Ventura 1

Kristen Ventura
Mr. White
AP English 12
Period 2
Introduction
I have always loved performing. The lights, the thrill, the applause- everything. I have
never felt more self-assured than I do when I am acting on stage. Its difficult for an actor like
myself to describe that feeling to those not involved in performing arts. That feeling being the
feeling you get as you walk off the stage, knowing that you had just stunned an entire audience
with your performance. One can only get that feeling through performance. I want to be able to
inspire that sense of accomplishment in younger students.
For my senior project, I will be directing a play with Sinaloa Middle Schools Drama
Club. That drama club is where I had first fallen in love with the theatre. It was that club and
play that had inclined me to apply to Santa Susana High School. That middle school theatre
department was the birthplace for the passion that I am going to pursue for the rest of my life.
The play I have selected for the students is The Wizard of Oz. First, I will be attending their
weekly meetings and running improvisation games to evaluate the skillset of each student. The
audition process will commence in early December, and the schools theatre teacher and my
mentor, Mrs. Karin, will be alongside with me through every step of the process. There will be
two performances in early March. As the director, I will be in charge of every aspect of the
production including set design, lighting, costuming, acting, promotion, etc. For this, I will need
to research color psychology, marketing techniques, adolescent psychology, and audience
psychology.

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Research
Color is a means of nonverbal communication (Understanding the Meanings of Color in
Color Psychology). Warm colors like, red, yellow, and orange tend to evoke feelings of comfort
or hostility and anger (Cherry). They also increase ones concentration and makes them feel
much more alert (LEDs and the Psychology of Light and Color). Red, having the longest
wavelength, is a very strong color because it has the tendency to appear closer than it really is,
thus grabbing the viewers attention (Psychological Properties of Colours). However, cool
colors, such as violet and soft yellow, can promote socializing (Forte). Cool colors are also
capable of evoking feelings of indifference or sadness (Cherry). Certain shades of cool colors,
such as light blue, can help calm and sooth the viewer (Understanding the Meanings of Color in
Color Psychology).
Violet is one of the trickier colors. It has the ability to evoke a higher level of thought,
and since it is the final visible wavelength before ultraviolet rays, it is commonly associated with
time, space, and the cosmos (Psychological Properties of Colours). However, the excessive use
of the wrong shade of violet can translate into something cheap and meager faster than that of
any other color (LEDs). Gray is the only color that has no distinctive psychological properties.
This may be due to the fact that gray is created when all of the colors in the spectrum are mixed
together (Psychological Properties of Colours). It can, however, be a bit suppressive. Contrary
to popular belief, gray, not white, represents the absence of color (Cherry). White actually
symbolizes purity, innocence, and cleanliness (LEDs). Gray can be depressing, and it tends to
dampen and diminish the colors that have been arranged with it (Psychological Properties of
Colours).

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When it comes to advertising, consumers react more to the appropriateness of the color
choice in relation to the product, rather than the meanings of the colors themselves, meaning, an
advertisement for a carnival should not have cool colors, but rather warm colors that will excite
the audience (Ciotti). Also, one must keep in mind their target audience when selecting colors for
marketing because each age group responds differently to various colors. For example, babies
tend to cry more in yellow rooms, but pre-adolescent children prefer primary and secondary
colors (Target Markets). On the other hand, teenagers are open to more complex and
sophisticated colors and shades because of their exposure to photo editing tools and social media
(Cherry).
According to Everyday Finance: Economics, Personal Money Management, and
Entrepreneurship. Vol. 2., the majority of consumers examine an advertisement for thirty seconds
at most, so it is imperative to only include only one marketing proposition on all advertisements
in order to not overwhelm the audience (Advertising). If the advertisement includes wit or
humor, the audience will be more responsive to the product because they expect to be entertained
by it and they associate that product with a positive feeling (Advertising Techniques). It is also
suggested to place advertisements where the desired audience will frequent (Advertising).
Also, when creating a poster, or any other type of visual advertisement, the most important
information should be put in a color that stands out from the rest (Ciotti). For example, putting
the background of a show poster in cool colors and the show dates and ticket prices in red
(Target Markets).
Experts also suggest associating the product with something that the audience will
remember, such as a celebrity, jingle, or slogan. This will cause the audience to recognize the
product being sold, and their familiarity with it will increase their chances of purchasing it

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(Hudgins). Many companies such as those car manufacturers with commercials that feature a
touching father-daughter relationship, employ emotional appeal in order to attract consumers
(Schoultz). Any feeling of joy, sadness, nostalgia, etc. that the audience feels will be transferred
over to their feelings toward the product being advertised (Analyzing Persuasive Techniques in
Advertising).
The Greek philosopher, Aristotle, wrote the book Rhetoric on the art of persuasive
speech. The three main appeals that he had devised were ethos- the appeal to credibility and
trust, pathos- the appeal to an audiences emotions, and logos- the appeal to logic and reasoning.
Ethos is developed through respect and sharing common ideals with ones audience. It can also
be affected by the speakers already existing reputation. If people believe that a rhetor has good
morals and a good sense of reason, they will be more inclined to believe what that rhetor says.
Pathos is the appeal to the emotions. Aristotle recommended to understand the audience and the
entirety of a situation in order to recognize which emotions should be called upon. One can
develop logos through facts and logical reasoning. It is the most detached appeal, but one of the
more effective and most important, according to Aristotle. Rationality is required when
attempting to back ones claims in an argument. While each of these appeals have their merit in
their own rights, ones argument would be most successful if they utilize a combination of the
three. This task is not as daunting as it seems, as ethos and logos relate with one another, as do
ethos and pathos. (Aristotle)
Another way to improve on advertising is to promote brand recognition through social
media (Advertising). Social media has made instant communication and advertising easier than
ever before, and many theatre companies utilize all platforms of social media and provide links
to them on all advertisements (Hudgins). It is even suggested to create and post fun videos or

Ventura 5
behind the scenes clips (Theatre Marketing Strategies: Cheap, Free, and Easy). However,
face-to-face conversations are just as, if not more, valuable. Mingling and going out into the
community and speaking with prospective audiences leaves a longer lasting impression
(Theatre).
Along with learning to communicate in person with others, a director of middle school
students must be able to understand and relate to them (Newman). In particular, adolescence is a
very important stage in a persons life, as well as one of the most complicated (Zakrewski).
During adolescence, the brains axons are becoming more insulated with myelin and the
dendrites are becoming thinner (Seigel). This causes the brain to become faster and more
sophisticated, and thus behavior becomes more complex (Dobbs). They are moving on from the
simple emotions and patterns of thinking that they possessed as young children and are moving
towards more complicated issues, such as peer pressure and a desire to be accepted (The
Science of Adolescent Risk-Taking: Workshop Report). The nervous system and the brainstem
create emotions, and these two structures function at a higher-level reasoning in the teenage brain
more than in the adult brain, and that is why adolescents feel more intense emotions (Seigel).
Undoubtedly, the teenager is going through a very big transition stage at this point of
their life, and they may exhibit what seems like odd behavior. However, there is a scientific
reason for this (Zakrewski). During adolescence, a teenagers dopamine levels drop, causing
them to seek novelty and risk (Seigel). David Dobbs, writer for The New York Times, National
Geographic, etc., claims that in situations where risk can get [adolescents] something they
want, they value the reward more heavily than adults do (Dobbs). According to the Institute of
Medicine and National Research Council of the National Academies, adolescents may also turn
to risky behavior in order to cope with failure and rejection (The Science of Adolescent Risk-

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Taking: Workshop Report). At this developmental stage, adolescents care more about satisfying
their immediate needs such as, social acceptance and creating relationships with their peers
(Dobbs).
When working with pre-teens, it is crucial to utilize positive reinforcement. Typically,
pre-teens experience a lot of insecurity and self-doubt, so they need to be aware of when they do
a job well done (Newman). On the other side, if they are exhibiting negative or disruptive
behavior, they need to be aware of how their negative behavior affects the entire classroom
(Zakrewski). Adolescents are also encouraged and able to work better when they are given
individualized attention from their director (Lights camera Readers Theatre in Action). If
a child is experiencing a tough stage in their life, it is recommended for a therapist to try
speaking with others that are deeply involved with that childs life such as, parents, friends, and
teachers (Biever).
The adolescents within a cast are not the only ones that a director should be concerned
with. A director must also learn how to cater to their audience and keep them engaged
(Theatre). Most adolescents are used to instant gratification and being entertained immediately
through the internet, so live theatre is very different for them. They are used to being able to exit
out of anything that disinterests them (Richardson). Digital technology has also lowered
teenagers attention spans and causes them to lose focus (Ives).
In a social experiment conducted by the Participations Journal of Audience and Reception
Studies, high school English and Drama teacher, John M. Richardson, took more than 150
students to four classic and contemporary plays at the National Arts Centre. He wanted to
observe how the students reacted to the theatre, an environment in which the use of cellphones is
heavily frowned upon (Richardson). In the modern era of smartphones and instant gratification,

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one can assume that, for a teenager, putting down a phone is no easy feat. In fact, over 80% of
American teenagers cannot even go to sleep if their cellphone is not next to them (Madden, et
al.).
As expected, some of the students involved in Richardsons experiment felt that live
theatre in the digital age was hopeless. They felt as though the new generations mindset has
made it so that teenagers cannot sit through a two hour long play and be entertained through it
all. The reason for this being that the age of the Internet has changed humanity in such a
profound and inescapable way, that it is inevitable that the overall experience of seeing live
theatre is going to be less appreciated by many. However, some believed that the theatre had
something more to offer than that of the internet and social media. These students were able to
become immersed in the action on stage, and that in losing themselves, they felt more alive and
less stressed than during their time surfing the internet (Richardson).
In another study conducted by Roskilde University, a focus group was taken to two live
theatre performances, A Thousand Rooms of Dream and Fear and Bastard by Anja Mlle
Lindelof, and then asked for their opinions on what they had seen. All of the participants in the
study claimed that the scenography and the proximity to the actors were the main factors in
creating an immersive experience. They were also surprised by how physical the actors had been,
and they enjoyed seeing the actors jump and run around the stage because it had added a lot of
interest to each scene. It can be assumed that the subjects had not had a lot of prior exposure to
the theatre. Many of them were previously unaware of how real and authentic the live theatre
could be, claiming that it was groovy to see a theatre piece like that, where you wonder whether
they really do it. (Lindelof)
Application

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In relation to the play I will be directing for my senior project, much of this information
will be useful. I will use the research on color psychology when designing the sets for each of the
scenes. I want to make sure that the color choices are appropriate for the mood and tone of each
scene. For example, I will be sure to use dark, cool colors for the scenes that involve the Wicked
Witch and her kingdom. Also, I will keep the emotions that each color evokes in mind when I am
working on the lighting and costuming for the show. My research will be valuable to me in
regards to making appropriate color choices for each scene, character, etc.
The marketing techniques that I had researched will aid me when it comes time for me to
promote the performances of my show. I will create social media accounts and event pages
dedicated to the performances in order to garner an audience. The color psychology aspect of
marketing will guide me when I discuss the design of the shows poster with the artist that will
be creating it. The research on rhetoric will be also be useful for the marketing of the show. I will
be able to use any of the three appeals to influence prospective audience members to attend the
performances. I can also use that rhetoric when directing the actors in order to properly
communicate what is expected of them and to establish myself as an authority figure, despite our
small gap in age.
I expect that I will run into a couple speed bumps when working with middle school
students, such as behavioral problems. Now, if any of them start to become problematic, I am
equipped to handle that situation. Also, I am prepared to give praise when it is deserved. The
studies on theatre audiences have opened my eyes to the other side of theatre performances. I
will keep the groups comments on physicality and the effects of the digital age in mind when I
am blocking, giving the actors direction regarding movement, each scene of the play.
Works Cited

Ventura 9
"Advertising." Everyday Finance: Economics, Personal Money Management, and
Entrepreneurship. Vol. 2. Detroit: Gale, 2008. 595-598. Student Resources in
Context. Web. 17 Sept. 2015.
"Advertising Techniques." ADVERTISING TECHNIQUES. N.p., n.d. Web. 19 Nov. 2015.
"Analyzing Persuasive Techniques in Advertising." (2014): n. pag. Classzone.
McDougall Littel/Houghton Mifflin Company. Web. 19 Nov. 2015.
Aristotle. "The Internet Classics Archive | Rhetoric by Aristotle." Rhetoric. N.p., n.d.
Web. 20 Nov. 2015.
Biever, Joan L., et al. "Stories and solutions in psychotherapy with adolescents."
Adolescence 30.118 (1995): 491+. Student Resources in Context. Web. 17 Sept.
2015.
Cherry, Kendra. "Color Psychology." About.com. About.com, n.d. Web. 19 Nov. 2015.
Ciotti, Gregory. "The Psychology of Color in Marketing and Branding." Help Scout Blog.
N.p., 6 Aug. 2013. Web. 19 Nov. 2015.
Dobbs, David. Teenage Brains. National Geographic. National Geographic Society.
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Forte, Cameron. "Consider the psychology of color for both form and function: use
interior color palettes to reflect recovery and practicality." Behavioral Healthcare
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Hudgins, Catherine. "5 Most Common Advertising Techniques." Small Business. Hearst
Newspapers, n.d. Web. 19 Nov. 2015.
Ives, Eugenia A. iGeneration: The Social Cognitive Effects of Digital Technology on
Teenagers. ERIC: Institute of Education Sciences. (2013).

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"LEDs and the Psychology of Light and Color." Flexfire LEDs Blog RSS. N.p., 21 July
2014. Web. 19 Nov. 2015.
"Lights ... camera ... Readers Theatre in action." Reading Today 24.5 (2007): 44+. Student
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Lindelof, Anja Mlle, and Louise Edgod Hansen. Talking about theatre: Audience development
through dialogue. Participations: Journal of Audience and Reception Studies.
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(2015). PDF file.

Madden, Mary, et al. "Teens and Technology 2013." Pew Research Center Internet Science Tech
RSS. Pew Research Center, 12 Mar. 2013. Web. 20 Nov. 2015.
Newman, Stephanie. "Is Your Pre-Teen Really Just a Mini-Narcissist?" Psychology Today.
Sussex Publishers, LLC, 28 Nov. 2011. Web. 20 Nov. 2015.
"The Science of Adolescent Risk-Taking: Workshop Report." The Psychology of Adolescence.
U.S. National Library of Medicine, n.d. Web. 20 Nov. 2015.
"Psychological Properties Of Colours - Colour Affects." Psychological Properties Of Colours Colour Affects. Angela Wright, n.d. Web. 19 Nov. 2015.
Richardson, John M. Live theatre in the age of digital technology: Digital habitus and the
youth live theatre audience. Participations: Journal of Audience and Reception
Studies.

12.1. np. (2015). PDF file.

Schoultz, Mike. "8 Awesome Commercials That Employ Emotional Appeal. "Digital Spark
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Seigel, Daniel. How the Teen Brain Transforms Relationships. Greater Good: The Science of
a Meaningful Life. The University of California, Berkeley. 12 Aug. 2014. Web.
17 Oct.

2015.

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"Target Markets." Empowered By Color. N.p., n.d. Web. 19 Nov. 2015.
"Theatre Marketing Strategies: Free, Cheap, and Easy." Swipely. Swipely, Inc., 3 May 2011.
Web. 20 Nov. 2015.
"Understanding the Meaning of Colors in Color Psychology." Empowered By Color. N.p., n.d.
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Zakrewski, Vicki. The Misunderstood Middle Schooler. Greater Good: The Science of a
Meaningful Life. The University of California, Berkeley. 16 Oct. 2012. Web. 17
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