Teaching Approaches in Advertising: Creativity and Technology

Abstract

Literature Review Advertising has to transmit clear messages to achieve specific goals while still being creative. Till and Baack (2005) noted: "Creative advertisements have been consistently defined, at least in part, as novel and/or original" (p. 49). In advertising, creativity is usually conveyed by this combination of originality and relevance (Smith & Yang, 2004). Relevance here refers to a message having personal meaning to its receiver. The use of these two elements, originality and relevance in advertising, is widely cited by scholars

Technology in the Idea Generation Process: Voices from the Agency

“…Our findings support and extend Habib (2015), Robbs (1996) and Kendrick et al (1996) on the importance of ideation skills and the effects of technology on creative output. As digital natives who may think "technology first" enter advertising classes and then enter the advertising industry, educators should listen to the voices of working professionals.…”

“…The survey results support Habib (2015) in that the "idea" is still king and having students work out multiple ideas on paper is not an antiquated concept. Being able to feel and interact with multiple concepts is the path to finding the best strategy to influence the intended target audience.…”

“…Yet, there are limitations to ideation via computer. Habib (2015) studied how software and Internet technologies are affecting the creative advertising process. She noted that students in today's technological world "approach and experience creative education in a different way than that of their predecessors" (p. 17) and that most advertising students learn via the computer, failing to gain many "tactile experiences" (p. 17).…”

Advertising Education at a Crossroad

“…It is clear that the current status of advertising education calls for thought leadership to initiate the curriculum revision across advertising programs. Although there have been some calls regarding the need for change in the advertising curriculum (e.g., Blakeman & Taylor, 2017;Broyles & Slater, 2014;Habib, 2015;Newell, Tavanapong, & Berghefer, 2017;Uslay, 2018), such efforts have not materialized in a concerted manner. Advertising education is currently at a critical juncture where thought leaders must emerge and guide the direction.…”

From Introducing the World Wide Web to Teaching Advertising in the Digital Age: A Content Analysis of the past Twenty Years of the Journal of Advertising Education

“…JAE has a history of publishing articles on teaching industry-related skills as they apply to creative (Barnes & Lloyd, 1997;Beard & Tarpenning, 2001;Blakeman & Haley, 2005;Duke, 2001;Habib, 2015;Johnson & Jones, 2010;Robbs, 2010;Stuhlfaut, 2007), media (Kim & Patel, 2012;Kinsky, 2015;Martin, 2002;Slater, Robbs & Lloyd, 2002), account planning (Lavery, 2000;Morrison, Christy & Haley, 2003), internships and employment (Kendrick & Fullerton, 2002;Kendrick & Fullerton, 2003;Maynard & Saewitz, 2008;McMillan, Sheehan, Heinemann & Frazier, 2001;Perlmutter & Fletcher, 1999;Roznowski & Wrigley, 2003;Taylor & Sheehan, 1997;Yoo & Morris, 2015) and student competitions (Fullerton, Kendrick & Frazier, 2009;Marra, Avery & Grabe, 1997;Parker, 2000;Spiller & Marold, 2015;Weir, 1999).…”