Course Title: Research and apply concepts and theories of creativity
Part B: Course Detail
Teaching Period: Term1 2016
Course Code: EMPL7079C
Course Title: Research and apply concepts and theories of creativity
School: 650T Vocational Business Education
Campus: City Campus
Program: C6146 - 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
Felicity Burns
Email: felicity.burns@rmit.edu.au
Nominal Hours: 65
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 describes the skills and knowledge required to undertake in-depth and broad research into different concepts and theories of creativity, and to apply those to a particular field of endeavour.
It applies to individuals who use sophisticated research and critical analysis skills in the exploration of creativity and its application to work and life practice. This research may be related to traditionally creative fields of practice, such as the arts, but may equally relate to broader fields of activity.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
BSBCRT601 Research and apply concepts and theories of creativity |
Element: |
1 Research concepts and theories of creativity |
Performance Criteria: |
1.1 Use a range of research techniques to source information about creativity |
Element: |
2 Apply theories of creativity to practice |
Performance Criteria: |
2.1 Evaluate the relevance and application of different theories and practices of creativity based on analysis of own work and life experience |
Element: |
3 Develop, articulate and debate own perspectives theories and practices of creativity |
Performance Criteria: |
3.1 Take a critical approach to different theories and reflect on own ideas and responses |
Learning Outcomes
This course is structured to provide students with the optimum learning experience in order to demonstrate the skills and knowledge required to undertake in-depth and broad research into different concepts and theories of creativity, and to apply those to a particular field of endeavour.
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.
Teaching Schedule
This course is delivered and assessed in conjunction with RMIT course code BSBCRT501 (BUSM7939C) Originate & Develop Concepts
Week |
Week Commencing |
Topic |
Assessment / Comment |
1 |
8/2/16 |
Introduction/induction *Outline for all Assessment Tasks |
|
2 |
15/2/16 |
Creative research / evaluating creative concepts *Overview Assessment 1 |
Recommended readings |
3 |
22/2/16 |
Consumer insight |
Recommended readings |
4 |
29/2/16 |
Creative strategy
*Overview of Assessment 2 - Creative Portfolio |
Recommended readings |
5 |
7/3/16 |
Creative brief |
|
6 |
14/3/16 |
Advertising from the creative perspective |
|
7 |
21/3/16 |
Creative thinking Brainstorming Collaboration (See feedback and respond, working in groups) |
Workshop 1 Produce rough concepts Select final concepts |
|
25th March - 1st April |
Mid-semester break |
|
8 |
4/4/16 |
Concept development Draw thumbnail sketches / storyboard in pen |
Workshop 2
Assessment 1 Due |
9 |
11/4/16 |
Concept presentation and refinement Draw presentation layouts in pen and Copic markers |
Workshop 3
|
10 |
18/4/16 |
Creative style inspiration Create an inspiration / mood board *Feedback on Assessment 1. Overview of Assessment 3 |
|
11 |
25/4/16 |
Develop copy appropriate to the message, audience and selected media Write copy / scenarios / scripts |
Workshop 4: Write advertising copy to communicate the message to the intended audience
|
12 |
2/5/16 |
Art direction and design Create a mood board / art directors storyboard Test and evaluate concepts against appropriate measures Research legal, social, ethical and environmental issues that may affect outcomes |
Workshop 5: Communicate the look and feel of the intended advertisement and or consumer’s experience
Assessment 2 Due - Creative Portfolio |
13 |
9/5/16 |
Strategies for presenting creative work Devise a presentation strategy, plan and rehearse presentation Finalise work for client presentation
|
|
14 |
16/5/16 |
Presentations |
Presentation due for peer review and assessment
Assessment 3 Due |
15 |
23/5/16 |
Feedback from Assessment 2 |
|
16 |
30/5/16 |
Course and 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.
Learning Resources
Prescribed Texts
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: |
References
Other Resources
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
Assessment Methods
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.
Performance Evidence
You must provide evidence of the ability to:
- conduct at least one research project into past, current and emerging theories of creativity
- develop and discuss substantiated positions on creativity and its application in response to own analysis and research.
Knowledge Evidence
To complete the unit requirements safely and effectively, you must:
- explain different theories and concepts of creativity, including different historical perspectives and current and emerging thinking
- explain how different theories and thinking on creativity can be applied in different social and work contexts.
- outline potential and actual benefits of creativity for individuals, businesses and communities.
Feedback
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 Tasks
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. All tasks must successfully be completed to be deemed competent in this unit.
Assessment Task 1: Comparison Report (Past, Present and Future Advertising Campaigns) (25%), 1500 words
Overview:
You are to research and evaluate the past, present and future advertising of a chosen product and provide a comparison report. Evaluations need to be justified by critically analysing and comparing effective and ineffective advertising approaches.
Activity:
• Explore, examine and identify needs and opportunities informing current advertising development of a specific product (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.
• Consider advertising trends and reflect on changes in advertising using appropriate terminology
Assessment requirements:
Prepare a written report and support your findings with images of past and present advertising (images to be included in the Appendix). Reports are to be electronically submitted via Blackboard. The format can be presented in either a Word or PDF file.
Assessment Task 2: Creative Portfolio and Verbal Presentation (Small group 2-3) (weighting 50%)
Overview & Assessment Requirements:
Part A - Creative Portfolio
Through a series of workshops (5 x one day), you will use teamwork skills to plan, create and produce visual and written advertising content for a selected product. This process includes: sketches, layouts, typography, mood boards, copy, scripts and scenarios. Each group is to develop 3 x new creative concepts for an advertising campaign. Each member of your group is to upload an individual PDF portfolio of your group’s creative concepts to Blackboard.
Part B - Verbal Presentation
Upon completion of the creative portfolio, teams are to present their new concepts to the class for peer feedback and implement any proposed changes for Assessment 3.
The presentations need to be supported with accompanying slides of the 3 x new concepts developed in the portfolio stage. All students within your group are to upload their slides to Blackboard after presenting. Please include all team members’ names on the first slide.
Assessment Task 3: Rationale of Concept (Individual), (weighting 25%), 1000 Words
Overview:
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, organisational feasibility to the client as part of the pitch process.
Task:
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:
• Summarise and explain your choice using clear, concise language and appropriate terminology
• Justify and defend your choice using valid sources of information
Assessment Requirements:
From the 3x concepts created in Assessment 2, students are required to select the best ONE and provide a clear rationale of their decision. Submit rationale electronically via Blackboard. Documents can be in either Word or PDF format with supporting images of the chosen concept.
More detailed assessment sheets for each assessment task will be disseminated throughout course delivery.
Submission Requirements:
Format:
Work is to be saved in a Word doc or .pdf and uploaded to the assessment tab in your course blackboard shell by the required date. Work sent by email will not be marked. Work submitted after the deadline and without the Cover Sheet form from Blackboard 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 Assessment Folder in your Blackboard course shell.
Resubmissions:
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 and performance criteria plus critical aspects of evidence can be found in the Learning and Assessment Tool available from your course teacher.
Assessment Matrix
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