This document outlines the requirements for a final project in a creative thinking skills course. The project involves rebranding a daily object and has both individual and group components. For the individual component, students must develop a new name, logo, tagline, and packaging design for an assigned object in an A4 report. For the group component, the best rebranding proposals will be selected to create an advertisement video, poster, and 5-minute sales presentation. Students will be assessed on creativity, understanding the brief, idea development process, and team collaboration. The goal is to help students improve critical and creative thinking skills.
Final project rebranding - april 2014 - 26.05Puisan Lim
This document outlines the requirements for a final project on rebranding a daily object. The project has two parts - an individual component and a group component.
For the individual component, students must rebrand an assigned daily object by developing a new name, logo, tagline, and packaging design. They must document their creative process.
For the group component, students will work in teams to further develop the best rebranding proposal into an advertisement video, poster, and product presentation. They will be assessed on creativity, collaboration, and meeting the project requirements.
This document outlines the final project requirements for a creative thinking skills course. The project involves rebranding a daily object and includes both individual and group components. For the individual part, students must develop a new name, logo, tagline, and packaging design for an assigned object. They must also submit a proposal report documenting their creative process. In groups, students will further develop one concept through an advertisement video, poster, and product presentation. The project aims to develop students' critical and creative thinking skills through divergent and convergent thinking exercises.
Project 2 rebranding daily object jan 2015Cherilyn Chia
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object with a new name, logo, tagline, and packaging design. Students submit a proposal and the physical packaging.
2) Group work to create an advertisement video, poster, and in-class product presentation for one object selected from part one. Students are assessed on creativity, understanding the brief, and collaboration. The goal is to improve students' critical and creative thinking skills.
This document outlines the requirements for a final project in a creative thinking skills course. The project involves rebranding a daily object in two parts:
1. Individual work to develop a new name, logo, tagline, and packaging design for an assigned daily object in an A4 report and physical packaging submission.
2. Group work to produce an advertisement video, poster, and in-class product presentation promoting the rebranding developed in part one. The project aims to develop critical and creative thinking skills through divergent and convergent idea generation and evaluation.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object through a new name, logo, tagline, and packaging design. Students submit a report explaining their process.
2) Group work developing an advertisement video, poster, and product presentation for one object. Students will be assessed on creativity, understanding the brief, and collaboration.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object through a new name, logo, tagline, and packaging design. Students submit a report detailing their creative process.
2) Group work developing an advertisement video, poster, and product presentation for one object selected from part one. Students are assessed on creative execution, meeting requirements, and collaboration. The goal is to improve students' critical and creative thinking skills through practical marketing tasks.
CTS Final project - Rbranding daily objectalianisaraflly
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object with a new name, logo, tagline, and packaging design. Students submit a proposal and the physical packaging.
2) Group work to further develop one proposal, including creating an advertisement video, poster, and in-class product presentation. The objectives are to develop critical and creative thinking skills around rebranding and marketing a basic object. Students are assessed on meeting requirements, creativity, and collaboration.
Final project rebranding - april 2014 - 26.05Puisan Lim
This document outlines the requirements for a final project on rebranding a daily object. The project has two parts - an individual component and a group component.
For the individual component, students must rebrand an assigned daily object by developing a new name, logo, tagline, and packaging design. They must document their creative process.
For the group component, students will work in teams to further develop the best rebranding proposal into an advertisement video, poster, and product presentation. They will be assessed on creativity, collaboration, and meeting the project requirements.
This document outlines the final project requirements for a creative thinking skills course. The project involves rebranding a daily object and includes both individual and group components. For the individual part, students must develop a new name, logo, tagline, and packaging design for an assigned object. They must also submit a proposal report documenting their creative process. In groups, students will further develop one concept through an advertisement video, poster, and product presentation. The project aims to develop students' critical and creative thinking skills through divergent and convergent thinking exercises.
Project 2 rebranding daily object jan 2015Cherilyn Chia
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object with a new name, logo, tagline, and packaging design. Students submit a proposal and the physical packaging.
2) Group work to create an advertisement video, poster, and in-class product presentation for one object selected from part one. Students are assessed on creativity, understanding the brief, and collaboration. The goal is to improve students' critical and creative thinking skills.
This document outlines the requirements for a final project in a creative thinking skills course. The project involves rebranding a daily object in two parts:
1. Individual work to develop a new name, logo, tagline, and packaging design for an assigned daily object in an A4 report and physical packaging submission.
2. Group work to produce an advertisement video, poster, and in-class product presentation promoting the rebranding developed in part one. The project aims to develop critical and creative thinking skills through divergent and convergent idea generation and evaluation.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object through a new name, logo, tagline, and packaging design. Students submit a report explaining their process.
2) Group work developing an advertisement video, poster, and product presentation for one object. Students will be assessed on creativity, understanding the brief, and collaboration.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object through a new name, logo, tagline, and packaging design. Students submit a report detailing their creative process.
2) Group work developing an advertisement video, poster, and product presentation for one object selected from part one. Students are assessed on creative execution, meeting requirements, and collaboration. The goal is to improve students' critical and creative thinking skills through practical marketing tasks.
CTS Final project - Rbranding daily objectalianisaraflly
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object with a new name, logo, tagline, and packaging design. Students submit a proposal and the physical packaging.
2) Group work to further develop one proposal, including creating an advertisement video, poster, and in-class product presentation. The objectives are to develop critical and creative thinking skills around rebranding and marketing a basic object. Students are assessed on meeting requirements, creativity, and collaboration.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object with a new name, logo, tagline, and packaging design. Students submit a proposal and the physical packaging.
2) Group work to create an advertisement video, poster, and product presentation for one object selected from part one. Students simulate being salespeople to promote the product. The project aims to develop critical and creative thinking skills through divergent and convergent idea processes.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object through a new name, logo, tagline, and packaging design. Students submit a report explaining their process.
2) Group work developing an advertisement video, poster, and product presentation for one object. Students will be assessed on creativity, understanding the brief, and collaboration.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object through a new name, logo, tagline, and packaging design. Students submit a report explaining their process.
2) Group work developing an advertisement video, poster, and product presentation for one object. Students will be assessed on creativity, understanding the brief, and collaboration.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object through a new name, logo, tagline, and packaging design. Students submit a report detailing their creative process.
2) Group work to further develop the best rebranding proposals. Groups produce an advertisement video, poster, and in-class product presentation. The project aims to develop students' critical and creative thinking skills through applying divergent and convergent thinking methods.
CTS Final Project (Re-branding of a Daily Object)Bolin Loong
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object through a new name, logo, tagline, and packaging design. Students submit a report detailing their creative process.
2) Group work developing an advertisement video, poster, and product presentation for one object selected from part one. Students are assessed on creative execution, meeting requirements, and collaboration. The goal is to improve students' critical and creative thinking skills through practical marketing tasks.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object through a new name, logo, tagline, and packaging design. Students submit a report detailing their creative process.
2) Group work developing an advertisement video, poster, and product presentation for one object selected from part one. Students are assessed on creative execution, meeting requirements, and collaboration. The goal is to improve students' critical and creative thinking skills through practical marketing tasks.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object with a new name, logo, tagline, and packaging design. Students submit a proposal and the physical packaging.
2) Group work to further develop one proposal, including creating an advertisement video, poster, and in-class product presentation. The objectives are to develop critical and creative thinking skills around rebranding and marketing a basic object. Students are assessed on meeting requirements, creativity, and collaboration.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object with a new name, logo, tagline, and packaging design. Students submit a proposal and the physical packaging.
2) Group work to create an advertisement video, poster, and product presentation for one object selected from part one. Students simulate being salespeople to promote the product. The project aims to develop creative and critical thinking skills through rebranding a basic object.
Cts project 2 rebranding daily object jan 2015SongKit96
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where students further develop the best rebranding proposal from Part A. They must create an advertisement video, poster, and do a product presentation demonstrating how to use and promote the object. The project aims to develop students' critical and creative thinking skills through practical marketing tasks.
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will then produce an advertisement video, poster, and in-class product presentation to promote their object. The project aims to develop students' critical and creative thinking skills through practical marketing and branding exercises.
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015JJeanius
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015Dameerster
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where students further develop the best rebranding proposal from Part A. They must create an advertisement video, poster, and do a product presentation demonstrating how to use and promote the object. The project aims to develop students' critical and creative thinking skills through practical marketing tasks.
Project 2 rebranding-daily-object-jan-2015Quo Ming
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015JJeanius
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015 (1)Zheng Chee Cham
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
This document outlines an internship training program at Paradigm Architects Sdn Bhd. It describes various projects and tasks completed during a 10-week internship, including 3D modeling of a TNB substation in Revit, creating Revit families for windows and gates, filling out an inventory list, modeling individual terrace house units in a residential development, and setting up a block plan. It also discusses a site visit where meeting minutes were taken. The conclusion emphasizes the importance of time management, communication, and teamwork for architects.
The document provides information about a construction project taking place at Opus Lake Vicinity in Cyberjaya, Malaysia. It includes an introduction to the site, discussions of site safety measures, various plants and machinery being used, details on external work like drainage systems and roadwork, and explanations of setting out and earthwork processes. The contents page outlines 8 sections that will be covered related to different stages of the construction project.
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This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object with a new name, logo, tagline, and packaging design. Students submit a proposal and the physical packaging.
2) Group work to create an advertisement video, poster, and product presentation for one object selected from part one. Students simulate being salespeople to promote the product. The project aims to develop critical and creative thinking skills through divergent and convergent idea processes.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object through a new name, logo, tagline, and packaging design. Students submit a report explaining their process.
2) Group work developing an advertisement video, poster, and product presentation for one object. Students will be assessed on creativity, understanding the brief, and collaboration.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object through a new name, logo, tagline, and packaging design. Students submit a report explaining their process.
2) Group work developing an advertisement video, poster, and product presentation for one object. Students will be assessed on creativity, understanding the brief, and collaboration.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object through a new name, logo, tagline, and packaging design. Students submit a report detailing their creative process.
2) Group work to further develop the best rebranding proposals. Groups produce an advertisement video, poster, and in-class product presentation. The project aims to develop students' critical and creative thinking skills through applying divergent and convergent thinking methods.
CTS Final Project (Re-branding of a Daily Object)Bolin Loong
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object through a new name, logo, tagline, and packaging design. Students submit a report detailing their creative process.
2) Group work developing an advertisement video, poster, and product presentation for one object selected from part one. Students are assessed on creative execution, meeting requirements, and collaboration. The goal is to improve students' critical and creative thinking skills through practical marketing tasks.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object through a new name, logo, tagline, and packaging design. Students submit a report detailing their creative process.
2) Group work developing an advertisement video, poster, and product presentation for one object selected from part one. Students are assessed on creative execution, meeting requirements, and collaboration. The goal is to improve students' critical and creative thinking skills through practical marketing tasks.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object with a new name, logo, tagline, and packaging design. Students submit a proposal and the physical packaging.
2) Group work to further develop one proposal, including creating an advertisement video, poster, and in-class product presentation. The objectives are to develop critical and creative thinking skills around rebranding and marketing a basic object. Students are assessed on meeting requirements, creativity, and collaboration.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object with a new name, logo, tagline, and packaging design. Students submit a proposal and the physical packaging.
2) Group work to create an advertisement video, poster, and product presentation for one object selected from part one. Students simulate being salespeople to promote the product. The project aims to develop creative and critical thinking skills through rebranding a basic object.
Cts project 2 rebranding daily object jan 2015SongKit96
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where students further develop the best rebranding proposal from Part A. They must create an advertisement video, poster, and do a product presentation demonstrating how to use and promote the object. The project aims to develop students' critical and creative thinking skills through practical marketing tasks.
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will then produce an advertisement video, poster, and in-class product presentation to promote their object. The project aims to develop students' critical and creative thinking skills through practical marketing and branding exercises.
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015JJeanius
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015Dameerster
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where students further develop the best rebranding proposal from Part A. They must create an advertisement video, poster, and do a product presentation demonstrating how to use and promote the object. The project aims to develop students' critical and creative thinking skills through practical marketing tasks.
Project 2 rebranding-daily-object-jan-2015Quo Ming
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015JJeanius
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Project 2 rebranding daily object jan 2015 (1)Zheng Chee Cham
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Similar to Final Project - Rebranding Daily Object.pdf (20)
This document outlines an internship training program at Paradigm Architects Sdn Bhd. It describes various projects and tasks completed during a 10-week internship, including 3D modeling of a TNB substation in Revit, creating Revit families for windows and gates, filling out an inventory list, modeling individual terrace house units in a residential development, and setting up a block plan. It also discusses a site visit where meeting minutes were taken. The conclusion emphasizes the importance of time management, communication, and teamwork for architects.
The document provides information about a construction project taking place at Opus Lake Vicinity in Cyberjaya, Malaysia. It includes an introduction to the site, discussions of site safety measures, various plants and machinery being used, details on external work like drainage systems and roadwork, and explanations of setting out and earthwork processes. The contents page outlines 8 sections that will be covered related to different stages of the construction project.
This document provides a site analysis of Taman Botani Negara Shah Alam. It includes location plans, contour maps, sections, circulation analysis, existing structures, and landscape details. The site contains hills, lakes, and zones for a cactus garden and tropical fruits. Structures include roads, paths, stairs, a gazebo, and greenhouse. Vegetation is organized by zones - coconut palms, breadfruit, and banana near the lakes, and oil palms, durian, and pulasan in the tropical fruit zone. The cactus zone contains agave, opuntia, yucca, and euphorbia species. The document evaluates strengths, weaknesses, opportunities and threats for the site.
This document outlines an assignment for students to learn about the design process through developing a design process journal. The assignment involves researching a Lego miniature character and generating design ideas for a hanging mobile display for the character. Students will complete 4 parts to their design process journal: 1) researching their character, 2) generating keywords and abstract ideas, 3) investigating hanging mobiles, and 4) compiling their work. The design process journal will contribute to a larger project and be assessed based on demonstrating understanding of tasks, depth of content, and originality of outcomes.
This document is a portfolio from a student named Chong Kit Yee documenting their work in the Introduction to Design module. It includes summaries and reflections of two projects exploring design elements and principles through sketching and daily item artwork. It also describes a project to create a 3D mobile structure based on the keyword "genius" for an Iron Man Lego figure. The portfolio demonstrates the student's understanding of design concepts and their design process.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on randomly assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore the assigned word, develop 2D drawings, and use materials like foam, cardboard, and wire to create 3D models representing the word.
3. For the individual project, students will apply what they learned to create an abstract hanging mobile display for their Lego miniature, presenting design proposals and references from their design process journal.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore assigned words, translate them into design elements and principles, and create 3D models over several stages using various materials. They will present their best model.
3. For the individual project, students will apply what they learned to create an abstract hanging mobile display for their Lego miniature character, presenting design proposals and references in the first tutorial session.
This document summarizes the life story of Boo in 3 pages. It describes how Boo grew up in a poor family, eating only porridge for most meals. He faced discrimination from other children for being dirty and smelly. Determined to improve his life, Boo worked hard in school and selling drawings to earn money. After finishing secondary school as one of the top students, Boo pursued a career in advertising in the city. Though he struggled at first due to lack of experience, Boo eventually found success in the advertising field and won several awards.
Kit breaks up with her dirty boyfriend and is attracted to Lucas because he seems tidy. However, her friends warn her not to judge Lucas and try to persuade her he may not be as clean as he seems. Kit refuses to listen due to confirmation bias and believes they must like her. After going to Lucas's house, Kit realizes he is actually messy and regrets her rushed decision not to think twice about him.
This 3-sentence summary provides the high-level information from the document:
The document outlines a group project for a psychology class that involves creating a video and presentation. It describes the concepts of social cognitive perspective, stereotyping, persuasion, confirmation bias, first impressions, and halo effect that are incorporated into a story about a girl who judges a potential partner based on appearance but learns more about him. The story is presented through a series of scenes in the video and analyzed in the written report and presentation slides to demonstrate understanding of key psychology concepts.
1. The document is a collection of journal entries from a student named Chong Kit Yee discussing various topics in social psychology, including social facilitation, social loafing, intrinsic and extrinsic motivation, self-serving biases, self-fulfilling prophecy, stereotyping, the halo effect, and confirmation bias.
2. In one journal entry, Chong discusses experiencing social facilitation by competing academically with cousins and feeling motivated to work harder in order to perform better than them.
3. In another entry, Chong describes a group project experience where some group members social loafed by being unprepared, absent, and not contributing equally to the work.
The document provides background information on characters and costumes for a Japanese period drama, including:
- The Japanese imperial family, whose lineage dates back to the 6th century BC. The emperor plays a largely ceremonial role.
- Samurai, the historical warrior class in Japan who followed codes of honor and often practiced Zen Buddhism.
- Geisha, traditional Japanese entertainers whose skills include music, dance, and conversation to entertain male customers.
- Various peasant roles like a sword maker, koinobori (carp banner) maker, monk, and rebel.
- Descriptions of traditional costumes for the emperor, samurai, geisha, and peasants including monks' robes.
The document discusses several murals located in Penang and Petaling Jaya, Malaysia. It provides background information on the artists who created the murals and descriptions of the murals. Some of the murals aim to raise awareness of issues like caring for stray animals and promoting diversity in Malaysia. The murals use symbols and color contrasts to convey different perspectives and concepts like intercultural communication, subjective perceptions, and social issues.
The document compares and contrasts the science fiction films The Hunger Games and Divergent. Both are based on popular young adult novels and feature teenage female protagonists, but have different plots, characters, and themes. The Hunger Games is set in a dystopian future where young people must fight to the death on television. Katniss volunteers to take her sister's place. Divergent takes place in a society divided into factions; Beatrice discovers she is Divergent and does not fit into one group. While both depict dystopian futures, The Hunger Games focuses on violence and inequality, while Divergent's theme is identity and choice. Overall, the document analyzes the similarities and differences between the two
The document summarizes the plots and characters of the movies The Hunger Games and Divergent. In The Hunger Games, Katniss volunteers to take her sister's place in the annual Hunger Games, where teenagers must fight to the death on live TV. In Divergent, Tris discovers she is Divergent and does not fit into any one faction; she must keep this a secret or be killed. Both movies depict dystopian futures and focus on strong female protagonists, Katniss and Tris, who challenge an unequal social order through acts of bravery and rebellion.
This document is a research report submitted by a group of students for their English final project. It summarizes their research comparing two Chinese medical halls, one located in Penang and the other in Klang Valley, Malaysia. The report outlines the group members, research questions, methodology used, and provides a brief history of traditional Chinese medicine. It then describes and compares the two medical halls that were the focus of their research.
This document discusses the history and operations of two Chinese medical halls: Cheng Woh Medical Hall and Keen Hing Medical Hall. It provides background on traditional Chinese medicine and its founder Shen Nung. Both medical halls were established in the mid-20th century and are now run by subsequent generations. The document compares their products, locations, workers, target markets, and strategies for competing with other local halls. It analyzes similarities and differences between the two businesses and provides recommendations for improvements.
The document lists various streets and locations in Port Klang and Little India in Malaysia. It also contains brief descriptions about maintaining culture, values, and traditions, as well as a quote from Getano Lui, jnr about culture heritage being beyond price.
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
DESIGN - Project One - Brief - 1A Only.pdfkychong1105
This document outlines the requirements for Project 1 of an introductory design course. It is divided into two parts. Part 1A asks students to individually sketch 10 examples of design elements found in nature and the built environment, along with one abstract artwork exploring elements of design. Students must paste explanation pages identifying the elements behind each sketch. Part 1B will focus on familiarizing design principles through composing simple artworks using everyday items. The project aims to help students recognize and apply design elements and principles. It will be assessed based on demonstrated understanding of elements, clarity of explanations, and originality/quality of artwork.
1. 1
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Research Unit for Modern Architecture Studies in Southeast Asia
Foundation of Natural Build Environment (FNBE)
Creative Thinking Skills [FDES0213/ ARC30104]
Prerequisite: None
Lecturers: Ms Delliya & Ms Anna Kamelia
Final Project: Re-branding of a Daily Object
20% Individual + 20 % Group Work
Part A- Individual - (A4 booklet + New Packaging - Submission ONLY): Week 12
Part B- Group (Advertisement Video + Poster + Verbal Promotional Presentation): Week 17
Introduction
There is a lot of math and science in marketing, but just how important is creativity in marketing?
Regardless what you may believe, creativity still holds much emphasis in successful marketing. If you
look around the huge marketing arena of the Internet, you can see products and services illustrated in a
million different ways.
Nowadays companies believe that simply being listed at the top of a search engine result is all that
matters. It matters, a lot, but without giving people something to rave about once they find your
company or product, and converting them into customers, fans, or something other than a ten second
click, it is worthless. It is a great challenge; however the diligent application of the creative process and
thought would facilitate to come up with the best solution.
In this Final Project students are required to explore their creativity and critical thinking skills in basic
marketing for a basic daily object. More specifically in the area of rebranding, packaging, promoting and
advertising a boring daily object.
Objectives of Project
The objectives of this project:
1. To understand the modes of thinking commonly associated with critical thinking (left-brain),
creative thinking (right brain) as well as holistic (whole brain) thinking.
2. To implement divergent and convergent thinking methods in researching, developing and
presenting ideas and conclusions in the form of tangible statements.
Learning Outcomes of this Project
On successful completion of this subject, students will be able to demonstrate the following:
1. Recognize the characteristics of critical and creative thinking and their applications in students’
personal and working lives
2. Identify the importance of expressing personal opinions as part of academic development and
the systematic journey(s) taken to evolve these statements
2. 2
Tasks - Methodology
1.INTRODUCTION
This project is divided into two parts: Part A (Individual) and Part B (Group). In Part A, individually
students are required to prepare a proposal to rebrand and repackage the given object. As a group in
Part B, students are required to produce an advertisement video, a poster and a sale and demonstration
presentation. In groups students will be given the following object randomly and they must use these
items as shown in the picture. Any change of colour or type students MUST consult Ms Delliya.
A – duct tape B - straw C - peeler
D – sewing measuring tape E – parcel string F – cotton buds
G – safety pins H – tooth brush I – dishwashing sponge
2.PART A – INDIVIDUAL
Individually students are required to come up with the followings items for the given object and present
their final idea proposal and idea process in an A4 report. Students are required to produce;
i. a new name
ii. a new logo
iii. a new caption / tag line
iv. a new physical packaging –not just a drawing
* DO NOT CHANGE THE CONDITION OR PHYSICAL OF THE OBJECT. IT MAY HAVE A NEW
PURPOSE YET THIS PROJECT WILL FOCUS ON THE 4 ITEM STATED ABOVE ONLY.
A4 INDIVIDUAL IDEA PROCESS AND PROPOSAL REPORT - To be able to produce the items
above, students are required to go through a creative development process such as – mind mapping,
brainstorming, doodling, experimenting, research etc. Students are required to record systematically
the process of how they come up with ideas and develop their ideas before arriving to the final
product. All the process and explanation will be inserted in the A4 INDIVIDUAL IDEA PROCESS AND
PROPOSAL REPORT. This individual report template will be provided as a guide on TIMES; however
students may choose to amend the structure and style according to their own understanding.
The final proposal of the object name, logo, caption/tagline, simple ideas process and packaging design
must be efficiently and skilfully presented as the first few pages of the A4 report. The cover must
creatively include the illustration of the product. For submission students are required to produce the
physical packaging for the object with the object inside for submission. Students are not required to
present therefore the proposal, packaging and illustration in the report must be able to speak by itself.
Only selected student will be called to present their work if necessary.
3. 3
3.PART B – Group
In groups lecturers will select the best suitable rebranding and packaging proposal from Part A to be
further developed. In this Part B, students are required to produce the following for the selected product;
i. a 30-45 second advertisement video
ii. an A3 size poster – digital and one hard copy
iii. a 5 minute product presentation to promote the product like a sales person (in class)
ADVERTISEMENT VIDEO – Students are required to produce a video advertisement for the selected
product. To be able to produce a good advertisement video students are required to do some
investigation on what makes a good advertisement video.
PRODUCT PRESENTATION – Students are required to pretend that they are sales person and
promoter just like those promoters who set booth to promote their products at shopping malls. Therefore
they need to wear the same uniform, set up their tables and to include other initiatives to promote
their product (such as posters, banner, name tags, business cards etc). Students are required to
verbally sells their product and demonstrate how to use their product.
Submission Requirement
PART A – INDIVIDUAL – Submission Week 12 – 25th June 2014 – In class at 8:30AM
A4 INDIVIDUAL IDEA PROCESS AND PROPOSAL REPORT
- Please use the template given as a “guideline” and must include all required content
- The cover must include student’s details, the project title, the object name and illustration
- The first few pages should start with the final proposal - name, logo, caption, and packaging
illustration. Then followed by the process of how you came up with the idea.
- The idea process should be hand written and may add some photos or digital illustration
- The final process may be digitally produce or hand drawn. If using water colour please use
appropriate paper.
- Students are reminded to scan the idea report and take a picture of the physical packaging before
submitting it. Do upload it to the e-portfolio.
PRODUCT PACKAGING
- The packaging should not be bigger than an A4 size and the product must be inside the packaging.
- The packaging should include the name of the product, logo, instructions, barcode, caption, etc. It can
be digitally produced.
- Please insert the final design packaging in a clear A4 size plastic sleeve and label it properly with your
name and details digitally.
PART B – INDIVIDUAL– Submission & Presentation Week 17 – 6th August 2014 – In class at 8:30AM
ADVERTISEMENT VIDEO
-The video should be 30-45 second only to be uploaded to youtube.com on the 5th of August 2014.
-To submit a CD of the video in a hard plastic casing with proper designed cover with the group’s detail.
-To submit the video link to the provided online form that will be provided later.
A3 POSTER
- Student may produce this digitally or handmade.
PRODUCT PRESENTATION
- Students are given 5 minutes to verbally sell and demonstrate their product as if they are promoters.
- Students are required to plan, prepare and present as if they have a promotional booth. They are
required to provide items to support their demonstration and promotion.
4. 4
Assessment criteria
The assessment for this assignment will be based on:
demonstrated understanding of brief
appropriateness, originality, creativity of the proposal/ promoting/advertising
depth and quality of idea process and idea elaboration - individual documentation
team collaboration - during the process and during presentation
Marking criteria
Marks shall be distributed as follows:
Work will be assessed based on:
TGC
Acquired
Assessment Criteria Marks %
PART A: Individual Component
Demonstrated understanding and meeting the brief requirements 10 %
Appropriateness, originality and creativity of the proposal and
packaging
50%
Individual documentation - Idea process + Packaging (The depth and
quality of the idea process and idea elaboration)
40%
(Will be calculated as 20%)TOTAL 100%
PART B: Group Component
Demonstrated understanding and meeting the brief requirements 10 %
Appropriateness, originality and creativity
(the production of the advertisement video)
30%
Appropriateness, originality and creativity
(the product promotion and demonstration)
30%
Appropriateness, originality and creativity
(the poster and any other supporting documentation)
20%
Team collaboration – during the process and during presentation 10%
(Will be calculated as 20%)TOTAL 100%
NOTE: PLEASE BE INFORMED THAT INVIDUAL COMPONENTS IN GROUP WORKS IS EVALUATED BASED ON PEER
EVALUATION AND INSTRUCTUR’S EVALUATION ON INDIVIDUAL PERFORMANCE OF A GROUP MEMBER.
Suggested References
1. de Bono, Edward, 1994, De Bono’s Thinking Course, BBC Books
2. Igor Byttebier, Ramon Vullings, G. Spaas, 2009, Creativity Today,