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We make it pretty.

 

Synergy Production Services provides all the neat stuff you need to completely brand your business. With Graphic Design, Illustration, Animation and Video production all under one roof we make...everything. We also collaborate with lots of lovely artists, designers and marketing people, so if we can’t make it- we’ll help you find someone who will.

 

 

 

WHAT MAKES US DIFFERENT?

Our size and ability to collaborate with other local businesses. We are nice people, so we work hard to maintain great relationships with clients and collaborators. We found the best way to get what we need is
to meet the needs of others.

PRICING?

Our projects all require different needs so most of it is based on an agreed upon 
package price. Give us a call and we’ll give you an estimate!

SERVICES!

Graphic Design • Illustration • Animation • Video Editing • Video Production

Business Systems and Branding • Logos • Event Banners • Posters • Brochures • Web Graphics • Promotional Items • Billboards and Outdoor Signage • Menus • Television and Web Commercials • Presentations and Instructional Design • Instructional Video • Web Design and Development

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The Team!

 

Ok. So in reality we all do a little somethin’ somethin. Jared Caruso has an extensive background in everything art, animation and film related. He has worked on numerous commercials and you can view his demo reel in the video area. Kari Meredith is our production assistant and the only sane one in the group. Zack Freeman has worked as a graphics and video guy for the government for a while. Now the three of us work together to make your business look great!

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Portfolio: print, motion & video

2016 Production Reel

 

 Watch more videos

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We Want to hear from You!

If you want a quote, send us your info, call or email us directly!
 

zack@ignitesynergy.com
505 715 3358

Synergy- Suite 610,
400 GOLD AVE. SW ALBUQUERQUE
NM 87102

 

 
Name *
Name
 
 

New Mexico Teen Dating Violence Grant Work
2016-2017

Welcome to the TDV Grant Section! This section has all the compiled info and work from the grant work this last year. If you have any question call me or email me and I’ll hook it up. All the information is free to the public. Many portions of the lesson material have been taken from the "Love is Respect" website and their corresponding manuals. You can find all their materials at http://www.loveisrespect.org/

The following links are to lesson materials on a Google Drive that is also open to the public.  

TDV 2017 Folder

 
 
 Campaign Brochure cover from the NMAG's office

Campaign Brochure cover from the NMAG's office

Campaign Creation

What is a campaign

Definition:

  • Campaign: Work in an organized and active way toward a particular goal, typically a political or social one. "people who campaigned against child labor"
  • synonyms: crusade, fight, battle, push, press, strive, struggle, lobby—“they are campaigning for political reform"
  • Campaign: Complete, planned course of action formulated to achieve defined objectives in marketing, public relations, quality enhancement, revenue generation, safety standards, etc.

 

Your campaign should have pieces that your target audience. This also means that you have to be aware of who your audience is and what gets it’s attention. If you are working with people under 18, you may want to do primarily digital to take advantage of the infatuation with smart phones and pads. If you are in a large metro area and you have a very wide audience such as car buyers who favor safe vehicles- you may want to use a billboard.  

 

Campaign Types

There are several different kinds of campaigns. Here are some examples: 

Generic Advertising: Not about a specific brand or product- more about the benefits of a kind of product.

Corporate Advertising: Promotes the company not the individual product

Brand Advertising: Promotes the Brand not the specific products

Range Advertising: Promotes a group of products from a certain company

Retail Advertising: Promotion of the range of products and brands sold by a retailer

Co-operative Advertising: Limited time offers by a retailer for a certain product

 

Each has a very specific focus that is geared towards a certain kind of audience.(For the TDV New Mexico Grant, most of the campaigns were awareness campaigns with has the elements of generic advertising and brand advertising.)

 

Your awareness campaign can have many pieces that can address several audiences, attitudes and issues. 

 

Print

Print is anything that the audience handles with their hands. This includes posters, flyers, cards, banners, and newsletters. There is also printed giveaway material like shirts, pens, cups and water bottles and you can get fancier depending on your budget. (Also called tchotchke items: small decorative items that are more fun than functional)

 

Raising awareness

Raising awareness means to get visibility for a issue. That means, you’re not raising money and you don’t necessarily have a call to action. This may mean that you aren’t doing much but that will depend on your subject and your audience. Rising awareness (in my opinion) is a great idea but sometimes it lacks the energy needed to push an idea from obscurity to the forefront. 

 

Pieces and how they work

Print: Print is everywhere. It’s great for items that need repeated use or that allow your audience to interact with your presenter. Most campaigns contain several pieces and with the exception of social media and online models, most have printed elements. 

  • Flyers
  • Posters
  • Brochures
  • Business cards
  • Billboards

 

Flyers: Flyers are the hand to hand contact items that give you a chance to talk about the campaign as you distribute them. 

Posters: Posters are the larger, standalone pieces that stay in the path of the public and give your campaign visibility 

Brochures: Multiple page document that has way more in-depth information than a flyer but less than a booklet or magazine. 

Business card: 3 inch by 2.5 inch cards for critical information advertising

Billboard: Large format outdoor advertising. 

 

Video

Video is super impactful because it’s what many audiences prefer. It’s engaging and eye catching. It can contain tons of information and now it is relatively cheap to produce. 

Video is the best tool to use to get the widest exposure now because so many people have phones connected to the internet. In fact, one of the largest search engines on the net is youtube.com

TDV campaign Videos from the last two years

Sliver City 2017 — https://youtu.be/D_iG6mowrlE

Los Lunas 2017— https://youtu.be/SNSzCy1OGfI

Hobbs 2016— https://youtu.be/4VRvquyYDM0

Alamagordo 2016— https://youtu.be/uzBuilrGvAo

Los Lunas 2016— https://youtu.be/EMEsLj172Wg

Soccorro 2016— https://youtu.be/jk7XhD9g1f8

NM Cybersafety Bullying— https://youtu.be/cDS3_bGBP7k

Presentations

Presentations are the selling and informing tool that allow you to interact directly with your audience. Presentations should not be boring. That means that you should pick your presenter carefully and make your info interesting to hear and present. 

 

Direct Action

Direct Actions are a way to immediately get and hold the attention of the people who are in the immediate location. 

https://youtu.be/S0fJyeW3v4o

Direct Actions have punch and should be designed to stick in the minds of the audience. Example:

Los Lunas Central HS Teen Dating Violence group wrote a short play that was acted out at prom. Two students started a fictional argument (about one person being flirted with) that threatened to become violent. The argument started in the hallway, and when they entered the dance the lights came on and the music stopped. (This was calculated to draw all the attention to the actors) Another student came out with the microphone and stopped the argument. A third student told the audience that this play was meant to highlight some of the signs of Teen Dating Violence. Next the student introduced a video that TDV group produced and they played it for the prom audience.

 

Direct Actions are more from protest movements because they are confrontational and they happen to everyone in the area and they tend to be emotionally charged. They are a great way to make a message stick. 

 

Organizing

Organizing the campaign is the crucial part of making sure you know when what needs to happen in order to support the last action you took. 

Example: 

Logistics: All printed material is produced no later than the 31st of the month because the first basket ball game and middle school presentation are scheduled for the first week of school. 

 

Production of the video will be completed no later than the 15th of next month because it will be the focus of the social media campaign, the city counsel meeting action and the all school presentation happening on the last week of the month. 

 

Timelines

The timeline keeps the campaign responsible and keeps everyone informed about what happens when. And it should be backward planned. 

https://youtu.be/REAaEGdvMq0


Campaign Creation: Video Creation Class

Idea 1: Social media: The silent victim

Students will all take pictures with the signs in small groups

Posts should contain short 1 paragraph vignettes about how TDV and DV affect their community. Statistics and or personal experiences of family or friends (without identifiers) Also in the post at least one person’s face should be blurred out to represent the unknown victims or the silent victims.

Video: 3 mn video on TDV subject picked by students

Videos will be designed and written by the school teams. Upon completion, the videos will be spread by the student over their social media choice.

Students will create video through the following process over the course of 5 hours

Hour 1.

Break into groups of 2-5 and brainstorm for 30 min on ideas to portray in video format with coordinator and teacher briefly working with each group on writing down ideas.

5 min break

Class regroups and each group announces their ideas and they are listed on the board. The class will review each idea and it’s merits for 15min.

Class will take the next 15min voting the ideas down to the final subject

5min break

 

Hour 2

Script writing

As a group, students will break the subject down into scene possibilities.
Example: Students pick cyber harassment as the subject.
Scene one: A student checks their phone as a message comes in. It is a nude picture of themselves which they sent to their ex-boyfriend. They immediately become fearful

Scene two: The student runs out of the room they are in followed by a friend

 

As a group, students will write the entire 3 minute script over the course of 30min. If it takes longer they will work for 40min total.

5 min break

Students will scout the area they intend to film in as small groups for 15min.

As a group, students will spend the next 30min doing storyboards for each of the scenes with the assistance of Zack as the storyboard artist.

Storyboards are a sequence of thumbnail pictures that serve as a guide for how the video should look from major change to major change.

 

After the storyboard is complete students will pick actors and designate people to the following positions.

Actors

Director of photography: Makes sure the shoots follow the storyboard

Script prompter: Holds script and prompts the actors to their lines

Camera assistant: Works the camera under Zacks direction

Audio assistant: Holds the microphone or audio recording device to make sure good audio is collected

Grip: finds all supplies needed for video and keeps track of what locations are being used

 

Hour 3

The group will begin filming until all scenes are produce. (This has generally taken up to 2 hours)

 

Hour 4 or 5: Students will clean up and review the video segments. Zack will take 2 weeks to edit the video and send proofs of it back to the school. Video will be initially on youtube and another copy available for download in a google folder designated for each school.

 StoryBoard Example

StoryBoard Example


 The Zia

The Zia

Module 3: Engaging decision makers and community partners for community awareness component, including identifying strategies to implement community awareness activities.

 

Engaging decision makers

Engaging the local civic body requires a fair amount of digging. Many organizations have people dedicated to working on these problems because there may be grant funding paying for their specific job or they have been appointed to deal specifically with Domestic Violence problems. Many of the people listed below can be found on the websites of their respective agencies. Also, looking up groups like “ICAC” (Internet Crimes Against Children Unit) can lead you to law enforcement who work specifically in this area. Most gang units have an outreach capability and many law enforcement offices ask or require their members to complete a certain amount of community engagement or outreach.

Identifying decision makers in:

Law enforcement

Local policy

Media

Education

Community resources

Shelters

Mental health professionals

 

Community partners

Community partners can come from every corner of the locality. Partners are not just people and organizations that work in the Domestic Violence arena, they are anyone who can help promote and raise awareness to the TDV problem.

 

Examples:

Local businesses can allow posters and information to be posted in their venues

Food businesses can donate for events

Many large corporations have community giving resources for extra funding

Local government can help promote by helping to attract media attention or by helping start city wide initiatives centered around helping the campaigns

Local sports organizations can allow the campaign to have a public face at their events

Local education outlets can allow promotional items from the campaign to be distributed at their institutions



 

Module 4: Peer education, including the role of peer educators, peer leadership, and public speaking.

1. Role of peer educators: Why peers instead of adults?

Teens listen to people who listen to them. One of the most effective ways of translating the campaign to teens is to have them do the speaking engagements. This does not mean the teens create the presentations and education alone. They require the help and general direction of adult partners. Adults are the coordinators and initial trainers. The basic job of the adult trainers is to:

  1. Explain the objective and goals of the campaign and training clearly.

  2. Do quality assurance training with the teens to make sure they understand their role as peer educators. This should include:

  • Students do the presentation for each other and Trainers before going public

  • Trainers and students work together to produce all the needed materials for public Instruction

  • Trainers make sure students understand the scope of work

  • Trainers teach public etiquette to teens

  • Trainers help to recruit community partners

As the training sections are completed with the teens, trainers can begin stepping back and taking a role as a coach instead of a director.

 

2. Who listens to teens?

Teens talk to each other about everything. *Some teens may find peer educators more relevant than adult educators because teens speak the language and live relatable lives.

 

3. Organizing and training leaders: *Using the EDGE method

The EDGE method is a four step method for teaching a skill:

  • Explain

  • Demonstrate

  • Guide

  • Enable

Explain

First explain what you will be doing. Tell them the steps involved. Visual aids might be helpful for this step. Use questions to gauge their understanding.

Demonstrate

Show them how to do the skill. Demonstrate the steps using the actual materials. Describe what you are doing.

Guide

Let them practice the skill. Guide and coach them as they try to do it themselves. This step will take the most time.

Enable

Enable them by letting them do the skill themselves without any intervention.

 

When creating and maintaining the TDV campaign, adult trainers can facilitate training using this model in many ways.

Sample:

Explain
The students have the campaign explained to them in the kick off meeting. They also are given a course on what TDV is and the basics of healthy relationships. The students and staff also participate in a brainstorming section to get ideas on paper.


Demonstrate

The students are told about previous campaigns and showed examples of advertising material used. They are also given detailed information on solutions that worked well. (e.g. dances, billboards etc)

Guide

The Adult Resource Team (ART) and the site coordinator facilitate meetings for the students to plan and build strategies and campaign materials.

Enable

The students along with adult support staff execute the campaign according to planned strategies and timelines.

 

Public Speaking
1. Creating opportunities for speaking
Trainers and students can look at community calendars, city websites, local radio station calendars, local college online calendars, local paper, fair and festival websites and club and local civic organization websites, (to name a few) to find places to present, send table crews and guest speak. Many community organizations and institutions are supportive of teen peer education and community engagement.

 

2. Finding engaging resources

Trainers and students can work together to prepare for speaking engagements in many creative ways. Students should be encouraged to use popular mediums for public speaking and performance to engage audiences.

Sourcing the theater teacher or drama teacher to evaluate presentations can be extremely helpful. These teachers know the basics of vocal projection, correct body position and tips for memorization.

There are popular public presentation models that students and adults can study to figure out the best fit for presentations. Some of these are:

Slam Poetry / Spoken word performance

Hip-Hop / MCing or rapping

TedX Talks (http://blog.ted.com/a-ted-speaker-coach-shares-11-tips-for-right-before-you-go-on-stage/)

Toastmasters

Stand up comedy

Solo Musicians

Political speeches


 

3. Tips on public speaking

Don’t be afraid to use notes- Using a index card to note the main points of your
presentation is a great idea. If you are doing a powerpoint presentation make a guide
book to help follow the presentation that includes points that are not mentioned on
the screen.

Avoid reading directly off the powerpoint- In the best case, the powerpoint serves as a guide to help you remember what comes next and also give the audience an engaging way to take notes and see points illustrated.

Note what your body is doing- If you move your hands a lot when you talk, practice in a mirror or in front of peers to make sure your hands are not distracting. Find out the best place to keep your hands through coaching. Avoid playing with your clothing or hair.

Dress appropriately for the presentation- Unless your clothing is meant to make a point, don’t dress to distraction. Look professional if that fits the subject matter.

Learn to relax and make a connection with your audience- Being nervous is normal. Many people fear public speaking, but this can be overcome in many ways. Learn to break the ice with the audience by telling appropriate personal stories. Learn a poem or story that illustrates the point of the presentation and deliver it first to loosen up the room- or to calm down.


 

Role of peer educators

  1. Why peers instead of adults?

  2. Who listens to teens?

 

Organizing and training leaders

  1. EDGE method

The EDGE Method

The EDGE method is a four step method for teaching a skill:

  • Explain

  • Demonstrate

  • Guide

  • Enable

Explain

First explain what you will be doing. Tell them the steps involved. Visual aids might be helpful for this step. Use questions to gauge their understanding.

Demonstrate

Show them how to do the skill. Demonstrate the steps using the actual materials. Describe what you are doing.

Guide

Let them practice the skill. Guide and coach them as they try to do it themselves. This step will take the most time.

Enable

Enable them by letting them do the skill themselves without any intervention.

 

Public Speaking

  1. Creating opportunities for speaking

  2. Tips on public speaking

  3. Finding engaging resources

 

 

Sources:

http://www.advocatesforyouth.org/publications/publications-a-z/444-peer-education-promoting-healthy-behaviors

 

http://meritbadge.org/wiki/index.php/Trainer%E2%80%99s_EDGE

 

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Module 5: Sustainability of campaign

Targeting questions to guide the campaign-

(Who, What, When, Where, How, Why)

Students and staff should answer the Campaign Defining Questions in detail in order to understand:

  1. What will attract the attention of the target audience

  2. Why their solutions for the campaign will work

  3. What the scope of production work will be

  4. What the cost of materials is likely to be

  5. How they will execute the campaign

  6. What the sequence of events will be

 

The questions provide a visible structure to the organization of the campaign. In order for the campaign to succeed

 

Example of Campaign Defining Questions

  1. Who is the the campaign aimed at?

  2. Who is executing the campaign?

  3. What is the key message of the campaign?

  4. What is the method of delivery?

  5. What are the deliverables or the physical pieces of the campaign?

  6. When will the campaign start and end?

  7. Where will the campaign start?

  8. Where will the deliverables be posted?

  9. Where will the campaign be executed?

  10. How will the campaign be executed?

  11. Why will the campaign be executed as such?

 

What will attract the attention of the target audience

Defining the target audience is one of the most important parts of the campaign. You have to know what  you are trying to hit, in order to hit it. There are several ways to do this.

  1. Decide who should benefit from the campaign and why. For example, you could decide that young people don’t know enough about dating violence because they view it as largely an adult problem. Therefore, you are going to do a “youth targeted” campaign to raise awareness.

  2. Ask community partners where they would like to see change. Schools, law enforcement and non-profits who work within the Domestic Violence sphere all have information on who needs the most help. You can pick an audience from their combined advice.

  3. Use the data collected by the Public Education Department to decide which part of the community needs to be reached.

 

After the target audience has been identified, you can do several things to correctly identify what will attract the target.

  1. Write a profile of the target. The target is a specific kind of person or group that has it’s own likes and dislikes, political affiliations and favorite brands.

  1. Example: Target audience- Young parents of teens.

  1. Sonya Trujillo is a 38 year old mother of 15 year-old daughter and a nine year-old son. She and her husband both work. She is a dental assistant and her husband is a warehouse manager. Both of them have undergraduate degrees. Both of them work long hours but they try to eat together as a family as often as possible. Sonya is the main collector of ideas for family activities. She is active on social media, mostly as a means to stay in touch with family but she and her husband regularly discuss articles and posts that they both like or see. Sonya also is part of an email list and facebook group for both her kids schools. Sonya has no history of domestic violence in her family.

 

After the profile is completed, you can look at the habits of the person and make informed decisions on where they would most likely collect information. When you are clear on where your target collects information, you can be clear on what kind of information you will provide and where you will put it.

 

Example: To target Sonya, you may start by alerting her through the school facebook page that the school is doing an Teen Dating Violence campaign and give her details on parent participation. Since Sonya’s group or demographic responds to social media posts and email, the campaign will have a large digital element. This means lots of computer made graphics, announcements and photography and regular posting on social media. This also means that making a paper brochure will probably be a waste of resources because the target does not favor printed material. Invites on social media are handy because they also come with automatic alerts so the target doesn’t have to write anything down or remember a date because the social media will alert you.

 

Why will their solutions for the campaign work

Correct solutions for the campaign are found by doing research and testing. This means to base solutions in reality, and base them on attracting the target audience. If the target is young people, use solutions that attract young people for instance:

Social Media campaigns

Video messaging or contests

Music videos by students

Internet Meme style posters

 

You can look at marketing campaigns for popular clothing brands and desect them to see how they pursue their target audience by appealing to the likes and needs of the target.

 

These two documentaries show how mass appeal can be used successfully in campaigns.

http://www.pbs.org/wgbh/frontline/film/generation-like/

http://www.pbs.org/wgbh/frontline/film/showscool/

 

What the scope of production work will be

The timeline is the first place that you will be able to see the scope of production work. As events are added to the timeline, you will be able to estimate the amount of material you have to create, the number of people who will be needed to succeed and the amount of time needed to complete the event or activity.

Another way to estimate the scope of production is to create an S.O.P. or Standard Operating Procedure.

Example: SOP for a TABLE TEAM at a local event for 3+ hours.

Materials:

  1. 50 large posters

  2. One box of water bottles

  3. One bag of 200 lanyards

  4. One box of mixed sized t-shirts 50s 50m 50L

  5. 500 brochures

  6. 500 stickers

  7. Six student volunteers to work in 1.5hr shifts (three to start three to end.)

  8. Two adult volunteers

  9. 6ft table

  10. Table cover

 

This SOP helps you understand how much material will be needed to complete an event. If you have five public engagements with a TABLE TEAM you can accurately estimate the amount of material and manpower needed to get the job done.

Deadlines: Deadlines are an integral part of the production process because they limit the amount of time spent on each project. Hitting the deadline allows your team to prepare and execute on time.

 

What the cost of materials is likely to be

This is all a matter research. Using local businesses is great because it supports the local economy, but using the internet to find cheaper business might be a better financial route.

Screen Printing:

www.blackduckonline.com/

Ziagraphics.com

http://www.brightideasstore.com/

http://www.stubblefieldprint.com/

 

How they will execute the campaign

Campaigns can be done on multiple platforms. Social media and internet video sites offer affordable, and accessible ways to accurately reach a large audience. The key is cater the campaign directly to the target audience. This means you have to know exactly who uses what mode of communication and delivery  to get information about their community.

Example: Teenagers are plugged into an internet device 9 hours a day. (Source here)

A campaign aimed at teens would probably have a higher level of success if it contained a social media component.

 

Example: Print advertising works for groups over 35 years old. A direct mail campaign aimed at parents and community members would have a higher level of success if it contained a printed element. (One location partnered with the utility company to include a flyer about the campaign in the community’s monthly bill. This way the flyer was almost guaranteed to end up in the house and hands of most of the community.)

 

What the sequence of events will be

Making the calendar of events is the organizing backbone of the campaign. The calendar does several things.

  1. It helps calculate cost of materials. Knowing when and where teams and materials will be needed will tell you how much you are looking at spending.

  2. It organizes the team’s time.

  3. You can advertise accurately.

Example:

 

TABLE TEAM at a local event for 3+ hours.

Materials:

  1. 50 large posters

  2. One box of water bottles

  3. One bag of 200 lanyards

  4. One box of mixed sized t-shirts 50s 50m 50L

  5. 500 brochures

  6. 500 stickers

  7. Six student volunteers to work in 1.5hr shifts (three to start three to end.)

  8. Two adult volunteers

  9. 6ft table

  10. Table cover

 

Dates for Table teams:

 

  1. Basketball games:

  1. 9/12/16

  2. 9/17/16

  3. 9/22/16

 

2. School assembly: 9/15

3. Community fair: 9/21

4. State Commision: 10/2

5. Middle School Career Fair: 10/12

 

  1. Track Meet:

  1. 3/12/17

  2. 3/17/17

  3. 3/22/17

The dates determine the amount of material needed. Now you can determine the cost and the schedules of team members who will participate.

 

The campaign will have a defined length. The length of the campaign determines the timeline. The timeline dictates the sequence of actions.

Example:

Sequence of events

  1. Decide on target of campaign, key message and length of campaign (school year)

  2. Design logo and deliverables (posters, shirts, giveaways)

  3. Make timetable of execution of events e.g. Introduction Assembly, Student Dance, 5k fun walk, table at job fair, student night at city council meeting, student talks at middle school and elementary, unveiling of the billboard, t-shirt design contest, presentation at sport event, Valentine’s Day Awareness event, Spring Dance, etc

  4. Create deliverables as needed according to the timetable e.g.-- Posters and logo stickers : Due date- Sept. 5 for Student Introduction Assembly Sept. 9

  5. Execute timetable