly and regularly with them about their academic progress and making sure they understand what is being taught.14 Adolescents report that they work harder for teachers who treat them as individuals and express interest in their personal lives outside of school.15 A teacher’s willingness to listen to young adolescents is key to being a successful teacher. Middle grades students know they are valued by a teacher’s smile and by how much teachers spend their precious time with them.16 It is not easy striking the right balance between being approachable without being their friend—it is the challenge and art of teaching!17
When they care for individual students, teachers can change the course of a child’s life and set him or her on a more successful pathway in middle grades, high school and beyond. One of the main reasons reported for students dropping out of high school was that their teachers did not care about them.18 In Robert Balfanz’ research, the fundamental finding was that in high-poverty environments a student’s middle grades experience strongly impacts the odds of graduating from high school.19 “It is during the middle grades that students either launch toward achievement and attainment, or slide off track and placed on a path of frustration, failure, and, ultimately, early exit from the only secure path to adult success.”20 How a teacher relates to students in middle grades can have more of an effect on student learning than what is being taught!"
The California Department of Education Publication published a summary of young adolescent development, including brain research, as it pertains to the California Department of Education's Recommendation on Relationships. The publication give tips and information concerning adolescents and understanding how to talk and understand them:
"In order to support young adolescents, adults need to understand why they behave the way they do. Research leaves little doubt that caring relationships and student success go hand in hand; but, as adults see young adolescents trying to distance themselves, they too may want to become more distant. Sometimes described as “hormones in sneakers,” these young adolescents can be difficult to relate to and hard to understand. Their behavior can be problematic—unpredictable, emotional highs and lows, and acting very immature for their age. The boys run around chasing, hitting, or throwing loaded backpacks at each other. For no apparent reason, they make derogatory remarks about another’s mother, which initiates some type of physical or verbal conflict. The girls are best friends one day and the next they are spreading vicious rumors about each other. Young adolescents are laughing and fun-loving one minute and in the next, screaming and shouting in anger. Some adults just want to close their eyes hoping the young adolescents will pass through this “squirrely” stage quickly. There are, however, explanations as to why they have erratic behavior. It all makes sense when adults understand what is going on in the young adolescent brain. This understanding is important because adults will better know how to support young adolescents as they go through the physical and cognitive changes.
Understanding adolescent behavior in building better relationships
The early adolescent male
Young adolescent boys’ main growth hormone is testosterone. During puberty, this hormone increases production as much as 18 times. There can be as many as five to seven surges of testosterone every day. During a hormonal surge, testosterone stimulates the amygdala. The amygdala is a structure in the emotional center that contains the “fight or flight” response. (For example, at the sight of a rattlesnake the amygdala triggers the production of adrenaline to either fight the enemy with superman strength or run away at lightening speed.5) This structure has receptor stations that allow testosterone to “dock” there. Although testosterone does all sorts of good things, when it “docks” or connects with the amygdala, it is likely to trigger surges of anger, aggression, sexual interest, dominance, and territoriality—making boys “powder kegs.”6. This behavior might be difficult to find “endearing,” however, understanding the origin of the behavior may help adults relate to boys better and help them by creating safe situations where that tension can be released. For instance, when you see boys chasing and trying to hit each other, instead of just saying “stop,” suggest a safe, physical game to play.
The early adolescent female
Girls, too, have receptor stations for their predominant hormone estrogen. It “docks” in a structure in the brain’s emotional center known as the hippocampus. The hippocampus has much to do with memory and this might give girls an advantage in school when information needs to be memorized.7 For example, it could be why sixth-grade girls are so much better at memorizing spelling words.8 However, it is not that simple for girls; estrogen also causes serotonin to fluctuate. Serotonin is a chemical in the brain that influences mood and tends to keep a person emotionally balanced. During puberty, the surges and fluctuations of hormones are intense, and the connection with estrogen and serotonin may explain the dramatic mood shifts in girls, especially depression. They may be on the phone laughing one moment and then in the next sobbing over a math problem. This erratic behavior is not easy on adults and hard to find “endearing.” Adults might shake their heads and want to walk away from the “drama queens,” but this is a time to stay connected and give them the support needed.
Interacting with young adolescentsNurturing students in elementary school is the norm, but traditionally in middle grades, the classroom setting has been more about control and discipline in a less personal environment.9 Many educators have believed that middle grades is a time for the students to grow up and act more adult-like. The belief follows that this maturation will occur by withholding nurturing and strictly focusing on the subject matter and the responsibility of getting the coursework completed. However, when students sense that a teacher does not care about them, they stop caring about learning in that class. There is a plethora of research over the years that clearly shows that when a teacher builds positive relationships with students and cares about them, the students:
- are more committed to school and its values10
- are more engaged in the class lessons
- are more motivated to do school work
- have higher test scores
- have higher grade point averages,
- have fewer absences
- have fewer discipline issues11
- will have a greater probability of graduating high school with their peers on time.12
Caring taps into the emotion centers in the brain that cause the brain to pay attention. Research on relationships suggests that when students feel comfortable and accepted when they enter the classroom, internal chemical responses happen that make them more adept at solving problems in potentially stressful situations.13 When teachers care for students, they give students motivation to do well in school. Caring teachers at this age, however, is not defined in the same way as in the elementary grades. Adolescents think of caring teachers not as being cuddly or being best friends, but by communicating directly and regularly with them about their academic progress and making sure they understand what is being taught.14 Adolescents report that they work harder for teachers who treat them as individuals and express interest in their personal lives outside of school.15 A teacher’s willingness to listen to young adolescents is key to being a successful teacher. Middle grades students know they are valued by a teacher’s smile and by how much teachers spend their precious time with them.16 It is not easy striking the right balance between being approachable without being their friend—it is the challenge and art of teaching!17
When they care for individual students, teachers can change the course of a child’s life and set him or her on a more successful pathway in middle grades, high school and beyond. One of the main reasons reported for students dropping out of high school was that their teachers did not care about them.18 In Robert Balfanz’ research, the fundamental finding was that in high-poverty environments a student’s middle grades experience strongly impacts the odds of graduating from high school.19 “It is during the middle grades that students either launch toward achievement and attainment, or slide off track and placed on a path of frustration, failure, and, ultimately, early exit from the only secure path to adult success.”20 How a teacher relates to students in middle grades can have more of an effect on student learning than what is being taught!"
From this, I gathered that, though most adolescents seem as if they wish to distance themselves from adults, they really need support through this stage of development. I feel that a simple, empathetic tone of voice in the pamphlet is the best way to go when discussing such a deep topic. In my opinion, it's best to give the message "it's okay to be yourself" rather than "trying to be cool is stupid." That second approach has been used and I personally have never responded well to that tone. If someone tells me that something I believe is the "social norm" is stupid, I will not respond well. That's like telling me my beliefs are insignificant. The point of the pamphlet is to inform them that this "social norm" isn't entirely necessary and how the development of an individual self is so much more beneficial for one's future.
The Design Process
The first step to my design process was to figure out how I wanted to fold and format my pamphlet. I figured out a style, but I don't want to simple copy the complete style of that pamphlet and call it a day. I was to use that design influence in a way that is my own. So by using this type of folding:
I will incorporate the other design style, but also divide the pamphlet into sections.
Section 1: The first section will start off with defining the social norm of these adolescents (i.e. "being cool"; "fitting in"). It will hold
more of a sarcastic vibe to it, promoting the fact that cool is in and it's no big deal.
Section 2: The second section delves deeper into the issue, bringing some of the "real facts" about being cool and trying to fit in to
light. It will start to shine a light on the concept of peer pressure and gradually try to contradict section one on purpose.
Section 3: The final section will focus on the concept "it's okay to be me." It will use that encouraging, sympathetic voice to help the
viewers understand that finding one's personal identity and being his/herself is better than being fake to fit in.
The pamphlet will have a title that gradually evolves throughout the three sections. Section one would start off as "I'm Cool"; section two as "I'm Confused"; and section three as "I'm Me... and that's cool." So it becomes much like a story digging deeper into the facts and reality rather than just punching the reality right in their faces. Just telling them to be themselves has no context and might not make sense to them. They need a sort of "helping hand" to guide them but not in the way that makes them seem stupid.
Section 1: The first section will start off with defining the social norm of these adolescents (i.e. "being cool"; "fitting in"). It will hold
more of a sarcastic vibe to it, promoting the fact that cool is in and it's no big deal.
Section 2: The second section delves deeper into the issue, bringing some of the "real facts" about being cool and trying to fit in to
light. It will start to shine a light on the concept of peer pressure and gradually try to contradict section one on purpose.
Section 3: The final section will focus on the concept "it's okay to be me." It will use that encouraging, sympathetic voice to help the
viewers understand that finding one's personal identity and being his/herself is better than being fake to fit in.
The pamphlet will have a title that gradually evolves throughout the three sections. Section one would start off as "I'm Cool"; section two as "I'm Confused"; and section three as "I'm Me... and that's cool." So it becomes much like a story digging deeper into the facts and reality rather than just punching the reality right in their faces. Just telling them to be themselves has no context and might not make sense to them. They need a sort of "helping hand" to guide them but not in the way that makes them seem stupid.
Section 1: ProcessThese are template spreads for section one if the pamphlet. Section one will read like a small booklet. The color scheme using contrasting colors is meant to make the type really pop as it is read.
|
|
Section 2: ProcessThis section is a fold out 10x10 poster. It will open up proceeding section one, revealing the phrase "I'm confused." Then the poster opens down ward to reveal the list of "Things I Do To Fit In," which gradually escalates in danger as well as ethics as it goes on. In the bottom corner it simply states that when an adolescent looks at the costs of being cool in this format, it doesn't seem so worth it.
|
|
Section 3: ProcessSection three is the same format as section one; however, the message in this section is the complete opposite from section one. It is meant to be very empathetic towards the adolescent rather than simply saying "don't give in to peer pressure."
|
|