unit title personal development level four total learning...

UNIT TITLE Personal Development Unit Code EADV4001 Location Epsom Level Four Duration (number of weeks) 12 weeks Credit Value 30 Total Learning Hours for Unit 300 Date of approval of this version

Course(s) to which this unit contributes BA (Hons) Advertising

CONTENT

With creativity you prosper.

"Curiosity about life in all of its aspects, I think, is still the secret of great creative people." (Burnett, 1995, p.26)

The ability to develop concepts is integral to advertising practice. This is an introduction to a variety of creative thinking models that will afford you the opportunity to explore and employ divergent and convergent thinking. The unit will be delivered through three briefs that will specify the problem/s to be explored through researching creative thinking models, as well as research into art direction, copywriting, digital media and creative direction you will explore and promote a product, service or event of your choosing. Through this unit you will be introduced to appropriate practical and technical skills through workshops related to your briefs, art direction, copywriting supported by mac skills. Burnett, L (1995) 100 LEO’s Chicago, Leo Burnett Co

AIMS The aims of this unit are: A1 To familiarise yourself with Creative Thinking Models and interrogative tools for research; A2 To develop both divergent and convergent thinking and become self-reflective and be

adaptable, creative and self-reflexive in producing output for a variety of audiences and in a variety of media forms

A3 To work in a strategically flexible, creative and independent way, showing self-discipline,

self-direction and reflexivity.

LEARNING OUTCOMES On satisfactory completion of the unit you will be able to:

LO1 Examine and develop an understanding of creative thinking models and interrogative tools for research within the context of advertising;

LO2 Be adaptable, creative and self-reflexive when applying convergent or/and divergent

Thinking; LO3 Explore, experiment and develop skills in art direction and copywriting within the context of

advertising. INDICATIVE TEACHING & LEARNING METHODS No. of hours of scheduled activity1 127 No. of hours of independent activity 173 No. of hours of placement activity 0

Lectures, seminars, group tutorials, supervised time in the studio, supported with workshops where appropriate.

You will be expected to:

• Use creative thinking models; • Investigate the creative mind; • Explore the use of storytelling as method for creating concepts and ideas; • Explore how to generate ideas from concepts; • Generate advertisements from ideas; • Attend workshops in Indesign and Photoshop; • Attend workshops in art direction including type, typography and visualising; • Attend workshops in copywriting. • Attend workshops in digital media

ASSESSMENT REQUIREMENTS Table A1- Assessment Components

Assessment Component

List all separate components

Weighting (%)

Typical Indicative Assessment tasks

Where the component

comprises more than one

assessment task

Assessment Type For each component

double click in the box to see options. The options equate to the assessment types in table A2

Word Count Approx word count where applicable

Portfolio 100% A project proposal, written by the student with reference to the brief; A narrative

Portfolio *500 words

1 This data is required for CMA/published information purposes. Further guidance about classification of ‘scheduled’ activity can be found in the Unit Descriptor Guidance Notes in Annex 5 of the QAH

outlining evidence based decision making process work, workbooks/blog etc; Outcome/s as appropriate to unit; including practical and technical skills. Evaluation*, this could be written or verbal.

Table A2 – Categories for Assessment

Assessment Type % of assessment Category

Written exam Written

Set exercise (under exam conditions but not testing practical skills)

Written

Written assignment, including essay Coursework

Report Coursework

Dissertation Coursework

Portfolio 100% Coursework

Project output (other than dissertation) Coursework

Set exercise (not under exam conditions, e.g. critiques)

Coursework

Oral assessment and presentation Practical

Practical skills assessment (including production of an artefact)

Practical

Set exercise testing practical skills Practical Table A3 – Summary Table A2 data Assessment Category Total % for Unit Written Coursework 100% Practical Table A4 – Assessment Criteria CRITERION There should be at least one criteria against each learning outcome for the unit

MAPS TO LEARNING OUTCOME

Knowledge of a variety of creative thinking models that can be deployed for the development of advertising concepts and ideas.

LO1

Understanding the benefits of creative models through analytical and reflective consideration.

LO2

Application of creative thinking models to LO3

conceive ‘creative’ outcomes in response to the brief. READING LISTS2 Essential De Bono E. 2007. How to Have Creative Ideas: 62 Exercises to Develop the Mind. Ebury Press, London Baines, P. & Haslam, A. 2005. Type & Typography (2nd ed.). Watson-Guptill, New York Barfoot, C. Mahon, N. and Burtenshaw, K. 2011. The Fundamentals of Creative Advertising (2nd ed.). AVA Publishing, London Hawkins, B. 1999. How to Generate Great Ideas: Brainstorming and Creativity for Business Success. Kogan Page, London Recommended Buzan, T. (2010) Use Your Head. Harlow, Pearson. De Bono, E. (1990) Lateral Thinking: a Textbook of Creativity. Harmondsworth, Penguin. De Bono, E. (1973) Po: Beyond Yes and No. Harmondsworth, Penguin. Edwards, B. (2008) The New Drawing on the Right Side of the Brain. London, Harper Collins. Gibson, T. (1996) The Power in Our Hands. London, Jon Carpenter Publishing. Stokes, P. (2006) Creativity from Constraints: the Psychology of Breakthrough. New York, Springer Publishing. Ingledew, J. (2011) The A-Z of visual ideas : how to solve any creative brief. London : Laurence King. Journals/ Web Links (to support research activity) See notes on first unit journals list. Baseline, Kent, Bradbourne Publishing

Blueprint, Chelmsford, Essex, Whittington Publishing Ltd

British Design and Art Direction (1982 to present)

Campaign, London, Haymarket Publications

Creative Review, London, Jess MacDermot

2 Reading Lists should be in accordance with the Reading Lists policy as issued by Library & Student Services. This policy also forms part of Annex 5 of the Quality Assurance Handbook.

UNIT TITLE Visual Communications: Context and Theory Unit Code EADV4002 Location Epsom Level 4 Duration (number of weeks) 24 weeks Credit Value 30 Total Learning Hours for Unit 300 Date of approval of this version

Course(s) to which this unit contributes BA (Hons) Advertising

CONTENT This unit is based on a series of illustrated lectures that introduce a number of key historical and contemporary contextual frameworks for visual culture and communication practices, encouraging you to begin to identify changing relationships between visual culture, communication and wider social and cultural concerns. With a focus on specific themes, movements and practices, the lectures will incorporate a range of visuals, theoretical texts and critical tools that will emphasise the importance of contextual research towards an understanding, analysis and evaluation of specific examples of visual communcation. Key to such understanding is an appreciation of changing attitudes towards, and relationships between, issues of production, mediation and consumption. These will be explored through discussions of themes such as modernity, mass media and ideology in a chronological framework from the mid-nineteenth century to the early twenty first century. The concept of design discourse, as a means of understanding the social, cultural and political dimensions of visual communication practices, will be emphasized throughout the unit. Students will be introduced to research methods and study skills relating to written communication, visual analysis and critical analysis, to encourage the development of positional argument based on contextual frameworks and critical enquiry. Content includes, but is not limited to: Technologies and changing audiences National and International Aesthetics Meaning and Interpretation Negotiating word and image Linear and Non-Linear narratives Visual and Non-Visual languages Changing means of communication: global and local Visual Dissent: subcultures and counter cultures Diversity of practice: virtual and non-virtual environments • Primary and Secondary Research Methods • Written Communication: Structuring Analysis and Evaluation AIMS The aims of this unit are: A1 To introduce theory and context as means by which to undertstand the historical, social,

cultural, political, and economic frameworks that inform creative design practices.

A2 To explore contextual, theoretical, and critical models of analysis as a means to position and evaluate specific design practices within frameworks of production, mediation and consumption.

A3 To develop the skills for research and written communication towards the provision of

structured argument and critical evaluation. LEARNING OUTCOMES On satisfactory completion of the unit you will be able to: LO1 Demonstrate your knowledge of a range of contextual and critical frameworks related to the

study of visual culture. LO2 Demonstrate your understanding of the importance of critical and contextual research

towards anaysis and evaluation in relation to creative practice. LO3 Demonstrate ability to apply a range of research-related skills towards written argument

presented according to academic conventions. INDICATIVE TEACHING & LEARNING METHODS No. of hours of scheduled activity3 50

No. of hours of independent activity 250

No. of hours of placement activity 0

This will comprise:

Activities drawn from Lectures, tutorials, seminars and independent study





Weighting (%)


Where the component

comprises more than one assessment

task


double click in the box to see options.

The options equate to the assessment types

in table A2


Essay 50 Written Assignment (eg essay)

1500-2000

Essay 50 Written Assignment (eg essay)

2000


Assessment Type % of

assessment Category



Written

Written assignment, including essay 100 Coursework

Report Coursework


Portfolio Coursework


Set exercise (not under exam conditions, e.g. critiques) Coursework



Practical

Set exercise testing practical skills Practical

Table A3 – Summary Table A2 data Assessment Category Total % for Unit Written Coursework 100 Practical Table A4 – Assessment Criteria

CRITERION There should be at least one criteria against each learning outcome for the unit


Knowledge of a range of contextual, theoretical and critical constructs within Visual Culture.

LO1

Interpretation, reflection, analysis and evaluation LO2

Demonstration of research and presentation skills in pursuit of structured argument according to academic conventions

LO3

READING LISTS4 Essential Barthes, Roland. (2009). Mythologies. London: Vintage Hall, Stuart, (2013), Representation (2nd ed.) London : Sage – newer edition Also? Stuart Hall : Representation & the media [online documentary]. (1997) Available at : https://ucreative.kanopystreaming.com/video/stuart-hall-representation-media (documentary in which Stuart Hall explains his ideas about representation) Mirzoeff, Nicholas (ed.) (2012), The Visual Culture Reader. (3rd ed.) London : Routledge – newer edition Ian Noble and R. Bestley, (2016) Visual Research: An Introduction to Research Methodologies in Graphic Design (3rd ed.) London : Bloomsbury – newer edition Wilk, Christopher. (2008). Modernism: Designing a New World London: V&A Publications Recommended Adamson, Glenn & Pavitt, Jane. (2011). Postmodernism: Style and Subversion 1970-1990 London: V&A Publications Barbican Art Gallery. (2012). Bauhaus: Art as Life London: Koenig Books Bernard, Malcolm, (2005), Graphic Design as Communication: Routledge Crowley. D and Pavitt. J. (2008) Cold War Modern: Design 1945-1970: V&A Publications Flood, Catherine and Grindon, Gavin. (2014) Disobedient Objects: V&A Publications Gelder, Ken. & Thornton, Sarah. (Eds.) (1997), The Subcultures Reader: Routledge Greenhalgh, Paul. (1990) Modernism in Design: Reakton Hebdige, Dick. (1979), Subculture: the meaning of style: Routledge Heller, Steven, (2002), Looking Closer Four: Critical Writing on Design: Allworth Press 4 Reading Lists should be in accordance with the Reading Lists policy as issued by Library & Student Services. This policy also forms part of Annex 5 of the Quality Assurance Handbook.

https://ucreative.kanopystreaming.com/video/stuart-hall-representation-media

https://ucreative.kanopystreaming.com/video/stuart-hall-representation-media

Highmore, Ben. (Ed). (2009). The Design Culture Reader. London: Routledge Jobling, Paul. and Crowley, David. (1996), Graphic Design: Reproduction and Representation since 1800: Manchester University Press Kirkby, Alan. (2009), Digimodernism: how new technologies dismantle the postmodern and reconfigure our culture: (Bloomsbury) Smith, Ben. Moriarty, Sandra. Barbatsis, Gretchen. Kenney, Keith. Eds, Second Edition, (2011). Handbook of Visual Communication Research: Theory, Methods and Media. (Routledge) Sparke, Penny. (2010). The Genius of Design London: Quadrille Publishing

UNIT TITLE Art Direction Unit Code EADV4003 Location Epsom Level Four Duration (number of weeks) 8 weeks Credit Value 20 Total Learning Hours for Unit 200 Date of approval of this version Course(s) to which this unit contributes BA (Hons) Advertising CONTENT


"You now have to decide what 'image' you want for your brand. Image means personality. Products, like people, have personalities, and they can make or break them in the market place." (Ogilvy, 1985, p.14) This unit will introduce you to Art Direction, whilst exploring the creative and practical processes involved in creating a successful advertising campaign. The unit will provide you with a variety of creative thinking tools that will enable you to learn techniques of ‘interrogation’ and how to ask ‘creative questions’. You will create lifestyle and concept boards that act as creative stimulants for new products, events and/ or services and identify target groups. You will be introduced to creative tools including visual storytelling. This will provide you with ‘unique’ problems to solve – constructing your learning. It will lead you to explore creatively how products/brands are built and developed using characterization, personality and tone of voice, all of which will be drawn from your ‘stimulants’. Through this unit you will be introduced to appropriate practical and technical skills through workshops related to your briefs, including type and typography.

Ogilvy, D. (1985) Ogilvy on Advertising, New York: Vintage Books

AIMS The aims of this unit are: A1 To enable you to develop an understanding of the stages involved in Art Direction and the

creative process, the skills relevant to creative thinking and problem solving and to experiment with a variety of visualising techniques/processes;

A2 To enable you to apply the advertising design process to create communication

appropriate to the viewer/listener; A3 To acquire a basic understanding of type and typography.

LEARNING OUTCOMES On satisfactory completion of the unit you will be able to: LO1 Experiment with and evaluate creative processes, creative thinking and problem solving

skills. LO2 Explore, evaluate Art Direction and draw upon narrative processes, generic forms and

modes of representation to create communication appropriate to the viewer/listener. LO3 Through examination and experimentation become familiar with a number of creative

and practical skills including type and typography, media forms and structures, audiences and specific communication registers

INDICATIVE TEACHING & LEARNING METHODS No. of hours of scheduled activity5

85 No. of hours of independent activity

115 No. of hours of placement activity 0

This will comprise:



• Explore the benefits of ‘lifestyle’ and ‘product’ boards as stimulants for creative ideas; • Explore, creatively, how products/brands are built and developed using characterization,

personality and visual tone of voice; • Explore the creative process (developing a strategy, concepts and ideas to communicate); • Attend workshops in ‘visualising’ techniques; • Attend workshops in type and typography; • InDesign – type, typography and layout





Weighting (%)

Typical Indicative

Assessment tasks

Where the component









Written


Report Coursework





Coursework



Practical

Set exercise testing practical skills Practical Table A3 – Summary Table A2 data Assessment Category Total % for Unit Written Coursework 100% Practical Table A4 – Assessment Criteria

assessment task Portfolio 100% A project brief,

written by the student in reference to the brief; Lifestyle and product boards. Narratives illustrating creative thinking and one’s decision making process. Workbooks/blog etc; Outcome/s as appropriate to unit; including practical and technical skills. Evaluation*, this could be written or verbal.


CRITERION There should be at least one criteria against each learning outcome for the unit


Knowledge of how to research to find stimuli that will provoke creativity through fostering new connections within an advertising context.

LO1

Understanding through investigation, analysis, evaluation and reflection of creative practice within an advertising practice.

LO2

Application of a variety of creative processes attained through research appropriate to meeting the outcomes of the brief.

LO3

READING LISTS6

Essential

Barry, P. 2016. The advertising concept book: think now, design later: a complete guide to creative ideas, strategies and campaigns. (3rd ed.), Thames & Hudson, London

Williams, R. and Newton, J. 2007. Visual Communication: Integrating Media, Art and Science, Lawrence Erlbaum, London Pricken, M. 2008. Creative Advertising: Ideas and Techniques from the World’s Best Campaigns. Thames & Hudson, London

Griffin, W. and Morrison, D. 2010. The Creative Process Illustrated: How Advertising’s Big Ideas Are Born. How Books. Cincinati, Ohio Recommended Burtenshaw, K. et al. (2011) The fundamentals of creative advertising (2nd ed.) Lausanne : AVA. Dyer, G. (1992) Advertising as Communication. (2nd ed.) London, Routledge. Farbey, A. (2002) How to Produce Successful Advertising: a Guide to Strategy, Planning and Targeting. (3rd ed.) London, Kogan Page. Tanaka, K. (1999) Advertising Language: a Pragmatic Approach to Advertisements in Britain and Japan. London, Routledge. Tellis, G. (2004) Effective Advertising. London, Sage. Zyman, S. (2ed 2004) The End of Advertising as We Know It. New York, John Wiley and Sons. Journals/ Web Links (to support research activity) 6 Reading Lists should be in accordance with the Reading Lists policy as issued by Library & Student Services. This policy also forms part of Annex 5 of the Quality Assurance Handbook.

Baseline, Kent, Bradbourne Publishing


British Design and Art Direction (1982 to present) (Since 1999 it’s been called D&AD (Design & Art

Direction).



UNIT TITLE COPYWRITING Unit Code EADV4004 Location Epsom Level Four Duration (number of weeks) 8 weeks Credit Value 20 Total Learning Hours for Unit 200 Date of approval of this version Course(s) to which this unit contributes BA (Hons) Advertising

CONTENT


“If you believe that facts persuade (as I do), you’d better learn how to write a list so that it doesn’t read as a list.” (Abbott p11) That 26 simple characters, arranged in the right order, can describe and even determine the totality of the human experience, past present and future is a miracle – a miracle that puts the power of language beyond any doubt. In this unit you will explore copywriting, the vernacular of your audience, long and short copy and its relationship with media. You will also explore the ‘endline’ through creating a proposition/promise within the context of advertising. D&AD (2011) The Copy Book TASCHEN China

AIMS The aims of this unit are: A1 To afford you the opportunity to explore the importance of copywriting when targeting a

particular receiver/consumer; A2 To explore the relationship between medium and visual, verbal and written language to

deliver a ‘communication objective’; A3 To explore the impact of medium as the message whilst developing an understanding of a

fully ‘integrated campaign’ LEARNING OUTCOMES On satisfactory completion of the unit you will be able to: LO1 Experiment and evaluate as appropriate, with forms, conventions, languages, techniques and

practices and demonstrate knowledge of the underlying concepts and principles within the context of advertising:

LO2 Through examination, develop an understanding of verbal, and written language within the

context of ‘communication objectives’ in advertising and conceptual frameworks appropriate to your research .

LO3 Through exploration produce fully integrated campaigns highlighting the impact of your

copywriting skills based upon secure research strategies and present findings, whilst demonstrating practical and technical skills and demonstrate knowledge of the underlying concepts and principles within the context of copywriting

INDICATIVE TEACHING & LEARNING METHODS No. of hours of scheduled activity7

85 No. of hours of independent activity

115 No. of hours of placement activity 0



• Develop skills in selecting appropriate vernacular, required of advertising; • Research advertising campaign structure media and medium (for cinema, television, radio,

internet, press, poster, ambient, direct mail/direct response etc); • Explore the potential of and potential impact of past, emerging and new technologies in

advertising; • Create integrated campaigns directed specifically to a target group exploiting the

appropriate mediums; • Attend workshops in interrogation to identify unique/emotional connections between

‘brand’ and target group; • Attend workshops on scriptwriting and formatting.





Weighting (%)


Where the component


assessment task




Portfolio 100% A project brief, written by the student with reference to the brief;

A Narrative that explores media and medium and its appropriateness based on informed decision making processes, leading to outcomes regarding target market – storyboard/ad campaigns and evaluation*



Assessment Type % of

assessment Category



Written


Report Coursework




Set exercise (not under exam conditions, e.g. critiques) Coursework



Practical



Knowledge of how media forms can influence concepts and genre within an advertising context.

LO1

Understanding how media is deployed appropriate to the advertising message and the intended receiver.

LO2

Application of technical and professional skills to produce concepts supported by ideas that articulate the intended message in response to the briefs.

LO3

READING LISTS8 Essential

Applegate, E. 2004. Strategic Copywriting: How to Create Effective Advertising. Lanham, Rowman & Littlefield Bowdery, R. , 2008. Copywriting: the Creative Process of Writing Text for Advertisements or Publicity Material. AVA Publishing , London Giovagnoli, M, 2011. Transmedia Storytelling. Beactive Books McKee, R. 1999. Story. Methuen, London Sugarman, J. 2006. The Adweek Copywirting Handbook, The Ultimate guide to Writing Powerful Advertising and Marketing Copy from One of America’s Top Copywriters . John Wiley & Sons Inc , USA Recommended

Journals/ Web Links (to support research activity) See notes on previous unit journals list. Ads International, Saffron Waldon, Essex, Market Link Publishing

Baseline, Kent, Bradbourne Publishing


British Design and Art Direction (1982 to present)



Wharton, Chris. (2013). Advertising as Culture, (Intellect)


UNIT TITLE Digital Media Unit Code EADV4005 Location Epsom Level 4 Duration (number of weeks) 8 weeks Credit Value 20 Credits Total Learning Hours for Unit 200 Date of approval of this version Course(s) to which this unit contributes BA (Hons) Advertising CONTENT


‘The web attacks traditional ways of doing things and elites, and this is very uncomfortable for traditional businesses to deal with.’ – Sir Martin Sorrell, ceo, WPP Group This unit will introduce the role of digital media in advertising. Digital channels and platforms have created a seismic shift in the way that brands advertise, but that is not without its challenges. The proliferation of online media has changed customer interaction with brands. It gives almost instant reach to a global audience and two-way channels in which to communicate brand stories. Digital is also a rapidly changing medium in which brands are often playing catch-up to their audiences. Has this resulted in the loss of creativity in digital advertising? In this unit you will understand the role of digital media in advertising, explore the different channels and platforms available to brands. Looking at the web, social and mobile media you will consider the creative challenges they present to advertising. Taking the creative tools that you have learned across the course, you will apply techniques such as visual storytelling to digital brand advertising channels. Your creative problem solving in this unit will focus on: designing and writing for web; social media engagement and sharing; and mobile user experiences and app development. AIMS

The aims of this unit are: A1 To enable you to develop an understanding of the key digital channels and platforms and

their role in brand advertising; A2 To understand the creative challenges to create scale in a rapidly changing media landscape; A3 To apply creative advertising techniques to digital media. LEARNING OUTCOMES On satisfactory completion of the unit you will be able to: LO1 Explore and evaluate the range of digital media channels to understand their role in a brand

advertising context; LO2 Explore and evaluate the importance of reach and audiences to brands in digital channels;

LO3 Through experimentation and examination, apply creative tools to digital brand advertising. INDICATIVE TEACHING & LEARNING METHODS No. of hours of scheduled activity9 85 No. of hours of independent activity 115 No. of hours of placement activity 0 This will comprise: Lectures, seminars, group tutorials, supervised time in the studio, supported with workshops where appropriate. You will be expected to: • Explore the digital media to gain first hand experience of the relevant platforms; • Explore, creatively, how products/brands have successfully used digital media as an

advertising platform; • Explore the creative process in digital, by developing and testing relevant tools and assets; • Attend workshops in creative digital strategy; • Attend workshops in user experience; • Attend workshops in brand content and creating virals; • Use tools such as Photoshop, Illustrator and Muse





Weighting (%)

Typical Indicative

Assessment tasks

Where the component


assessment task

Assessment Type For each

component double click in the box to

see options. The options equate to the assessment types in table A2


Portfolio 100% A project brief written by the student in reference to the brief; Narratives illustrating creative thinking and one’s decision making process. Workbooks/blog etc; Outcome/s as appropriate to unit; including practical and technical skills. Evaluation*, this could be written or verbal.






Written


Report Coursework





Coursework



Practical



Demonstrate knowledge of digital media by identifying and discussing the key platforms and channels in web, social and mobile media.

LO1

Critically reflect on the role of audiences in digital media and demonstrate an understanding of the role of specific digital channels to address specific brand challenges.

LO2

The application of creative techniques to digital brand advertising in the production of assets such as scamps, mock-ups and wireframes in a digital format.

LO3

READING LISTS10 Essential


Sharpe, B. 2010. How Brands Grow: What Marketers Don't Know. Oxford University Press, Oxford Ahmed, A. and Olander, S. 2012. Velocity: The Seven New Laws for a World Gone Digital. Ebury Digital, London Berger, J. 2014. Contagious: Why Things Catch On. Simon & Schuste, London Recommended Polkinghorne, V and Palmer A. 2016. How to Make Better Advertising and Advertising Better. Sell Sell! London

Pagel, M. 2013. Wired for Culture. Penguin Books, London

unit title personal development level four total learning...

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