Category Archives: personas

Revising Personas

After digging further into the idea of personas, the second persona of the art teacher is, to an extent, representing two different personas. On one hand, she is the teacher working with middle school/high school students. She occupies the role of educator. However, she is also an artist. In this role, she is a creator or contributor but also a consumer. As pointed out, artists are often left out of the focus. In the case of the project Al-Mutanabbi Street Stars Here, these artists include both visual artists and poets. While they may be creating work for the project and hosting events, they are also attending the events and studying the works as the information consumers. The networks that they have created working on this project is integral to is popularity and continuation. Based on this slight shift, I want to expand on the persona of the artist-teacher. There are two narratives operating here. The first is that of the educator and the second is that of the artist-scholar.

User Research Findings

Technology

Both personas (college student and art teacher) considered themselves to be tech savvy. Technology is a large component for their professional and social activities. However, the college student is more attached to her electronic devices throughout the day. She even joked about taking her iPhone to the bathroom. In terms of what platforms they areĀ  using, it was interesting to see that they both use Instagram and Facebook to varying degrees. The teacher is more active on Facebook since she uses it to connect with friends, other teachers and artists, and to promote her work (e.g. exhibits, workshops). The college student uses Facebook, but it is not her primary social media platform. Both are frequent users of the more visually-focused platform Instagram. This makes sense looking at data that shows its popularity among college-age users and considering its applications for sharing art images. One strong deviation was the college student’s use of Snapchat which the teacher did not use at all. This led to to thinking about how to present the online material for my project. One, I want to make sure that the content is viewable on a variety of electronics (smartphones, tablets, websites) and on different makes (Mac vs Pc, iPhone vs Android). It also made me think that I need to promoted the project using a variety of outlets, such as Facebook and Instagram, to reach a wider audience. It was also interesting that neither one mentioned the text-based Twitter. However, there are other personas/groups who would be interested in the project and frequently use Twitter.

Goals/Daily Narratives

The two interviewees are clearly at different places in their lives. The college student has not declared a major yet and is still trying to decide what she wants to do post-graduation. Her main professional goals are getting good grades and graduating. However, she seems to be slowly learning that the entire end goal is not the grade. It is also about learning and how that can affect how you see the world.

In contrast, the teacher is more established with a career beyond graduation. She is married, works as a teacher, and is a practicing artist. She has more established and farther reaching social networks. I was surmise she also has a stronger sense of self and clearer vision for where she see herself in the future. One of her mottos is “non-toxic living.”

Both women consider themselves as liberal-leaning. They share political viewpoints and activities in their social media platforms. These views were, in part, shaped by their upbringings, but they are sometimes in contrast with their friends/peer groups. Despite potential conflict, they adhere to their viewpoints and maintain these relationships. Their viewpoints lead me to believe they would be open to the subject matter of the project which focuses on terrorism in the Middle East and Muslims as the victims.