Course Title: Create mass print media advertisements

Part B: Course Detail

Teaching Period: Term1 2017

Course Code: MKTG7929C

Course Title: Create mass print media advertisements

School: 650T Vocational Business Education

Campus: City Campus

Program: C5366 - Diploma of Marketing and Communication

Course Contact: Sally Parrott

Course Contact Phone: +61 3 9925 5175

Course Contact Email: Sally.Parrott@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Nominal Hours: 30

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

 None

Course Description

This unit describes the skills and knowledge required to create mass print media advertisements that communicate key features of a product, service or idea to consumers.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

BSBADV509 Create mass print media advertisements

Element:

1 Interpret creative brief

Performance Criteria:

1.1 Confirm central idea or creative concept, technique/s for expressing the idea/concept and mass print media to be used

1.2 Identify and check advertising content and supporting information for accuracy and completeness

1.3 Confirm time, schedule and budget requirements for creating the advertisement/s

1.4 Identify legal and ethical constraints

Element:

2 Create mass print media advertisement

Performance Criteria:

2.1 Determine and produce elements of a print advertisement to communicate required image, features and benefits of product or service

2.2 Size and position each element of print advertisement to achieve balance and focus for the advertisement

2.3 Ensure typeface selections suit the product and central idea of the advertisement, and layout balances white space and margins

2.4 Ensure layout of advertisement unifies elements, attracts the reader to the focal point and guides reading sequence

2.5 Ensure advertisement meets requirements of advertising brief and legal and ethical requirements


Learning Outcomes


 

It applies to individuals working in a supervisory or management advertising role within an advertising team or media organisation who are primarily responsible for development of mass print advertisements. Individuals undertaking this unit may develop mass print media advertisements themselves or coordinate a team to produce the advertisement.

 


Details of Learning Activities

 

A range of learning activities are planned for this course including self-paced and collaborative classroom based activities.

The self-paced activities will be delivered thought various technology platforms and include your contribution to wikis and discussion threads, reflective journals, quizzes and interactive sessions.

The collaborative classroom based activities will include group discussion, group problem solving activities and opportunities to practice your skills in a simulated/real workplace environment.

We expect you to participate and contribute in all scheduled learning activities.


Teaching Schedule

 

Week

Week Commencing

Topics

Assessment (include due dates and when feedback will be provided)

1

6/2/17

  • Blackboard
  • Overview of assessment requirements
  • Grading
  • Plagiarism
  • Appeals
  • Extensions
  • Feedback
  • Privacy
  • Submission requirements
  • Resubmission policy:
  • What to expect from the course
  • Content and assessment

    This subject is a 3 hour class with competencies in the above units. You must pass both assessments to pass this unit. Each week the class will be divided into part software/or and drawing, part lecture, part additional readings.
  • Introduction to the units: Create mass print/electronic ad campaigns.
  • Each week students will be expected to complete a given/self-driven software task. These tasks will be collected with assessment 1. They are designed for students to develop their software skills for campaign folios.
    This week’s task is :Task 1-Photoshop 3D shapes ( Class Task)
  • Drawing skills (class Tasks) Please remember to bring your visual diary and sketches pencils.
  • Assessment 1 Brief will be handed out Week 3. Individual folio work and execution of campaign folio. Worth 50% of grade.

Course assessment 1 Handed out

2

 



How to analyse, review and create critical analysis of creative theories

Idea Generation:
Using creativity to generate concepts to address identified needs Test and experiment with different concepts and ideas as part of a collaborative process Conduct a mini lab using different techniques Assessment 1 handed out
Instructions:

Students will be provided a client brief Week 2
•The brief will be provided during the scheduled tutorial time.
All students must attend
•Due to ongoing evaluation and technical considerations students should attend all scheduled classes
•The assessment is accessed through the Blackboard / Assessments / Assessment 1 Individual Campaign

 

3

 

We will cover what is a creative Brief? How do you breakdown

1. Drawing Tasks found under Drawing folder please read and complete the tasks in your visual diary to be checked in class week 4

This week you will look at the different ways for you to begin your pictures and the importance of experimenting with all of them until you find an approach that suits your process. Further on this week you will also look at how perspective works and the different processes for achieving perspective.

 

  1. Read iMags provided
  2. Complete this week’s activity - Negative Space
  • 1.Complete the ‘Contrast’ exercise on Assessment 1 Brief (Assessment 1: Exercise 4
  • Complete the ‘Looking for Negative Space’ exercise using the supplied PDF file (Assessment 1: Exercise 5
    2. Task 3-To be completed Instructions and files can be found in Task 3 folder. This is part of assessment 1- Indesign I love NY
  • 3. Research the Brand King Gee continued

Concepts and how ideas are generated
How to analyse, review and create critical analysis of creative theories
Idea generation
Using creativity to generate concepts to address identified needs Test and experiment with different concepts and ideas as part of a collaborative process Conduct a mini lab using different techniques

  1. Research
  2. Breaking down a creative Brief
  3. Initial Concept’s

Acmi Excursion ( I hour)

 

4

 

  • Drawing Tasks found under Drawing folder please read and complete the tasks in your visual diary to be checked in class week 4
  • Drawing Task.
    Read iMags provided
  • Complete this week’s drawings activity
    Task4- To be completed Instructions and files can be found in Task 4 folder. This is part of assessment 1
  • Converse
  • King Gee- Students are to sketch 20 different idea generation Thumbnails  from last weeks findings.

 Concept Development

  • How to take an idea into a concept
  • Generation of ideas continued.
  • Refinement

 

5

 

1. Drawing Tasks found under Drawing folder please read and complete the tasks in your visual diary to be checked in class week 6

 This week you will look at the different ways for you to begin your pictures and the importance of experimenting with all of them until you find an approach that suits your process. Further on this week you will also look at how perspective works and the different processes for achieving perspective.

  • Read iMags provided
  • Complete this week’s activity
  • Complete the exercises

2. Task 5 to be completed Instructions and files can be found in Task 5 folder. This is part of assessment 1
VECTOR SELF CARICATURE

3. Idea generation and creative thinking exercises

Concepts and how ideas are generated

How to analyse, review and create critical analysis of creative theories Idea generationUsing creativity to generate concepts to address identified needs Test and experiment with different concepts and ideas as part of a collaborative process Conduct a mini lab using different techniques

  • Initial concepts
  • Refined
  • Media Crossing

Next week is a checkpoint off Assessment 1. All students MUST attend class or organise another student to bring in for them prior to scheduled class time.

 

6

 

CHECKPOINT  ( Each student will be showing me there completed up todate work and marked according to work produced so far.)
1. Concept generation methods used to generate your ideas.
2. Refined sketches
3. Research in Indesign
4.Any other methods tutees you have explored to create your campaign. EG: Software tutorials, brainstorming, ect.
5. You should have started to put ideas together in software.
6. All 5 finished assessment 1 software tasks
7. ALL drawing exercises from the ‘the Imags’ completed
This should include media research, Past campaigns product/company research  software  driven research used to write creative briefs

NOTE: If you are unable to make to class organise another student to bring in your checkpoint.

 

7

 

Students presenting final concepts for  per review

 

8

 

Working on Assessment 2-

Students refining final folios

 

9

 

Assessment 1 presentation/ 10 mins per student.

Assessment 1- Due

10

 

  TVC- Part 1

  • Create a proof of concept animatic for a television commercial (TVC).
  • Review TVC’s and other promotional material related to the brief.
  • Determine specifications to suit both the advertisement and productions process. Discuss concept development and the process of targeting messages to achieve a desired outcome. What can wrong? How do we over come technical issues and meet our deadlines

  TVC- Part 2
Voice recording planning, delivery and evaluation. Conventions in script development.

  • Delivering the script – voice over practices and microphone technique
  • Audio software recording for broadcast media. Post-recording techniques for enhancing voice tracks (EQ and compression).
  • Comparing audi levels to existing recording (ABing tracks)
      TVC- Part 3
    Demonstration of the techniques required to create photographic images and Storyboard panels for an Electronic Advertisement.

▪      Sequential still art - review of storyboards and their cinematic foundations.

▪      Demonstration of digital photographic processes required for broadcast and computer screen media.
Selecting resolution of photographic images for screen media (PPI), contrast control and cropping. Creating special effects in Photoshop and outputting layered.

Assignment 2 Handed out –Campaign 2 (Groups of 4 only)

Assessment 2 –client Briefing

11

 

Art direction and Photography  workshop-  Guest speaker
Mini photo shoot set up in the agency

 

12

 

  • App development and types of Apps in Campaigns.
  • Social media in campaigns
  • Production needs for online VS print.
  • Requirements for print across different medias

 

13

 

Filming and editing TVC

 

14

 

Working on assessment 2

 

15

 

Presentation to client  panel

Assessment 2 due

16

 

Student feedback on Assessments and all resubmissions due

 

17

 

Student feedback on Assessments and all resubmissions due

 

 


Learning Resources

Prescribed Texts


References


Other Resources


Overview of Assessment

 In order to achieve competency in this unit, you must provide:

Performance Evidence

 Evidence of the ability to:

create THREE print advertisements incorporating design principles and clearly communicating concept, for:

  • a newspaper
  • a magazine
  • an outdoor forum
  • confirm accuracy of creative brief
  • incorporate time, schedule and budget requirements
  • ensure legal and ethical constraints are followed.

 

Knowledge Evidence

 To complete the unit requirements safely and effectively, the individual must:

  • outline key features of industry, services, products and organisation
  • explain principles and purposes of advertising
  • outline principles of consumer behaviour and describe influences on buyer behaviour
  • identify principles and elements of design used in print advertisements
  • outline range of available advertising approaches for different markets
  • identify and explain key provisions of relevant legislation, codes of practice and national standards affecting business operations
  • identify ethical principles relevant to advertising industry
  • identify requirements for advertising timelines, budget, central idea and resources as specified in the advertising brief.

 

Assessment Conditions

 Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – advertising field of work and include access to:

  • industry design software
  • relevant legislation and codes of practice
  • organisational policies and procedures
  • office equipment
  • business technology
  • advertising copy and creative briefs.

Assessors must satisfy NVR/AQTF assessor requirements.

You are advised that you are likely to be asked to personally demonstrate your assessment work to your teacher to ensure that the relevant competency standards are being met.

Feedback

Feedback will be provided throughout the semester in class and/or online discussions.  You are encouraged to ask and answer questions during class time and online sessions so that you can obtain feedback on your understanding of the concepts and issues being discussed. Finally, you can email or arrange an appointment with your teacher to gain more feedback on your progress.

You should take note of all feedback received and use this information to improve your learning outcomes and final performance in the course.


Assessment Tasks

 

 

Assessment 1

Individual Assessment Advertisement Campaign

Due: Week 9

Instructions:

•Students will be provided a client brief Week 2

•The brief will be provided during the scheduled tutorial time. All students must attend      

•Due to ongoing evaluation and technical considerations students should attend all scheduled classes

•The assessment is accessed through the Blackboard / Assessments / Assessment 1 individual Campaign

Breakdown

Concept stage

  1. Generate a range of concepts and ideas that answer the needs in the creative brief. A minimum of 5 idea directions must be developed with notes and sketches recorded with comments.
  2. Evaluate the effectiveness of each of the different creative approaches for achieving desired outcomes. You may conduct surveys or use your own critical analysis. Record your findings in a brief report that concludes which direction is best and why.
  3. Using the selected concept, refine the idea and create the advertising elements required in the creative brief to presentation level.

Checkpoint week 6

Final Folio stage

  1. Generate a range of computer generated finished ads for all medias placed on the brief
  2. Include all progressive work
  3. Final PDF of all medias of campaign uploaded onto blackboard by due date.

Instructions:

  • Students will be provided a client Brief
  • The brief will be provided during scheduled tutorial time. All students must attend
  • Due to ongoing evaluation and technical considerations students should attend all scheduled classes
  • Individually students are required to complete advertisement campaign according to Create mass print/electronic unit.

 

Assessment 2

Group Assessment advertising campaign

Due:     Week 14/15 Presentation to client

Instructions:

•Students will be provided a client brief Week 10      

•The brief will be provided during the scheduled tutorial time. All students must attend      

•Due to ongoing evaluation and technical considerations students should attend all scheduled classes

  • Students are required to complete the planning, direct, monitor and evaluate the production of print and online advertisement campaign.

•The assessment is accessed through the Blackboard / Assessments / Assessment 2 Group Campaign

     Breakdown

      You will be given a creative brief to create an advertising campaign for a client. You need to develop three concepts that answer the creative brief, test/evaluate the concepts, choose and refine one concept then turn it into a finished advertising campaign all development to final ads to be submitted in an A3 black folio.

 

       TELEVISION COMMERCIAL SCRIPT AND STORYBOARD

       Students will be given a tightly specified Creative Brief from which you will conceptualize a television script with rough hand drawn storyboard. The purpose of the assignment is to assess each student’s understanding of how to put together a script and the elements to be included in the script and storyboard for a reasonable production outcome. From the Creative Brief information, students will decide at what stage of the Advertising Cycle the product or service featured in the brief is in and explain why and how the selected stage affected their script and storyboard. Assignment due during normal tutorial time

 

Concept stage

  1. Generate a range of concepts and ideas that answer the needs in the creative brief. A minimum of 5 idea directions must be developed with notes and sketches recorded with comments.
  2. Evaluate the effectiveness of each of the different creative approaches for achieving desired outcomes. You may conduct surveys or use your own critical analysis. Record your findings in a brief report that concludes which direction is best and why.
  3. Using the selected concept, refine the idea and create the advertising elements required in the creative brief to presentation level.

    

        Checkpoint week 12

 

Final Folio stage

  1. Generate a range of computer generated finished ads for all medias placed on the brief
  2. Include all progressive work
  3. Final PDF of all medias of campaign uploaded onto blackboard by due date.

Instructions:

  • Students will be provided a client brief Week 9
  • The brief will be provided during the scheduled tutorial time. All students must attend
  • Due to ongoing evaluation and technical considerations students should attend l scheduled classes
  • Students groups are required to complete advertisement campaign according to Create mass print/electronic unit.

 


 

Appendix 1 – Principles of Assessment/Rules of Evidence

 

Principles of assessment are required to ensure quality outcomes. Assessments should be fair, flexible, valid and reliable as follows:

a)       Fairness: Fairness requires consideration of the individual candidate’s needs and characteristics, and any reasonable adjustments that need to be applied to take account of them. It requires clear communication between the assessor and the candidate to ensure that the candidate is fully informed about, understands, and is able to participate in, the assessment process, and agrees that the process is appropriate. It also includes an opportunity for the person being assessed to challenge the result of the assessment and to be reassessed if necessary.

b)       Flexible: To be flexible, assessment should reflect the candidate’s needs; provide for recognition of competencies no matter how, where or when they have been acquired; draw on a range of methods appropriate to the context, competency and the candidate; and, support continuous competency development.

c)   Validity: There are five major types of validity: face, content, criterion (i.e. predictive and concurrent), construct and consequential. In general, validity is concerned with the appropriateness of the inferences, use and consequences that result from the assessment. In simple terms, it is concerned with the extent to which an assessment decision about a candidate (e.g. competent/not yet competent, a grade and/or a mark), based on the evidence of performance by the candidate, is justified. It requires determining conditions that weaken the truthfulness of the decision, exploring alternative explanations for good or poor performance, and feeding them back into the assessment process to reduce errors when making inferences about competence.

Unlike reliability, validity is not simply a property of the assessment tool. As such, an assessment tool designed for a particular purpose and target group may not necessarily lead to valid interpretations of performance and assessment decisions if the tool was used for a different purpose and/or target group

d)  Reliability: There are five types of reliability: internal consistency; parallel forms; split-half; inter-rater; and, intra-rater. In general, reliability is an estimate of how accurate or precise the task is as a measurement instrument. Reliability is concerned with how much error is included in the evidence.

 

Rules of Evidence are closely related to the principles of assessment and provide guidance on the collection of evidence to ensure that it is valid, sufficient, authentic and current as follows:

a)  Validity:  see Principles of assessment.

b) Sufficiency:  Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence requirements of each unit of competency provide advice on sufficiency.

c) Authenticity:  To accept evidence as authentic, an assessor must be assured that the evidence presented for assessment is the candidate’s own work.

d) Currency:  Currency relates to the age of the evidence presented by candidates to demonstrate that they are still competent. Competency requires demonstration of current performance, so the evidence must be from either the present or the very recent past.  


 

Appendix 2 - Additional Resources

 

RMIT Assessment policies/procedures:

http://www.rmit.edu.au/browse/Staff/Administration/Policies%20and%20procedures/Academic%20and%20research/Assessment/ (unresolved)

 

 

For more information about how to design assessments go to:

 

National Skills Standards Council (NSSC) – Formerly NQC

http://www.nssc.natese.gov.au/nqc_archive/nqc_publications

 

 

For more information about the principles of assessment go to:

ASQA

http://www.asqa.gov.au/

 

The Australian Skills Quality Authority (ASQA) is the national regulator for Australia’s vocational education and training sector.

ASQA regulates courses and training providers to ensure nationally approved quality standards are met.

The standards include quality requirements for training and assessment and can be found at the following website:

http://www.asqa.gov.au/about-asqa/national-vet-regulation/vet-quality-framework.html

 

(NOTE: The Users’ Guide explains the standards and gives suggestions – these documents can also be found on the Blackboard BTS LT site)

 

TEQSA

http://www.teqsa.gov.au/

 

 

National Register (for all Training Package/Accredited Curricula information)

http://training.gov.au/

 


Assessment Matrix

Course Overview: Access Course Overview