Course Title: Originate and develop concepts
Part B: Course Detail
Teaching Period: Term1 2015
Course Code: BUSM6246C
Course Title: Originate and develop concepts
School: 650T Vocational Business Education
Campus: City Campus
Program: C6116 - Advanced Diploma of Advertising
Course Contact : Sally Parrott
Course Contact Phone: +61 3 9925 5175
Course Contact Email:email@example.com
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
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
1. Evaluate and explore needs and opportunities
1.1. Research and evaluate existing information that informs new concept development
2. Develop a range of creative approaches
2.1 Use a range of creative thinking techniques to generate innovative and creative concepts to address identified needs
3. Refine concepts
3.1. Ensure concept development process is open to ongoing refinement and testing
4. Develop concepts to an operational level
4.1. Refine concepts as the basis for developing detailed specifications
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
A range of practical activities, case studies and class discussion as well as work relevant assessments will be applied in this unit.
This course is delivered and assessed in conjunction with RMIT course code EMPL5644C - Research and apply theories of creativity
|Session||Topic||Assessment / Comment|
|2||Creative research||Taylor, Chapters 1 & 2|
|3||Consumer insight||Taylor, Chapter 3|
|4||Creative strategy||Taylor, Chapters 4,5,6,7,8,9,10|
|6||Advertising from the creative perspective||Online Knowledge Quiz
See feedback and respond
Produce rough concepts
Select final concepts
Draw thumbnail sketches / storyboard in pen
|9||Concept presentation and refinement|
Draw presentation layouts in pen and copic markers
|10||Creative style inspiration|
Create an inspiration / mood board
|11||Develop copy appropriate to the message, audience and selected media|
Write copy / scenarios / scripts
Write advertising copy to communicate the message to the intended audience
Online knowledge Quiz
|12||Art direction and design|
Create a mood board / art directors storyboard
Communicate the look and feel of the intended advertisement and or consumer’s experience
Task 2 due
|13||Test and evaluate concepts against appropriate measures.|
Research legal, social, ethical and environmental issues that may affect outcomes
|Discussion board posts due for peer review
Task 1 due
|14||Strategies for presenting creative work|
Devise a presentation strategy, plan and rehearse presentation
Finalise work for client presentation
|Presentation due for peer review
Task 1 Peer review due
Task 3 due
|15||Presentation||Task 3 Peer review due|
|16||Assessment feedback and resubmissions|
Note: The above schedule is subject to change without notice. It is the students’ responsibility to be aware of any changes to due dates or material delivery. Any changes will only be communicated during scheduled class time.
The following texts have been prescribed to assist students in the application of theories. These three (3) texts will be particularly helpful in completing the required tasks:
The following resources will also be helpful to students in completing their assessments:
• Arens, Weigold, & Arens, 2008, Contemporary Advertising, 25th Edition, McGraw-Hill Publishing, USA
• Belch and Belch, Advertising and Promotion, 6th edition, McGraw-Hill Publishing.
• Belch, Belch, Kerr, Powell., 2012, Advertising: An Integrated Marketing Communication Perspective, McGraw Hill, AUS
• Drewniany, B.L. & Jewler, A.J., 2014, Creative Strategy in Advertising, 11th Edition, International Edition, Wadsworth Cengage Learning
• Gabay, JJ 2005, Gabay’s Copywriters’ Compendium, Elsevier Butterworth-Heinemann, Oxford.
• Gettins, D 2006, How To Write Great Copy: Learn the Unwritten Rules of Copywriting, Kogan Page, London.
• Maslen, A 2007, Write to Sell, Marshall Cavendish Ltd, London.
• Parente, D 2006, Advertising Campaign Strategy, A Guide to Marketing Communication Plans, Fourth Edition, Thomson Publishing, USA
• Pricken, M 2002, Creative Advertising, Thames & Hudson, London.
• Rossiter, J.R., & Bellman, S., 2005, Marketing Communications Theory and Applications, Pearson Prentice Hall
• Felton, G 2006, Advertising Concept and Copy, 2nd edn., WW Norton & Company, New York.
• Shaw, M 2012, Copywriting. Successful Writing for Design, Advertising and Marketing, 2nd Edition, Laurence King Publishing
• Sugarman, J 2007, The Adweek Copywriting Handbook, John Wiley & Sons, Hoboken.
• Sullivan, L 1998, “Hey, Whipple, Squeeze This”, John Wiley & Sons, New York.
• Wells, Spence-stone, Moriarty, Burnett, Advertising, Principles and Practice, Australasian Edition, Pearson Education
• Internet (list of resources on BB)
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.
This assignment is designed to assess your understanding of performance criteria 1 – 4 of Originate and develop Concepts and Research and Research and apply theories of creativity as outlined in your course guide.
Students are required to complete a max of 3 tasks. All tasks must successfully be completed to be deemed competent in this unit.
Task 1: Plan and prepare advertising (individual) (weighting 25%)
Undertake preliminary advertising planning in an online forum.
Use communication and teamwork skills to collaborate with team members on a discussion forum on BB with others to plan and prepare visual and written material for an advertising portfolio.
Forum entries are to follow the structure of the course, evidence of a good standard of written expression, and include relevant links.
• Collaborate with group members and create an online discussion forum.
• Create an individual discussion thread and post messages that:
• Explore, examine and identify needs and opportunities informing current advertising development (concepts and approaches)
• Compare and contrast, appraise and evaluate the usefulness of past and present advertising to your concepts and approaches
• Gather evidence of readings and supportive references to underpin thoughts and ideas about your concepts and approaches.
• Give feedback at a critical level*, including describing and analyzing aspects of the portfolio build and creation and development of your advertising content using appropriate terminology.
Minimum six posts commenting and adding suggestions to each other’s work and six shared web links, video links and article or book titles that you find in your research. Post dates should show progressive discussion at key planning and preparation stages. Graded forum will be peer assessed in week
Task 2: Produce advertising content (group) (weighting 50%)
Overview & Assessment Requirements:
Use communication and teamwork skills to collaborate with others to plan, create and produce innovative visual and written advertising content (sketches/ layouts/typography/moodboards/ copy/scripts/ scenarios, etc.) using the presentation template in Google Slides.
Content (concepts and approaches) will be produced over 5 one-day workshops.
Task 3: Evaluate the feasibility of proposed advertising (Individual) (weighting 25%)
Select ONE of the three concepts developed in Task 2.
Scenario: You are an account manager or creative and you have been asked to justify why you have selected ONE concept/approach in terms of its market, technical, financial, ethical, legal, organizational feasibility to the client as part of the pitch process.
1. Select ONE concept created in Project 2
2. Write a script that articulates in a clear and concise rationale for selecting the concept/approach in way that promotes constructive discussion:
• Summarize and explain your choice using clear, concise language and appropriate terminology
• Justify and defend your choice using valid sources of information
• Prepare and present your choice in an interesting way that convinces others of its validity
• Be persuasive in critically appraising and evaluating the feasibility of your choice against set specifications
Simulated online client presentation
Use technical skills/procedures/processes to record a five-minute summary of your pitch and deliver in Pecha Kucha presentation style (15 slides, 20 seconds per slide, total presentation 5 minutes) with audio.
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