Course Title: Originate and develop concepts

Part B: Course Detail

Teaching Period: Term2 2015

Course Code: EMPL9782C

Course Title: Originate and develop concepts

School: 320T Architecture & Design

Campus: Brunswick Campus

Program: C5316 - Diploma of Graphic Design

Course Contact : Al Briggs

Course Contact Phone: +61 3 9925 9152

Course Contact

Name and Contact Details of All Other Relevant Staff

Frances Tatarovic

9925 9438

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, however, this unit will be run in a clustered delivery with BSBDES403A Develop and extend design skills and practice.

Course Description

While undertaking this unit you will originate and develop concepts for products, programs, processes or services to an operational level. Concepts could be developed for any business or community activity or process such as marketing campaigns, staff development programs, information technology and communication systems.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

BSBCRT501A Originate and develop concepts


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


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


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


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

Learning Outcomes

On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.

Details of Learning Activities

In class activities will include:
• Lectures
• Design games and activities
• Peer teaching and class presentations
• Group discussion
• Online research
• Library research
• Independent project based work
• Teacher directed group activities/projects
• Class exercises to review discussions/lectures
• ‘Workshopping’ of student projects
• Analysis/critique of relevant reading material

Out of class activities will include:
• Independent research activity

Teaching Schedule



ContentPerformance criteria for


Performance criteria for BSBCRT501A
1Introduction and overview. Group creativity exercises. Review of sketchbook examples and discourse on sketchbooks. Create a journal/sketchbook. In class task - create a sketchbook using sustainable practice. 1.1, 2.4 



Ways of Thinking - Creativity, perfection and impermanence
Group creativity activities. Discourse on art practices, impermanence and engaging with process. Continue with creation of sketchbook. Begin to cut out images from magazines in preparation for collage activity.


1.1- 1.5, 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4


2.1 - 2.8 

Ways of Thinking - Brainstorming and Lateral Thinking

Discourse on Edward de Bono and techniques for creating concepts. 6 Thinking Hats discourse and group activity. Hannah Hoch, Kurt Schwitters, and the Dada collages. Begin collage tasks / delivery of formative task 1.

 1.1- 1.5, 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4


 2.1 - 2.8

Ways of Thinking - Impossible Things and Oblique Strategies Homework:

How do designers solve problems? Examine 4 approaches from 4 different creative fields. Brian Eno. David Bowie. Johnathan Barnbrook. Ideas on simplicity from John Maeda. Practice Oblique Strategies - idea response generation.

Work on and finalise collage tasks. Hand in today.

1.1- 1.5, 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4 2.1 - 2.8

Paper - Paper folding : basics

Deliver Formative task 2 - folio of constructed paper objects - Workshop on the basics - crane, chatterbox, Swiss cross, thaumotrope.


1.1- 1.5, 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4



 2.1 - 2.8

Paper - Paper folding : advanced techniques in paper folding for designers.  Formative task 2 due today


1.1- 1.5, 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4



2.1 - 2.8, 3.2, 3.4

Paper - Collage and Cut-ups

Introduction to Summative Assessment Task 1 (SA1) - As the Ox Ploughs folded booklet. Burroughs and the Beats. Brion Gysin and Flicker. Making the collage/constructing the surface design. Creating cut-up text and images.


1.1- 1.5, 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4


 2.1 - 2.8, 3.2, 3.4

Paper - Ox Plough Booklet

Summative Task 1 - conclusion and hand in folio of folded paper works and the Ox Plough book DUE today.


1.1- 1.5, 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4


  2.1 - 2.8, 3.2, 3.4

Ways of Thinking - Innovation

Student presentations on inventions / innovations (Pinterest holiday homework).
Communication games and creativity exercises.
Coffee shop problem.
Technological development - written exercise.
Explore technological development and changes.


1.1- 1.5, 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4


2.1 - 2.8, 3.1 - 3.2 

Ways of Thinking - Problem solving

Class activities about problem solving. Problem solving partner work - Think of a problem that many people experience and devise a range of possible solutions.



1.1- 1.5, 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4


2.1 - 2.8, 3.1 - 3.2  

Ways of Thinking - Problem solving

Student presentations (in pairs) of the problem and solution. Delivery of SA2 - Crowdfunding (design a paper-based product and implement a crowdfunding campaign).


 1.1- 1.5, 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4



 2.1 - 2.8, 3.1 - 3.2

Innovation and Crowdfunding

Paper competition.
Continue with assessment task - Crowdfunding.
Watch design film: Objectified.

 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4, 5.1 - 5.3


 2.1 - 2.8, 3.1 - 3.7, 4.1 - 4.3

Innovation and Crowdfunding

Informal student presentations and feedback for each other

 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4, 5.1 - 5.3


1.1 - 1.7, 2.1 - 2.8, 3.1 - 3.7, 4.1 - 4.3 

Innovation and Crowdfunding

Students to work on Crowdfunding assessment piece and action feedback from previous week.

 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4, 5.1 - 5.3


 1.1 - 1.7, 2.1 - 2.8, 3.1 - 3.7, 4.1 - 4.3

Final presentations of refined Crowdfunding idea. Feedback given.

 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4, 5.1 - 5.3


  1.1 - 1.7, 2.1 - 2.8, 3.1 - 3.7, 4.1 - 4.3
16DUE: Summative Task 2 at start of class.
Presentations, voting and posters displayed.


 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4, 5.1 - 5.3


2.1 - 2.8, 3.1 - 3.7, 4.1 - 4.3 



Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources.

Learning Resources

Prescribed Texts

None required


You are advised to look at the course myRMIT site for ongoing updated information.

Title: Cut-ups, cut-ins, cut-outs : the art of William S. Burroughs
Authors: William S. Burroughs; Gregory Corso; Colin Fallows; Synne Genzmer; Allen Ginsberg; C. A Howe; Barry Miles; Lee Ranaldo; Jon Savage

Title: The Book As A Physical Object
Author: Smith, Keith

Title: The Waste Land
Author: Eliot, TS.

Title: Drawing on the Right Side of the Brain.
Author: Edwards, Betty.

Title: The Artist’s Way.
Author: Cameron, Julia.

Title: Simplicity.
Author: de Bono, Edward.

Title: Six Thinking Hats.
Author: de Bono, Edward.

Title: How to be an Explorer of the World: Portable Life Museum.
Author: Smith, Keri.

Title: Objectified (DVD)

Other Resources

You will require materials and tools that are listed in the Graphic Design Kit and a personal hard drive to store digital work. You will require materials and tools such as a pair of scissors, cutting knife, glue stick, small paintbrush, ruler and bone folder - all from your Graphic Design kit. Bring a notebook/sketchbook to class for sketching and note taking during presentations.
RMIT will provide you with resources and tools for learning in this course through our online systems and access to specialised facilities and relevant software. You will also have access of the library resources.

Overview of Assessment

Assessment is on-going throughout the course. Assessment tasks will require you demonstrate the application of knowledge and skills through practical projects and/or written tasks. Assessment tasks in this course are:

  • Design Task 1 (50% of total grade)
  • Design Task 2 (50% of total grade)

Assessment Tasks

Tasks in this course are either formative or summative. Feedback throughout the course may be
written, verbal or a combination of both.

Formative tasks provide the basis for ongoing feedback and can be considered essential building
blocks for the more substantial summative assessment tasks and you should engage in all
formative tasks.

This course has two Summative Tasks, both of which must be completed. Each task has an
allocated percentage of the total grade. You are required to demonstrate all learning outcomes to
a satisfactory standard.

DUE WEEK 4 : Formative Task 1
Folio of collage tasks

DUE WEEK 6 : Formative Task 2
Folio of folded paper works

DUE WEEK 11 : Formative Task 2
Presentation about problems

DUE WEEK 8 : Summative Task 1.
As the Ox Ploughs folded booklet.
Weighting: 50%

DUE WEEK 16 : Summative Task 2.
Crowd-funding project.
Weighting: 50%

You will receive feedback with verbal and/or written evaluation of your progress within class time.
The submitted projects will be assessed with written feedback as well as a quality indicator that
relates to separate components of the project and the overall outcome.

Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency. These are available from the course contact person (stated above).

At the completion of the course, grading will be offered in addition to, and after, competency based assessment.

Grades which apply to courses delivered in accordance with competency-based assessment, but which also use graded assessment.

HD Competent with High Distinction
CDI Competent with Distinction
CC Competent with Credit
CAG Competency Achieved - Graded
NYC Not Yet Competent
DNS Did not submit

Other Information

The major learning experience involves studio based exercises, demonstration and production. It is strongly advised that you attend
all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to be successful in this course.

You will receive verbal and written feedback by teacher on your work. This feedback also includes suggestions on
how you can proceed to the next stage of developing your projects.

Student feedback at RMIT:
Pick the following link to access the Student feedback webpage

Student Progress
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential.
Pick the following link to access the Student progress policy webpage

Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of submitted work. This signed sheet acknowledges
that you are aware of the plagiarism implications.
Pick the following link for Cover sheet for submission of work

Special Consideration Policy, Late Submission & Extensions
All assessment tasks are required to be completed to a satisfactory level.
If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension.
Pick the following link for details on applying for Special consideration
Any student seeking an extension, should aim at doing so a minimum of 2 days before the deadline. Work submitted late and without an extension at any point will incur late penalties in accordance with university policy.
If you require an extension you must complete an extension form with evidence supporting your application and hand this to your instructor. Further links - Application for extension of time

On Time Submission and Impact of Late Submission
On time submission is an important factor in your assessment. Employability skills are embedded in all courses and these include Planning & Organising and Self-management. For this reason, late work impacts on your overall grade for each assessment task.
The following adjustments for late submission will be made: Grades will be reduced by 10% for each day (or part thereof), for the first two days. If submissions are three days or more late, the work will only be assessed as a pass or fail – it will not be graded. Submissions seven days or more late should still be handed in, however they will not be assessed and will be kept as a record only.

Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity.
Pick the following link for more information Academic Integrity

Course Overview: Access Course Overview