| Course Name | Creative Thinking |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| MCPR 571 | Fall/Spring | 3 | 0 | 3 | 7.5 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Service Course | |||||
| Course Level | - | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | This course is designed to explore the nature of creativity, creative thinking and creative problem solving. Students will investigate how creativity, creative thinking, creative problem solving, and visual communication influence our world, especially integrated marketing communication. Creativity theorists, famous artists, copy writers and art directors from around the world will be explored to see how the influence and principles of creative thinking and creative problem solving can be used as a way of self expression. Students will also learn various tools and techniques to develop more flexible thinking and powerful and effective marketing communication messages. The history of advertising, communication objectives and creative strategies, idea development and creative concepts, and current events will be explored. Additionally, the course will familiarize students with the nature of creativity, both as an inherent human activity and as a practiced activity. The course will emphasize the personality and creative processes of creative individuals, social relationships and networks surrounding creative work; gate keeping; the diffusion of innovation; and the nature of creative organizations, creative cities, and creative eras. The course provides students a thorough grounding in creative advertising history, industry practices, strategies and concept development. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | Students will seek to integrate critical understanding with experiential knowledge to gain a deep understanding of the material and a more intimate understanding of themselves. This course is designed for students to become a better creative, strategic and critical thinker, learn some of the basic principals and theories of creativity, creative problem solving, and how to apply them, so that they can create effective communication. The focus of the class will be thinking and discussing. Analytical systems to critiquing the meaning and effectiveness of persuasive devices in advertising creative content, creative tools, techniques and methods will be introduced and discussed in class. |
| Related Sustainable Development Goals | |
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| Core Courses | |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Introduction of the course and course schedule | |
| 2 | Discussion on creativity | |
| 3 | The Context of Creativity | Csikszentmihalyi, Mihaly (1996). Creativity: Flow and the Psychology of Discovery and Invention. New York: Harper Perennial. Chapter 6 |
| 4 | Domains of Creativity | Csikszentmihalyi, Mihaly (1996). Creativity: Flow and the Psychology of Discovery and Invention. New York: Harper Perennial. Chapters 10-12 |
| 5 | Sources of Creative Inspiration | Boorstin, Daniel (1992). The Creators. Chapter 45, “Divine Michelangelo” – pp 407-419. New York: Random House. Gardner, H, Chapter 5, “Pablo Picasso: Prodigiousness and Beyond” Perkins, David. Selection from The Minds Best Work, Chapter 2, pp 41-73 |
| 6 | Creative Personality and Psychology | Csikszentmihalyi, Mihaly (1996), Chapter 3, “The Creative Personality” in Creativity: Flow The Psychology of Discovery and Invention. Gardner, H. Chapter 4, “Albert Einstein: The Perennial Child” “How to think like DaVinci” by Michael J. Gelb |
| 7 | Innovative Milieus: Culture, History, and Creativity | Guest Speaker Gardner, H. “Epilogue: The Modern Era and Beyond” pg 391-405 in Creating Minds Hall, Peter. Cities in Civilization. (selections) Simonton, DK. |
| 8 | Cognition and Creativity | Sternberg, Robert J., Editor (1999). Handbook of Creativity. New York: Cambridge University Press.Chapters 10-15 |
| 9 | Development and Creativity | Csikszentmihalyi, Mihaly (1996). Creativity: Flow and the Psychology of Discovery and Invention. New York: Harper Perennial. Chapters 7-9 Sternberg, Robert J., Editor (1999). Handbook of Creativity. New York: Cambridge University Press. Chapters 9, 21 |
| 10 | Creativity in the IMC Environment | The Artist’s Way: A Spiritual Path to Higher Creativity, Chapter 1 |
| 11 | Creative Problem Solving | Min Basadur, “Optimal Ideation-Evaluation Ratios”, Creativity Research Journal, Vol. 8, No. 1, pp.63–75, 1995 Mark A. Runco and Ivone Chand, “Cognition and Creativity”, Educational Psychology Review, 7, 243–267, 1995 Donald J. Treffinger, “Creative Problem Solving: Overview and Educational Implications”, Educational Psychology Review, 7(3), 301–312, 1995 |
| 12 | Creative Problem Solving | Min Basadur, “Optimal Ideation-Evaluation Ratios”, Creativity Research Journal, Vol. 8, No. 1, pp.63–75, 1995 Mark A. Runco and Ivone Chand, “Cognition and Creativity”, Educational Psychology Review, 7, 243–267, 1995 Donald J. Treffinger, “Creative Problem Solving: Overview and Educational Implications”, Educational Psychology Review, 7(3), 301–312, 1995 |
| 13 | (Critically) Evaluating IMC Campaigns | Guest Speaker - Creative Director in Advertising |
| 14 | Presentations | |
| 15 | Presentations | |
| 16 | Review of the semester |
| Course Notes/Textbooks | ||
| Suggested Readings/Materials |
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| Semester Activities | Number | Weigthing |
| Participation | 1 | 15 |
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | 1 | 15 |
| Presentation / Jury | 1 | 10 |
| Project | 1 | 35 |
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 25 |
| Final Exam | ||
| Total |
| Weighting of Semester Activities on the Final Grade | ||
| Weighting of End-of-Semester Activities on the Final Grade | ||
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 16 | 6 | 96 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | 1 | 20 | |
| Presentation / Jury | 1 | 5 | |
| Project | 1 | 30 | |
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 25 | |
| Final Exams | |||
| Total | 224 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
