Course Title: Explore the history and social impact of creativity
Part B: Course Detail
Teaching Period: Term1 2016
Course Code: MKTG7942C
Course Title: Explore the history and social impact of creativity
School: 650T Vocational Business Education
Campus: City Campus
Program: C4361 - Certificate IV in Advertising
Course Contact : Sally Parrott
Course Contact Phone: +61 3 9925 5175
Course Contact Email:firstname.lastname@example.org
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 50
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
This unit describes the skills and knowledge required to explore the history and social impact of creativity.
It applies to individuals who develop and apply a broad knowledge of the history of creativity. Understanding the concept of creativity, how creative people think and how creativity has been applied throughout history can provide individuals with inspiration and ideas to take into their own work and lives.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title:
BSBCRT403 Explore the history and social impact of creativity
1 Investigate the history of creativity
1.1 Identify relevant sources of information on the history of creativity
3 Evaluate the potential for enhancing creativity in own life
3.1 Extract key information and ideas from the history of creativity for possible relevance to own life and work
2 Assess the impacts of creativity
2.1 Explore the impacts of creativity on the ways that people live and work
This course is structured to provide students with the optimum learning experience in order to demonstrate the skills and knowledge required to explore the history and social impact of creativity; develop and apply a broad knowledge of the history of creativity; and understanding the concept of creativity, how creative people think and how creativity has been applied throughout history can provide individuals with inspiration and ideas to take into their own work and lives.
Details of Learning Activities
This course is structured to provide students with the optimum learning experience. Students will participate in a combination of group and individual learning activities. These activities will be provided through a combination of face to face teacher/student deliveries plus classroom work time. Additional learning activities will also be provided to students to complete outside of timetabled time.
(1) Course Intro
The importance of understanding the history of creativity in Advertising
Discussion Board exercise on famous creative figures in advertising - report on this in week 2.
What does it mean to be creative?
How has creativity in Advertising evolved?
|3||22/2/16||Let’s travel back in time? – Part A
Exploring Australia’s creativity and how these relate in an historical context 1900s
|4||29/2/16||Let’s travel back in time? – Part B
Exploring Australian advertising in the Golden Age – 1930s – 1960s
|5||7/3/16||Let’s travel back in time – Part C
The Creative Revolution – Exploring creative influences in 1970s-1980s in Australia
|6||14/3/16||In Class Presentations||Assessment 1|
|7a||21/3/16||In Class Presentations||Assessment 1|
|24th-30th March||Mid Semester Break|
|8||4/4/16||Evaluating and encouraging creative work|
|9||114/16||Impact of Creativity on life and work|
|10||18/4/16||Creative thinking techniques||Assessment 2|
|11||25/4/16||How technology changed creativity?|
|12||2/5/16||Future of the Creative Landscape|
|13||9/5/16||Creative and cultured|
|14||16/5/16||Creative Tool Demonstrations||Assessment 3|
|15||23/5/16||Creative Tool Demonstrations||Assessment 3|
|16||305/16||Resubmissions and Feedback|
There is no additional text for this subject.
Overview of Assessment
Assessment methods have been designed to measure achievement of the requirements in a flexible manner over a range of assessment tasks, for example:
- direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
- review of final printed documents
- demonstration of techniques
- observation of presentations
- oral or written questioning to assess knowledge of software applications
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.
You must provide evidence of the ability to:
- conduct at least ONE research project into the historical and social impact of creativity that includes:
- using a range of information sources
- presenting findings and encourage discussion and debate, respecting different perspectives and ideas
- identifying and accessing ways to build own creative thinking skills.
To complete the unit requirements safely and effectively, the individual must:
- describe the impact of creativity at different points in history, including contemporary perspectives
- explain the potential links between the history of creativity and current individuals and communities
- identify sources of information on the history and social impact of creativity
- outline different factors that impact on creativity.
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 Task 1 –Verbal Presentation - Group – Presentations Week 6/7
In groups of NO MORE THAN FOUR, students will choose a brand, product or service to showcase its movement through history. Students are to demonstrate the change in creative elements, (words, images, use of graphics, logo’s, size and media choice) and the journey of the creativity the brand/ product/ service has had through history to today. Students to present how technology may have impacted the brand, design and reflect the social impact it has had towards the marketplace. Students can present how brands may adapt across different cultures or explore the adaption across international platform. Students to demonstrate their sources of information on the history of the brand/ product or service.
Students are to present using visuals including either powerpoint, prezi or creative presentation software.
Students will be assessed on a combination of content, ability to present and discuss creativity and ideas with the audience. Students are strongly encouraged to use various visual aides, graphics and presentation software.
Each presentation/assessment must include:
a) visual aides (including advertising / branding and advertising of the brand/ product/ service through history) must be submitted in week 6 via Blackboard before presentation
b) Hand out material (copy of slides or summary of slides for audience)
d) Presentation plan – clear description of what you are presenting about and what you hope to achieve from the presentation.
e) All students in the group are to present and participate in presentation
f) Verbal Presentation is to be 15-20mins maximum
g) Class attendance compulsory
Assessment Task 2 – Creative Person Written Report – Individual- (Due Week 10)
Students are required to choose and profile a creative person that uses creativity in their work environment. The report should showcase the person’s creative thinking styles, tools they work with to enhance their creativity and design. You may need to consider their creative approach and how they used creativity to forge a career in their chosen field. The report may showcase the person’s career achievements, profile, and contributions to society today.The creative person could be from any industry and from any decade. It may be one of the guest speakers from your classes or someone that inspires you from the advertising industry. Students are to include their learning’s from their creative profile and how they will apply these learning’s to their future careers in advertising and creativity.
Report to include:
- Written format of 1500 – 2000 words
- Visual aids including picture of creative person and creative tools they may use
- Sources of information. Referencing encouraged if using secondary sources.
- Grammar and spell checked
The written report is to be submitted electronically via Blackboard.
Assessment Task 3 – Present a Creative Tool – Group (Week 14/15)
In groups of NO MORE THAN 3, students are required to explore creative tools that may be used to inspire creativity in the advertising industry. Students can explore online technology tools including apps, brainstorming and planning tools, presentation tools or visual tools to trigger creativity. Students could create their own creative tool or use tools/ techniques that are currently available in today’s environment.Students are to verbally present one creative tool to peers and include a working demonstration of how the tool can inspire creativity. Students are to demonstrate how the tool could be used in an advertising environment.
Students will be assessed on the demonstration of the tool and engagement of their peers. Students will be required to electronically submit a written overview of the creative tool or a copy of their presentation in Week 14 prior to their presentation. Student attendance is compulsory for Week 14 and Week 15.
Self Peer Assessment (Week 14/15)
Each student will be required to submit a peer evaluation form on each of their team member and their own peer evaluation form in relation to Assessment Task 3. Students will be required to grade their performance within the team and their members performance on the relative contribution made in preparing and presenting the project. Ratings will be strictly confidential and anonymous. Performance criteria will be assessed across Group functioning, Content of Work and Reporting. Self Peer Assessments will occur in class during Week 15.
More detailed assessment sheets for each assessment task will be disseminated throughout course delivery.
Work to be saved in a word doc or .pdf and uploaded to the assessment tab in your course blackboard shell by required date. Work sent by email will not be marked.
Work submitted after the deadline and without one of the forms below will not be accepted or marked.
Assessment deadline extensions:
Ensure that you submit assessments on or before the due date. If you think you might not make the due date due to circumstances beyond your control, you must apply for an application of extension time BEFORE the due date:
You can apply for an extension of seven or fewer days from the original due date for submission of assignments, projects, or essays. You must lodge it no later than one working day before the original submission due date. See link below for eligibility criteria and forms.
If your performance in the assessment is affected by unexpected circumstances, you should consider applying for Special Consideration. Information on the process and application forms for extension time and special consideration can be found at: http://rmit.edu.au/browse;ID=ls0ydfokry9rz.
Always retain a copy of your assessment tasks (hard copy and soft copy).
When you submit work for assessment at RMIT University you need to use a cover sheet that includes a declaration and statement of authorship. You must complete, sign and submit a cover sheet with all work you submit for assessment, whether individual or group work. Cover sheets for submission of work is available from the Student forms website.
It is the student’s responsibility to check their results and complete resubmissions by deadline set (usually within 2 weeks of receiving feedback/results). Students are entitled to one re-submission per assessment. All resubmissions will be marked to competent or non-competent only, no grades will be given. All resubmissions must be received by week 16.
Full details on how this course is assessed against the Unit elements and performance criteria plus critical aspects of evidence can be found in the Learning and Assessment Tool available from your course teacher.
Course Overview: Access Course Overview