Course Title: Originate and develop concepts

Part B: Course Detail

Teaching Period: Term1 2014

Course Code: BUSM6246C

Course Title: Originate and develop concepts

School: 650T TAFE Business

Campus: City Campus

Program: C6116 - Advanced Diploma of Advertising

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

Dr Jill Powell

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 applies to individuals who originate and develop concepts of some complexity and progress that concept to the point where it can be implemented. Individuals may be employed by organisations, be sub contractors or consultants brought in by companies to work on specific projects, or be individuals or part of a team working independently.

Concepts could be developed for any business or community activity or process such as marketing campaigns, staff development programs, information technology and communication systems. This unit is also highly relevant to practitioners in the creative industries who develop products such advertising campaigns, radio and television programs, entertainment events, films, exhibitions and digital media products.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

BSBCRT501A Originate and develop concepts

Element:

1. Evaluate and explore needs and opportunities

Performance Criteria:

1.1. Research and evaluate existing information that informs new concept development
1.2. Where appropriate, identify and use gaps in current range of products, programs, processes or services as the catalyst for generating new ideas or concepts
1.3. Expand the potential of new ideas through exploration of opportunities beyond the obvious
1.4. Identify factors that could have an impact on ideas or concepts to be developed, including potential for commercialisation
1.5. Determine whether other players are filling identified gaps or investigating similar opportunities
1.6. Develop preliminary ideas on innovative and different ways to address needs and opportunities
1.7. In consultation with relevant stakeholders, agree on broad parameters for developing ideas and concepts to meet market requirements
 

Element:

4. Develop concepts to an operational level

Performance Criteria:

4.1. Use refined concepts as the basis for developing detailed implementation specifications
4.2. Present specifications to relevant parties for approval, funding or endorsement
4.3. Reflect on methodology used to generate concepts and ideas and note ways of improving this in the future
 

Element:

2. Develop a range of creative approaches

Performance Criteria:

2.1. Use a range of creative thinking techniques to generate innovative and creative concepts to address identified needs
2.2. Challenge, test and experiment with different concepts and ideas as part of a collaborative process
2.3. Evaluate concepts in terms of their suitability for the target audience or purpose, their feasibility and their commercial potential
2.4. Take account of social, ethical and environmental issues as concepts and ideas are generated and discussed
2.5. Identify resources required to achieve desired creative and innovative outcomes
2.6. Evaluate the effectiveness of different strategies for achieving desired outcomes
2.7. Select concepts or approaches that achieve required outcomes in an innovative and feasible way
2.8. Present proposed concepts or approaches in an appropriate format
 

Element:

3. Refine concepts

Performance Criteria:

3.1. Ensure concept development process is open to ongoing refinement and testing
3.2. Seek input and feedback on concepts from relevant stakeholders
3.3. Seek specialist advice on creative and technical aspects of proposals as required
3.4. Compare concepts with best practice examples of similar products, programs, processes or services
3.5. Use a range of creative and practical criteria to determine the advantages and disadvantages of different concepts
3.6. Evaluate constraints on the realisation of concepts or ideas
3.7. Refine proposals based on analysis and feedback
 


Learning Outcomes


This unit describes the performance outcomes, skills and knowledge required to originate and develop concepts for products, programs, processes or services to an operational level.


Details of Learning Activities

• Originate and develop concepts is delivered and assessed in conjunction with Research and apply theories of creativity.
• There will be a mixture of practical activities, case studies and class discussion as well as work relevant assessments.
• Students must demonstrate an understanding of all elements of a particular competency to be deemed competent.
• Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.
• Assessment will incorporate a variety of methods including assignments, journals, presentation and written or test. Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met.
 


Teaching Schedule

Teaching schedule is available on Blackboard and is subject to change.


Learning Resources

Prescribed Texts

Barry, P 2012, The Advertising Concept Book, 2nd Edition, Thames & Hudson, UK


References

Burtenshaw et al., 2011, The Fundamentals of Creative Advertising, 2nd ed., AVA Publishing Switzerland

Drewniany, B.L. & Jewler, A.J., 2014, Creative Strategy in Advertising, 11th International ed., Wadsworth Cengage Learning

Felton, G, 2013, Advertising Concept and Copy, 3rd ed., WW Norton & Co.

Kavounas Taylor, A., 2013, Strategic Thinking for Advertising Creatives, Laurence King Publishing UK

Parente, D., 2006, Advertising Campaign Strategy, A Guide to Marketing Communication Plans, 4th ed., Thomson Publishing, USA

Shaw, M 2012, Copywriting. Successful Writing for Design, Advertising and Marketing, 2nd ed., Laurence King Publishing

Sullivan, L., 2012, Hey, Whipple, Squeeze This: The Classic Guide to Creating Great Ads, 3rd ed,. Wiley


Other Resources

Weekly learning material is available on Blackboard.


Overview of Assessment

Students must demonstrate an understanding of all elements of a particular competency to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.

Assessment will incorporate a variety of methods including assignments, journals, presentation and written or test. Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met.
 


Assessment Tasks

Originate and develop concepts is delivered and assessed in conjunction with Research and apply theories of creativity.

Assessment task 1 – Evaluate and explore needs and opportunities (individual)
Due: 5pm day of scheduled class time Week 5
Weighting: not applicable
Research and write a critical analysis of three advertising/ promotion campaigns in the MCP category in report format.
 

Assessment task 2 – Develop a range of creative approaches (individual/group)
Due: 5pm day of scheduled class time week 7/9/14
Weighting: 100%
This task has FOUR parts:
Part A: Concept development (individual) 20%. Due week 7
Explore a range of ideas for your campaign that answers the brief. Identify which creative thinking techniques each one uses.Keep a visual diary of concept explorations and developments. Include notes on why you think the idea may or may not be feasible.                                                                                                                                                  Part B: Development and refinement (MCP group) 20%. Due week 9
Select a final idea from the range you developed in your diary that you think best answers the creative brief and achieves the required outcomes in an innovative and feasible way. Provide a mock up in sketch form and provide a clear and concise rationale for your selection.
Part C: Presentation of A & B (MCP group) 20%. Due week 14. Completed presentation template and presentation.
Part D: Completed and signed progress diary for A & B (individual) 40%.
 

Assessment task 3 – Evaluate the feasibility of your concept (individual/group)
Due: 5pm day of scheduled class time Week 14
Weighting: not applicable
This task has TWO parts
Part A: Individual presentation
Each group member research and summarise the feasibility of ONE component (e.g. market, technical, financial, ethical, legal, organizational) in class presentation in week 14.                                                                                                                                                                                                                                                                                              Part B: Group feasibility report
Write a 500 word summary of the above in feasibility report format. You may use bullet points. Elements of this report will be incorporated into Project 2 worth 100%.
 

For assessment criteria and submission details see BUSM6246C Assessment 1-3 feedback sheets and assessment rubric on Blackboard

Submission requirements for all assessments:
Assessment tasks need to be submitted via Blackboard. A hard copy may be required as well but where possible all assessments must also be submitted electronically
Format:
Work to be saved in a word doc or .pdf and uploaded to 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 special 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.
Submission                                                                                                                                                                                                                                                                                     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.
Resubmission
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.
 


Assessment Matrix

Full details on how this course is assessed against the Unit Elements & Performance Criteria plus critical aspects of evidence,can be found in the Learning and Assessment Tool available from your instructor or course coordinator.

Other Information

Weekly learning materials will be available on the Blackboard. However, it is possible that the instructor may provide handouts on occasions that have not been uploaded onto the course Blackboard. Should a student be absent from class when a handout is provided, it is the students’ responsibility to ensure they obtain a copy from a fellow student.

Course Overview: Access Course Overview