CONCEPT DESIGN STRATEGY & PRODUCTION STUDENTGUIDE. Course code JDE-STPRE.3V-13 Strategy & Production (ENG) Academic year Version 1.

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1 STUDENTGUIDE Course code JDE-STPRE.3V-13 Strategy & Production (ENG) Academic year Version 1.0 CONCEPT DESIGN Authors Rob van den Idsert Marvin Fernandes Hogeschool Utrecht, Utrecht 2014 STRATEGY & PRODUCTION.

2 Finding out what to say is the beginning of the communication process. How you say it makes people look and listen and believe. And if you are not successful at that you have wasted all the work and intelligence and skill that went into discovering what you should say. Bill Bernbach Hogeschool Utrecht 2/16

3 Table of contents 1 Introduction Concept Design Welcome to the specialisation Why Concept Design and why now? Set up of the course Strategy and Production Welcome to the course Structure of the course Learning goals Competencies What do you need for this course? Literature Week schedule Attendance and the role of meetings Meetings Assignments Grading Grading criteria, submission requirements and grading forms Resits Appeal Appendix A Assessment form Appendix B Competency Matrix Appendix C How to refer to sources Appendix D Hand-in & Ephorus.com Hogeschool Utrecht 3/16

4 1 Introduction Concept Design 1.1 Welcome to the course Welcome to Concept Design. In this student guide you can find information about the course, the tests and of course about the learning goals. If you have any questions after reading this student guide, please contact your lecturer. 1.2 Why Concept Design and why now? In year 1 and 2 you have learned how to create an AV-production, digital products, a magazine or other media. You probably noticed that before you can start with the production, you need to have a good idea. What do you want to communicate? What goal do you want to attain? Especially when you want to use several media to tell your story, an overall idea is very important. The creative industry works with concepts for (amongst other things) brands, products and services. A concept is an overall idea, a little hook, that you can use to link many different expressions. In this course you will learn how to come up with these basic ideas, how you can develop them into true concepts and how you can apply concepts in various media. For a career in the creative industry these are invaluable tools to have in your personal toolbox. 1.3 Set up of the course The specialisation Concept Design consists of six courses: 'Trends & Brands', 'Strategy & Production' en 'Concept & Creation', Project 1, Project 2 and Dream, Discover, Do (seminar). This specialisation prepares you for graduating in a concepting role with organisations in the creative filed. STRATEGY & PRODUCTION Strategy and Production is the part of Concept Design where we link the goals of an organization with the communication expressions we see every day. It is the part in the creative process, where briefings are translated into concepts that can be used for effective communication. Via cases, theory, exercises and self study you will learn what a concept is, which requirements it has to meet and how you can give direction to the creative expressions that are based upon it. You will also learn more about the creative industry and the most important preconditions, like budget and media planning. For the other courses you will find separate student guides on Sharepoint. Below please find basic information about the other two courses that are specific for this specialisation. TRENDS & BRANDS When organisations want to think of a concept they usually have a goal in their head. For example they want to sell more products or services, they want to achieve a better brand position in the market or they would like to launch a new product or service. The concept has to fit these goals, but also has to fit the (desired) perception of the stakeholders. To gain better insight in the world of the stakeholders and to understand that need for new concepts trend watching can be very useful. During this course you will learn the basics of trend watching as well as the basics of setting up a new brand. CONCEPT & CREATION Concept & Creation is the part of Concept Design where you can go beyond briefings and requirements. As a duo you will think of creative concepts. You will do research, think of concepts and translate these concepts visually. Of course you will also learn how to pitch these ideas. GENERAL SPECIALISATION COURSES The courses NDD (projects 1 and 2) and Dream Discover Do (Seminar) are taken by students of all specialisations. In the courses NDD you work in a concepting role with studnets from other specialisations. In the course Seminar you research a topic of your choosing within the field of your specialisation. Hogeschool Utrecht 4/16

5 2 Strategy and production 2.1 Welcome to the course In this student-guide you will find all the information about the contents of the course, the planning, the tests, and of course the things you will be learning. If, after reading this student guide, you are left with questions, please get in touch with your lecturer. 2.2 Structure of the course Strategy and Production consists of 12 meetings (two meetings of two hours per week). In these meetings we will discuss the subject matter based on 3 cases. At the end of the course you will submit your elaboration of the third case. This elaboration will be reviewed and forms your grade. In adition to Strategy & Production you will attend four meetings about lateral thinking. The goal of these meetings is to learn how to think outside your normal pattern of thinking. Lateral thinking is also described as thinking outside the box There are many different ways of thinking: concrete, abstract, converging, diverging, rational, intuitive, and conceptual to name e few. The focus in Lateral Thinking is placed on diverging and conceptual thinking. Through practice with different techniques you will develop these ways of thinking. They will help you to come up with distinctive, original ideas when you work as a concept designer. 2.3 Learning goals Strategy & Production 1. The student can critically assess a communication problem of a client and adequately redefine it (A1.3) 2. The student can design creative concepts, using techniques that are supplied by lecturers and using techniques they have distilled themselves from practice. They can use these techniques within a given framework and deadline and argue them critically (B.1.2 and B.2.2) 3. The student can substantiate the elaboration of a concept with relevant sketches, visualizations and examples of his/her own hand and make a creative briefing of these (B.2.3) 4. The student can make a sound media planning and budget based on briefing, concept and target audience (A.2.3) 5. The student can give a sound analysis of the nature of the organisation using the Business Model Canvas 6. The student can give an insightful analysis of the stakeholders that are involved in the construction, elaboration and implementation of a concept (B.1.3) The context in which the case must be seen is that of an assigment that is being handled by a communication agency. Learning goals Lateral Thinking 1. The student can focus 2. The student can enlarge his/her ideas 3. The student is not easilt satisfied Hogeschool Utrecht 5/16

6 2.4 Competences Strategy & Production A.1.3. The student is able to formulate a problem definition and translate it into research questions and sub-questions. A.2.3. The student is able to set up, carry out and defend a research plan, based on a research question for a complex context. B.1.2. The student can communicate medium-independent concepts and substantiate theem on the basis of his/her own research. B.2.2. The student is able, within a given context, to develop a medium-independent concept for a campaign or service. B.3.2. The student can direct a creative process and find solutions for questions and problems that come up during the process. B.1.3. The student can reflect on medium-independent concepts from a professional point of view. Competences Lateral thinking B.3.1 The student is capable to come up with solutions through a creative process B.3.2 The student can manage a creative process and find solutions for questions and problems B.3.3 The student can, using a creative process, come up with authentic, and discerning solutions for questions and problems (please find the complete competence matrix in appendix B) 2.5 What do you need in the course? The following items should be brought to class every time: A laptop with up to date software. Drawing materials for assignments during classes. The reading material for that week On Sharepoint you will find additional articles that will be used during classes. Here you can also find the power point presentations. 2.6 Literature Floor K. & F. van Raaij (2011), Marketing Communication Strategy, Noordhoff Uitgevers, Groningen/Houten ( ) Oswalder, A. & Pigneur, Y (2009), Business Model Generation Rijkenberg, Jan (1998), Concepting Articles on Sharepoint Hogeschool Utrecht 6/16

7 2.7 Week schedule In this table you will find in brief the activities and deadlines. Week Meeting Preparation Submissions 1 - meeting 1 Introduction & overview Read studentguide Floor & van Raaij (chapter 1 & 9 except 9.2) 1 - meeting 2 Briefing/Debriefing Floor & van Raaij (chapter 9.2: briefing) 2 - meeting 1 Targetgroups & followgroups Floor & van Raaij (chapter 6: marketing communication target groups) Article Rijkenberg on Sharepoint 2 - meeting 2 Business Model Canvas Business Model Generation (chapter 1) 3 - meeting 1 No meeting (pressure Cooker week NDD) Check registration for test@fbo 3 - meeting 2 No meeting (pressure Cooker week NDD) 4 - meeting 1 Creative Concept Articles on Sharepoint (art & copy) 4 - meeting 2 Feedback cases 1 & 2 Prepare cases 1 & meeting 1 Mediaplanning Floor & van Raaij (chapter 22 mediumtypes & chapter 23 mediaplan & mediaselection) 5 - meeting 2 Budgeting Floor & van Raaij (chapter 10 marketing communication budget) 6 - meeting 1 Creative concept TBA endcase 6 - meeting 2 Elaboration of concepts TBA 7 - meeting 1 Feedback case 3 Presentation case 3 Mandatory presentation 7 - meeting 2 Feedback case 3 Elaboration case meeting meeting 2 No meeting 9 - meeting meeting meeting meeting 2 No meeting Submission of case 3. Deadline friday of week 23:59 via Ephorus No meeting 2.8 Attendance and the role of meetings It is not mandatory to be present at meetings with the exception of the meetings in weeks 7 and 8 when the presentations will take place. This means that (apart from those meetings) your presence at the meetings will not have direct consequences for your grade. However, assignments are distributed and explained during meetings. During the meetings you will work on your cases and you will be able to get feedback from the lecturers. If you are not present during meetings it is your own responsibility to complete your information, the feedback on your work and on your skills. You cannot rely for that on the lecturers without limit. It is therefore important that you attend the meetings. If you cannot attend because of a legitimate reason (wedding, funeral etc.) get in touch with your lecturer about how to compensate lost time or ask a fellow student. You are responsible for meeting the deadlines for the work you need to submit. Hogeschool Utrecht 7/16

8 2.9 Meetings and assignments Week 1/Meeting 1: introduction & overview In this meeting the course is introduced and we discuss who are involved in making creative communication concepts and what their most important professional products are. Meeting goals Student can describe how the course Strategy & Production is set up, what he/she will be learning, how he/she will be tested and when the deadlines are set Student can name the most important players in the creative industry that work on creative concepts and can describe their added value Student can name and evaluate their professional products The student can give an insightful overview of the added value of these players in solving creative communication problems Week 1/ Meeting 2: briefing/debriefing In this meeting we will discuss the briefings and debriefings that you will work with when making concepts. Meeting goals The student can, using the discussed techniques, make an adequate debriefing. The student can, based on a debriefing make a proposal that can serve as a basis for creative interpretation. Week 2/ Meeting 1: target groups/follow groups In this meeting we will look at the importance of target group information and its place in the creative process. Meeting goal The student can adequately collect target and followgroup information and apply it to a case. Week 2/Meeting 2: Business Model Canvas In this meeting we will analyse the business model of the client and at the importnace of that business model for the strategic choices to be made in its communication. Meeting goal The student can adequately analuse the business model of the client using the business model canvas. Week 3/ Meeting 1 (Pressure Cooker Project) No meeting because of the Pressure Cooker Project Week 3/ Meeting 2 (Pressure Cooker Project) No meeting because of the Pressure Cooker Project Week 4/ Meeting 1: Creative concept Art & Copy In this meeting we will look at the effective combination of art and copy based on a creative concept Meeting goal The student can (based on a briefing) present two original ideas where text and image are subtly combined to promote a product or a brand Week 4/ Meeting 2: Feedback cases 1 and 2 Hogeschool Utrecht 8/16

9 In this meeting each student presents one of the cases 1 and 2. Eeach student will have 5 minutes in which to do that. The lecturer will decide during the meeting which case each student shall present. Meeting goal The student can present the cases 1 & 2 briefly and clearly. The student can defend and explain his/her choices The student can reflect on the quality of his/her case and on the quality of the work of his/her classmates. Week 5/ Meeting 1: Mediaplanning In this meeting we will discuss the way in which the media planning for a campaign is made. We will also discuss the interests and influence of the stakeholders in this process. Meeting goal The student can make an adequate mediaplanning for a campaign. Week 5/Meeting 2: Budgeting In this meeting we will focus on how the budget for a campaign is made and structured. We will look at the different stakeholders that have an influence on this process. Meeting goal The student can make an adequate budget for a campaign. Week 6/ Meeting 1: Creative Concept Endcase In this meeting we will look at the effective combination of images and text based on a creative concept. Meeting goal The student can (on the basis of a briefing) present and defend two original ideas where art & copy are subtly combined. Week 6/ Meeting 2: Elaboration (execution) of concepts by photographers, directors or visual designers In this meeting we will look at the way in which a concept is enhanced by photographers, directors and visual designers and how the concept is protected in this phase of the process. Meeting goals The student can present an adequate selection of two photographers, directors or designers that can best execute and enhance a chosen concept. The student can defend his/her choices. The student can adequately brief the chosen photographer, director or designer. The student can make clear up to which point the effort of the concept maker should go and from which point the effort of photographers, directors and visual designers starts Week 7/Meeting 1: Presentation and feedback endcase In this meeting the student will present the tentative concept and the tentative visualizations for the endcase (case 3). Each student will have 3 minutes in which to do that. Fellowstudents give commentary and feedback. Meeting goals The student can clearly and concisely present their final case. The student can defend the choices that are made. Hogeschool Utrecht 9/16

10 Week 7/Meeting 2: Feedback endcase In this meeting the student will present the progress that is made in the elaboration of the endcase Meeting goals The student can present and explain the substantiation of the final case. The student can defend the choices that he/she made The student can identify the weak and strong points in the elaboration of his/her case and in the elaborations of other students cases and gives advice for improvement. Week 8: No meetings Week 9: No meetings Week 10: No meetings 2.10 Assignments The assignments (cases) are distributed on the appropriate moments during the course 2.11 Grading The exam consists in the submission of case 3. For this exam you can score a maximum of 100 points. You have passed if you have achieved 55 points or more. In addition you will have to be able to show that you completed the course in Lateral Thinking adequately Grading criteria, submission requirements and grading forms Submission requirements case 3 (1) The workshop on lateral thinking has been succesfully completed (2) Case 3 has been submitted timely, adequately and without spelling errors. Grading criteria case 3 (1) The case contains an adequate debriefing (2) The case contains an adequate target group analysis (3) The case contains an adequately elaborated subtle creative concept (4) The case contains no less than three original visualizations that demonstrably enhance the concept (5) The case contains an adequately drafted proposal for execution (6) The case contains a clear analysis of the clients business model (7) The case contains an adequate media planning and budget For all grading criteria student needs to demonstrate that he/she can adequately apply and interpret relevant notions from the prescribed literature. Grading form: see appendix A Submission rules Ephorus: see appendix D 2.13 Resit You can submit an assignment only twice a year. One time during the normal exam period and one time during a resit period. Please note you need to enroll yourself for the test in the resit period. If you have any questions about this, you can contact the Faculty Office (FBO). If you don t hand in your work during the appointed period, this means you passed up a chance. If you did not pass the exam you can do a resit. For the resit you will have to submit a new case that your lecturer will supply. Hogeschool Utrecht 10/16

11 2.14 Appeal You can appeal to the decisions related to the education and the tests (e.g. the grading of assignments). This only concerns judgments on an individual level. If you want to appeal a group grade, every individual group member has to appeal.. You will have to appeal within two weeks after the announcement of the decision (e.g. the announcement of the grade). You need to hand in a written appeal via klachten.fcj@hu.nl or with the Exam Committee of the Institute for Media (IvM). You cannot appeal via the course coordinator or the course manager. You can find more information about handing in an appeal via The Exam Committee will inform you about their decision. If you still do not agree, you can appeal with the Exam Committee. After that you can appeal via the HU Law protection students. This has to be done six weeks after the last decision of the Exam Committee. The complete appeal process is documented and you can find more information about that via Hogeschool Utrecht 11/16

12 Appendix A Grading Form Strategy & Production Criteria Points (max.) Awarded 1. The case contains an adequate debriefing The case contains an adequate target group analysis The case contains an adequately elaborated, subtle creative concept 4. The case contains no less than three original visualisations that demonstrably enhance the concept 5. The case contains an adequately drafted proposal for execution 6. The case contains a clear analysis of the clients business model The case contains an adequate media planning and budget 20 Total 100 Hogeschool Utrecht 12/16

13 Appendix B Competentiematrix 1 Onderzoeken en begrijpen Conceptualiseren Verbeelden en realiseren Evalueren A.1.1. De student is onder begeleiding in staat B.1.1. De student kan concept-ideeën C.1.1. Student kan het concept operationaliseren een probleemstelling te formuleren voor een communiceren. op basis van gegeven middelen, binnen gegeven gegeven doel en tot onderzoeksvragen en randvoorwaarden deelvragen te komen. A.2.1. De student is onder begeleiding in staat op basis van een gegeven onderzoeksopzet onderzoek uit te voeren. A.3.1. De student is in staat de resultaten van het onderzoek te communiceren. B.2.1. De student is in staat om onder begeleiding, binnen een gegeven context een onderscheidend, mediaonafhankelijk concept voor een campagne of dienst te ontwikkelen. B.3.1. De student is in staat door middel van een creatief proces oplossingen te bedenken die onderscheidend en vernieuwend te zijn. C.2.1. Student kan op basis van gegeven middelen een concept visualiseren, binnen gegeven randvoorwaarden. C.3.1. Student kan de middelen voor een concept realiseren, binnen gegeven randvoorwaarden. D.1.1. De student is in staat het gerealiseerde middel te evalueren, a.h.v. gegegeven methode. D.2.1. De student stelt vast hoe het gerealiseerde middel, op basis van de evaluatie, kan worden verbeterd. 2 A.1.2. De student is in staat om zelfstandig voor een gegeven doel een probleemstelling te formuleren en tot onderzoeksvragen en deelvragen te komen. A.2.2. De student is in staat om zelfstandig, op basis van een onderzoeksvraag een onderzoeksopzet te maken en uit te voeren. A.3.2. De student is in staat de resultaten van het onderzoek te communiceren en te verantwoorden. B.1.2. De student kan mediumonafhankelijke concepten communiceren en onderbouwen op basis van onderzoeksresultaten. B.2.2. De student is in staat om zelfstandig, binnen een gegeven context, een onderscheidend, mediumonafhankelijk concept voor een campagne of dienst te ontwikkelen. B.3.2. De student kan een creatief proces aansturen en oplossingen bedenken voor vragen, ideeën en problemen. C.1.2. Student kan het concept operationaliseren op basis van zelfgekozen middelen, binnen gegeven randvoorwaarden. C.2.2. Student kan op basis van de operationalisatie de visualisatie en art direction voor het concept bepalen. C.3.2. Student kan op basis van operationalisatie en art direction de middelen voor het concept realiseren, binnen gegeven randvoorwaarden. D.1.2. De student is in staat een juiste evaluatiemethode te kiezen om het gerealiseerde middel te evalueren. D.2.2. De student is in staat om met de resultaten van de evaluatie de verbeteringen aan het middel te onderbouwen. 3 A.1.3. De student is in staat om een probleemstelling te formuleren en tot onderzoeksvragen en deelvragen te komen. A.2.3. De student is in staat binnen een complexe context, op basis van een onderzoeksvraag een onderzoeksopzet te maken, uit te voeren en te verantwoorden. A.3.3. De student is in staat de resultaten van het onderzoek te communiceren, te verantwoorden en te reflecteren op het proces. B.1.3. De student kan op mediumonafhankelijke concepten reflecteren vanuit een beroepskader. B.2.3. De student is in staat om, op basis van het eigen onderzoek, een onderscheidend, mediumonafhankelijk concept voor een campagne of dienst te ontwikkelen. B.3.3. De student is in staat volgens een creatief proces authentieke en onderscheidende totaaloplossingen te bedenken voor unieke vragen, ideeën en problemen. C.1.3. Student kan het concept operationaliseren op basis van zelfgekozen middelen, binnen de randvoorwaarden die zijn verkregen uit het eigen onderzoek. C.2.3. Student kan op basis van de operationalisatie, de visualisatie en art direction voor het concept vormgeven, binnen de randvoorwaarden van het onderzoek. C.3.3. Student kan de middelen binnen het concept realiseren, waarmee een evaluatie kan plaatsvinden. D.1.3. De student is in staat om relevante evaluatie-methoden, in verschillende fasen van het proces toe te passen. D.2.3. De student is in staat om de resultaten van de evaluatie te bekritiseren. Hogeschool Utrecht 13/16

14 Appendix C How to refer to sources. In our day and age, it is very easy to copy texts from other authors in your work. However, in our school we want you to think for yourself and explain things in your own words. This does not mean you cannot use books, magazines or websites. Of course you can, just as long as you refer to your sources in the right way. Underneath you find some tips on how to do that. In general: do not copy whole paragraphs from another source. The assignments we give to you are meant to be your personal work. If you have read information that you want to use, try to put the information in your own words. Still refer to the original source by using food- or end notes. We advise you to use foot notes to refer to sources; examples: 19. Bartlett e.o., 2003, p Lenconi (2002), p The notes refer to the Bibliography at the end of report. Here you show all authors, the title of the book, the publisher and the year the source has been published. Place these sources in alphabetical order. Examples: - Bartlett, C., S. Ghoshal & J. Birkin (2003), Transnational management, Mc Graw Hill, Boston. - Lenconi, P. (2002), Make your values mean something, in: Harvard Business Review, July 2002, p You place the note at the end of the sentence in which you refer to a source. When you copy a longer text fragment of some sentences (which you should not do too often), you should show this in the lay-out by placing this text fragment in italic and/or between brackets. If you use a website as a source, make sure you include the date that you looked at the website. This has to do with the fact that the content of a website changes often. Footnotes 1 In Microsoft Word it is very easy to place a footnote, like this, by using Insert - Hogeschool Utrecht 14/16

15 Some useful websites that explain how to quote sources: Harvard Referencing System APA Style guide Web Style Guide Some useful books that explain how to quote sources: Creme, P. & M. Lea (2005), Writing at university; a guide for students, Open University Press, Mc Graw-Hill, Maidenhead. Levin, P. (2005), Write great essays, Open University Press, Mc Graw-Hill, Maidenhead. Hogeschool Utrecht 15/16

16 Appendix D Hand in & Ephorus.com Required information on the first page of your endcase. General information School, Faculty, Program, Academic Year Hogeschool Utrecht, FCJ, CMD, Lecturer: Coursename Course Code Attended meetings for this course in Strategy & Production (english) JDE-STPRE.3V-13 Block A, B, C, D, E Submitted work in: Attempt Submission date: Personalia Name: Studentnumber: Worked together with: Block A, B, C, D, E 1 st attempt/resit dd-mm-jjjj Ephorus The endcase & resits need to be uploaded to Student.ephorus.com individually Link Format Submission Code Max size PDF (portrait) See below 25 MB Ephorus Hand-In-Codes per course / per block Strategy & Production ENG Block Deadline HANDINCODE S&P-ENGL A A week 8 Friday 23:59 S&P-ENGL B B week 8 Friday 23:59 S&P-ENGL C C week 8 Friday 23:59 S&P-ENGL D D week 8 Friday 23:59 S&P-ENGL E E week 2 Friday 23:59 Hogeschool Utrecht 16/16