Course Title: Explore the history and social impact of creativity
Part B: Course Detail
Teaching Period: Term1 2013
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 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 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
1.1. Identify relevant sources of information on the history of creativity
2. Assess the impacts of creativity
2.1. Explore the impacts of creativity on the ways that people live and work
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
This unit describes the performance outcomes, skills and knowledge required to explore the history and social impact of creativity.
Details of Learning Activities
Learning activities include practical activities, case studies and class discussion as well as work relevant assessments.
• Course delivery details
• Assessment details and Assessment Task & Feedback Guide
• Grading – remind them of codes (HD, D, C, P) and no marks
• Plagiarism – must have signed cover sheets on all assessments
• Appeals – take them through this process and where it is on website
• Extensions – take them through process (details on website.)
• Feedback – when they can contact you and expect a response.
• Submission requirements – how all work must be uploaded online
• Resubmission policy – one resubmission, marked to a pass allowed
• Course support documents – any text books or readings
• Online learning environment – go through Blackboard shell
• Where to get support - Student study support details
• Conduct an LLN Skills analysis – one per student group
• Explain Recognition of Prior Learning and Credit Transfers (for new students)
Handout checklist and get each student to sign and hand back. Includes:
Student responsibilities (i.e.: must check emails and bb shells weekly)
Program map to confirm all students are correctly enrolled
Introduction to creativity:
How do we define creativity?
Class Exercise ( your definition of creativity)
Handout: Creative Thinking
Who says it’s creative?
Different definitions of creativity and how these relate in an historical context
Investigation of different periods of creativity
People and Creativity
How individuals and collaborative groups have demonstrated creativity
Visual diary check
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.
Cultural influences on creativity
Does creativity translate across cultures?
Explore creativity through a visit to an Art Gallery, exhibition, presentation etc. Includes a worksheet that must be completed and inserted in diary (this will be checked in diary check week 6) and used for discussion in week 7.
Impact of Creativity on life and work
A look at how creativity (or an absence of) affects the ways that people live and work
Discussion on excursion
Visual diary check
7 (Easter break 28/3 - 3/4 inclusive)
The impact of creativity on selling
How persuasive is a creative idea?
The role of creativity in advertising.
The Creative Process (Methodology)
Includes Case Studies of how the creative process is applied to advertising
A toolkit of ways to come up with creative ideas
The Internet Show
How is creativity being used in the digital world?
Students to attend seminars at the Internet Show and complete handout
Look for creative people to possibly profile in Assessment 3.
What does or doesn’t work – and who’s to say?
Adding science to opinion.
Internet Show review and discussion
Design and its impact on creativity
A look at advertising design and layout and how this can improve or weaken create effectiveness
The future of creativity
What new creative processes are emerging in the field of advertising?
Using creativity in presentations
How to present
Adding a touch of creativity to bring presentations alive
Assessment 3: Creative Profile Presentations
Course review and overall feedback
Re-submissions if required
Graded Assessment Grading Final for students
Stduents should look at Advertising Trade publicaitons such as B&T, AdNews and Creative avaialbe in newsagents, library and online. ANd read blogs such as Mumbrella.
Websites and resources will provided in class and 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.
TASK 1 – THE HISTORY OF CREATIVITY
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….
Select a decade and then determine the impact of creativity on society within that decade.
Sources of creativity can be;
- political speeches
- news articles or transcripts
- clothing styles
- archaeological 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 600 word report of your findings on the impact of creativity on your chosen decade.
Provide examples of creativity and its impact on society in your chosen decade as a mood board or throughout your report.
Students are required to keep a journal of their participation in the learning and exploration activities prepared weekly as well as reflections on their own learning experiences.
Your journal entries will be reviewed by your teacher in week 3 and week 6 and satisfactory entries are required to pass this assessment. A satisfactory entry will show recording of key points, examples, critical thinking and reflection.
Visual Diary in class review week 3 and 6
Report and visual moodbaord (if not embedded in report) saved as word doc or pdf submitted via learning hub/blackboard in WEEK 7
TASK 2 – APPLYING CREATIVITY IN ADVERTISING
This task requires students to think about current use of creativity in an advertising context. Working in pairs, you are to find 3 print advertisements (2 effective and 1 non-effective) and identify how creativity has been used to make the effective ads work and how it has NOT been used and as a result, has made the non-effective ad, not work.
You are then required to improve the non-effective ad using your creative thinking skills. You will evaluate what is and is not working in your advert and re-create the ad so that you improve the communication and outcomes.
Your submission must include:
Copies of 2 good, effective print ads, 1 poor, ineffective print ad
A report that includes:
1. A What creative elements make the two good ads work?
1 B. What visual design components do the good ads use and how?
2 A. Why doesn’t the non-effective/bad ad work?
2 B. What is it lacking?
3 A What creative thinking will you use to improve your chosen ad
3 B. Using creative skills, create a new print ad to A4 size.
3 C. Write a 150 word rationale on how you have improved your ad using creativity and design components.
You will also need to discuss and explore your ideas in your visual diary (this will be reviewed in class with your teacher) .
Your solution needs to be saved as a word doc or pdf and uploaded to blackboard by week 13
Visual Diaries showing thinking and progress will be reviewed in Week 9 and 11
TASK 3: CREATIVE PROFILE
10 minute Group presentation Week 15
You are required to choose a successful creative person in the advertising industry to profile. They can be from any time and in any advertising field (Account service, production, creative, media etc)
You will work in a team of 3-5, and research the background, achievements and contributions the person has made to the advertising industry. You will need to consider their creative beliefs, approach and how they used creativity to forge a successful career and outcomes for advertising.
Good places to look for people are:
Award annuals (library)
Each group is to present their Creative Profile in a 5-10 minute presentation showing the person’s career achievements and contributions to advertising, their creative thinking style and work they produced.
Presentations will be in week 15.
• Ensure that you submit assessments on or before the due date. 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 is available at http://rmit.edu.au/browse;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 from the Student forms website.
• 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.
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