Course Title: Explore the history and social impact of creativity

Part B: Course Detail

Teaching Period: Term1 2012

Course Code: EMPL7017C

Course Title: Explore the history and social impact of creativity

School: 650T TAFE Business

Campus: City Campus

Program: C4227 - Certificate IV in Advertising

Course Contact : Sally Parrott

Course Contact Phone: +61 3 9925 5175

Course Contact

Name and Contact Details of All Other Relevant Staff

Ilona Kinsces

Elizabeth Cagorski

+61 3 9925 5155

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


Course Description

This unit applies to individuals who develop and apply knowledge of the history of creativity at a broad rather than deep level. Understanding the concept of creativity, how creative people think and how creativity has been applied through 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:

BSBCRT403A Explore the history and social impact of creativity


1. Investigate the history of creativity

Performance Criteria:

1.1.Identify relevant sources of information on the history of creativity
1.2.Investigate and review different definitions of creativity and how these relate in an historical context
1.3.Assess the ways that individuals and collaborative groups have demonstrated creativity
1.4.Explore the relationship between creativity and different cultures and relate these to current contexts


2. Assess the impacts of creativity

Performance Criteria:

2.1.Explore the impacts of creativity on the ways that people live and work
2.2.Explore the ways in which creativity has occurred in different fields of human endeavour
2.3.Determine and evaluate the factors that affect the presence or extent of creativity in a given situation


3. Evaluate the potential for enhancing creativity in own life

Performance Criteria:

3.1.Extract key information and ideas from the history of creativity for possible relevance to own life and work
3.2.Discuss and explore ideas with others
3.3.Reflect on how creativity or creative thinking might be integrated into own life and work
3.4.Identify and access opportunities to build own creative thinking skills

Learning Outcomes

This unit describes the performance outcomes, skills and knowledge required to explore the history and social impact of creativity.

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 assessment activities. These assessable activities will be provided through a combination of face-to-face teacher/student deliveries, tutorials and laboratory exercises. Additional assessable activities will also be provided to students to complete outside of timetabled time. The concepts learned will be explored through the investigation of real world and simulated environments.
Students will be assessed in this competency area by several means as outlined below.
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

Topics Assessment

- Course Introduction and overview
- Tutorial: How do we define creativity?
- Class Exercise
(Define your definition of creativity)
Handout: Creative Thinking

Video: Seth Godin, Standing Out
Video: Gruen Transfer, Bottled Air

- Briefing
- Group Formations (3)

Tips on how to be creative and the difference between
a non-creative advert v’s a creative advert targeting the right audience.

Brainstorming exercise.

- Briefing
- Group Formation (2)
- Journals
- Moodboard Presentations
How to put collective ideas and directions via a moodboard presentations to sell to a client.

Students are to purchase A4 Visual Diaries and are required each week to collect newspaper/magazine advertisements, sketch, draw and make notes about anything they find inspiring in relation to Assessment Tasks.

- Journal reviews (ideas & thinking)

NGV Gallery Excursion
- The Mad Square
Modernity in German Art 1910-31

Students must fill in questionnaire about this exhibition and add as part of their inspirational findings for the Assessment Task 1.

- Assignment Task 1

- Briefing
- The Creative Process (Methodology)
- Tutorial: Case Studies

Task 1 Due. If required, resubmission for this assessment is due by the end of week 8.

Continue working on Assessment 2
Handout: Presentation Tips

Marking Assessment Task 1

- Assignment Task 2
- Journal reviews (ideas & thinking)

Continue working on Assessment 2

Continue working on Assessment 2

- Assignment Task 2
- Final Journal reviews

Journal Submissions.

- Presentation Implementation
- Design Final Document
- Practise Run

Note : Presentations will be timed

Task 2 Due. If required, resubmission for this assessment is due by the end of week 16.

Presentations (continued)

Task 2 Due. If required, resubmission for this assessment is due by the end of week 16.

Course review and overall feedback
Re-submissions if required

Marking Assessment Task 2
Graded Assessment Grading Final for students


Results Completed.

Learning Resources

Prescribed Texts


Other Resources

Students will be provided with a range of resources and reference material throughout the semester including lecture notes and materials as well as referrals to a range of on-line material.

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

Students must demonstrate an understanding of all elements of competency to be deemed competent.

Students are required to complete 2 tasks. All tasks must successfully be completed, to be deemed competent (C) in this unit.

TASK 1 – THE HISTORY OF CREATIVITY (first check in week 4 and submissions week 6)
Students are required to select a decade of their choice as part of exploring the History of Creativity.

An example of a decade would be as follows, 1890-1899, 1920-1929, 1950-1959 etc…. You are required to select a decade and then determine the impact of creativity on society within that decade.

Sources of creativity can be;
- advertisements
- artwork
- novels
- political speeches
- news articles or transcripts
- packaging
- clothing styles
- archaelogical discoveries
- scientific discoveries
- new methods of undertaking tasks
- new products and services
- changed relationships between gender and generations
- and or anything else that you can find that is relevant

Write a 300 word summary of your findings on the impact of creativity on your chosen decade.
Note: Sources of creativity examples and essay are to be presented as a moodboard presentation.

Students are required to keep a journal of their participations in the learning and exploration activities prepared weekly as well as reflections on their own learning experiences.
During weeks 3 and 6 a selection of any 3 weeks (as determined by the teacher) activities will be reviewed for assessment as part of the portfolio of evidence requirement.

To be deemed competent in this task, students must complete and collect evidence of the body of knowledge that they accumulate throughout the course. Students are also required to demonstrate a capacity to reflect on their learning and interact/communicate with other class members thus contributing to their body of knowledge. Formats and templates required for each activity will be provided to students prior to commencement of each week’s classes.

Submission Requirements:
Visual Diary
Students are required to keep a journal (Visual Diary A4) of their weekly activities/key learning’s, and will be reviewed as determined by the teacher.
Assessment Task 1
Moodboard Presentations (PDF’s) submitted via learning hub/blackboard.

Submission Date : WEEK 7

Students are required to select 5 creative adverts and 5 non creative adverts from either magazines or newspapers. (first check in week 3 and second check in week 6)
You are then required to select ONE from the NON CREATIVE ADVERTS and apply your creative thinking skills. You will evaluate and develop a creative strategy for the non-creative advert.

- What is your approach/creative thinking?
- How are you going to explore the problem?
- Discuss and explore your ideas in your visual diary.
- Sketch concepts A4 size.
- Class Presentations.

Submission Requirements: Visual Diaries due Week 13
Class Presentations in Week 14 & Week 15. Presentations will be timed (5mins). Class will give you a final score out of 10.

Submission Date: WEEK 16 final submission.

Students should:

• Ensure that assessments are submitted on or before the due date. If performance in the assessment is affected by unexpected circumstances, students could consider applying for Special Consideration. Information on the process and application forms is available at;ID=ls0ydfokry9rz website.

• 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. On the cover sheet you declare that the work you are presenting for assessment is your own work. An assignment cover sheet for submission of work for assessment is available on blackboard.
• Each page of your assessment should include footer with your name, student number, the title of the assessment, unit code and title and page numbers. For example, Julie Macpherson, 324567, Task 2, OHS2345C Ensure safe workplace, Page 1 of 10.

Assessment Matrix

Course Overview: Access Course Overview