How can we better understand the creative process in advertising? Griffin and Morrison offer an overview of their latest research project in a presentation from the 2010 American Academy of Advertising Conference (AAA) in Minneapolis, MN.
Ethics, a very important part of psychological research which play major role in the conduction of psychological research it's about the moral values and social norms which applies to all Researchers and there are a comprehensive guidelines about ethics given by American Psychological Association 2013 listed in this presentation.
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An introduction to Qualitative Methods in Psychology. Intended mostly for UG/PG students. Conveys the essentials of Ontology and Epistemology and moves on to the popular methods in Qualitative Psychological Research
Braun, Clarke & Hayfield Thematic Analysis Part 3Victoria Clarke
The third part of a four part lecture providing an introduction to thematic analysis and specifically the reflexive approach developed by Braun & Clarke.
Ethics, a very important part of psychological research which play major role in the conduction of psychological research it's about the moral values and social norms which applies to all Researchers and there are a comprehensive guidelines about ethics given by American Psychological Association 2013 listed in this presentation.
Qualitative methods in Psychology ResearchDr. Chinchu C
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Braun, Clarke & Hayfield Thematic Analysis Part 3Victoria Clarke
The third part of a four part lecture providing an introduction to thematic analysis and specifically the reflexive approach developed by Braun & Clarke.
Types of research design
Within group/ repeated measure design
Two repeated treatments design
Several repeated treatments design
Order of participants in repeated treatments design
Advantages of repeated treatments design
Disadvantages of repeated treatments design
Between group design
Two randomized group design
More than two randomized group design
Matched group design
Way of matching
Methods of matching
Factorial design
Characteristics of factorial design
Advantages of factorial design
Disadvantages of factorial design
This presentation is an Introduction to Bowlby attachment theory and its extension researches which are still applicable when it comes to mother-child attachment. They also cover the predicted nature of adults analyzing their childhood attachment styles. These slides were prepared for class presentation. Sharing these here as these can be helpful to others too.
Types of research design
Within group/ repeated measure design
Two repeated treatments design
Several repeated treatments design
Order of participants in repeated treatments design
Advantages of repeated treatments design
Disadvantages of repeated treatments design
Between group design
Two randomized group design
More than two randomized group design
Matched group design
Way of matching
Methods of matching
Factorial design
Characteristics of factorial design
Advantages of factorial design
Disadvantages of factorial design
This presentation is an Introduction to Bowlby attachment theory and its extension researches which are still applicable when it comes to mother-child attachment. They also cover the predicted nature of adults analyzing their childhood attachment styles. These slides were prepared for class presentation. Sharing these here as these can be helpful to others too.
Slides from my presentation at the American Educational Research Association 2007 conference in Chicago. Panel included Constance Steinkuehler, Kurt Squire, Katie Clinton, and myself. Topic was Videogames and Literacy.
In this Power Hour session, Laurent Bernard will introduce Steelcase’s Workplace Future team, while Joyce Bromberg will discuss how the global office furniture manufacturer uses its human-centered design research methodology to design a corporate learning classroom that enables social learning and the co-creation of content. She will focus on the power of compelling stories and photos to help achieve change inside an organization.
Joyce Bromberg, Director of WorkSpace Futures, Steelcase Inc.
This is an introduction workshop to Designing Interactions / Experiences module I’m teaching at Köln International School of Design of the Cologne University of Applied Sciences, which I’m honored to give by invitation of Professor Philipp Heidkamp.
Definition and Measurement of CreativityGlenn Griffin
A class presentation for ADV 6383 - Creativity as Problem Solving by graduate students Arin Forstenzer and Trudy Thomason at SMU's Temerlin Advertising Institute.
A class presentation for ADV 6383 - Creativity as Problem Solving by graduate students Jingya Huang, Danielle Latta and Katie McCarney at SMU's Temerlin Advertising Institute.
A class presentation for ADV 6383 - Creativity as Problem Solving by graduate students Kelly Smith and Leigh Smith at SMU's Temerlin Advertising Institute.
A class presentation for ADV 6383 - Creativity as Problem Solving by graduate students Cesar Ortega and Matt Villanueva at SMU's Temerlin Advertising Institute.
A class presentation for ADV 6383 - Creativity as Problem Solving by graduate students Kellyn Dunn and Samantha Roppolo at SMU's Temerlin Advertising Institute.
Csikszentmihalyi and the Systems Perspective for the Study of CreativityGlenn Griffin
A class presentation for ADV 6383 - Creativity as Problem Solving by graduate students Catherine Cacheris and Samantha Rugani at SMU's Temerlin Advertising Institute.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. NEW METHODS
IN CREATIVITY RESEARCH:
Interpretative Phenomenological Analysis (IPA)
and Enduring Visual Products
W. Glenn Griffin, Ph.D. Deborah K. Morrison, Ph.D.
Assistant Professor of Advertising Chambers Distinguished Professor
SMU - Temerlin Advertising Institute University of Oregon - School of Journalism
Dallas, TX and Communication - Eugene, OR
wgriffin @ smu.edu debmor @ uoregon.edu
6. unbelievably
SPECIAL GUESTS:
DOUG PEDERSEN
Associate Creative Director / Art Director
Carmichael Lynch - Minneapolis
7. unbelievably
SPECIAL GUESTS:
DOUG PEDERSEN
Associate Creative Director / Art Director
Carmichael Lynch - Minneapolis
RANDY TATUM
Vice President / Group Creative Director
Martin | Williams - Minneapolis
8. How can we
better understand
the creative process
in advertising?
10. FRAMING THE SCHOLARSHIP
Sasser and Koslow (2008)
A “3Ps” research agenda is proposed to help the scholarship
in advertising creativity navigate its “evolutionary stage.”
11. FRAMING THE SCHOLARSHIP
Sasser and Koslow (2008)
A “3Ps” research agenda is proposed to help the scholarship
in advertising creativity navigate its “evolutionary stage.”
PERSON
12. FRAMING THE SCHOLARSHIP
Sasser and Koslow (2008)
A “3Ps” research agenda is proposed to help the scholarship
in advertising creativity navigate its “evolutionary stage.”
PERSON PLACE
13. FRAMING THE SCHOLARSHIP
Sasser and Koslow (2008)
A “3Ps” research agenda is proposed to help the scholarship
in advertising creativity navigate its “evolutionary stage.”
PERSON PLACE PROCESS
14. FRAMING THE SCHOLARSHIP
Sasser and Koslow (2008)
A “3Ps” research agenda is proposed to help the scholarship
in advertising creativity navigate its “evolutionary stage.”
PERSON PLACE PROCESS
15. FRAMING THE SCHOLARSHIP
Sasser and Koslow (2008)
A “3Ps” research agenda is proposed to help the scholarship
in advertising creativity navigate its “evolutionary stage.”
PERSON PLACE PROCESS
the people who
create advertising
16. FRAMING THE SCHOLARSHIP
Sasser and Koslow (2008)
A “3Ps” research agenda is proposed to help the scholarship
in advertising creativity navigate its “evolutionary stage.”
PERSON PLACE PROCESS
the people who the places or
create advertising environments in
which they work
17. FRAMING THE SCHOLARSHIP
Sasser and Koslow (2008)
A “3Ps” research agenda is proposed to help the scholarship
in advertising creativity navigate its “evolutionary stage.”
PERSON PLACE PROCESS
the people who the places or the process they
create advertising environments in follow in developing
which they work creative ideas
18. FRAMING THE SCHOLARSHIP
Sasser and Koslow (2008)
A “3Ps” research agenda is proposed to help the scholarship
in advertising creativity navigate its “evolutionary stage.”
PERSON PLACE PROCESS
the people who the places or the process they
create advertising environments in follow in developing
which they work creative ideas
“The most common advertising creativity research is comprised
of empirical studies of place based perspectives of production.”
Sasser and Koslow (2008), p. 9
20. FRAMING THE SCHOLARSHIP
PROCESS Sasser and Koslow (2008)
use of psychographic research the persuasive function
Winter and Russell (1973) Dillon (1975)
the associative model a mathematical model
Reid and Rotfeld (1976) Gross (1972)
copywriters’ implicit theories paradox and serendipity
Kover (1995) Bengstson (1982)
the templates method enhancing and encouraging
Goldenberg, Mazursky and Solomon (1999) El-Murad and West (2004)
think aloud tasks and teams executional factors on recall,
Johar, Holbrook and Stern (2001) comprehension and persuasion
Stewart and Koslow (1989)
creative directors and research
Chong (2006) consumers’ views on creative ads
Ang, Lee and Leong (2007)
finding a creative voice
Stephens and Burke (1974) a consumer response approach
Smith and Yang (2004)
21. FRAMING THE SCHOLARSHIP
PROCESS Sasser and Koslow (2008)
use of psychographic research the persuasive function
Winter and Russell (1973) Dillon (1975)
the associative model a mathematical model
Reid and Rotfeld (1976) Gross (1972)
copywriters’ implicit theories paradox and serendipity
Kover (1995) Bengstson (1982)
the templates method enhancing and encouraging
Goldenberg, Mazursky and Solomon (1999) El-Murad and West (2004)
think aloud tasks and teams executional factors on recall,
Johar, Holbrook and Stern (2001) comprehension and persuasion
Stewart and Koslow (1989)
creative directors and research
Chong (2006) consumers’ views on creative ads
Ang, Lee and Leong (2007)
finding a creative voice
Stephens and Burke (1974) a consumer response approach
Smith and Yang (2004)
25. “Copywriters’ Implicit Theories of
Communication: An Exploration”
Journal of Consumer Research
copywriters’ implicit theories
Kover (1995)
26. “Copywriters’ Implicit Theories of
Communication: An Exploration”
Journal of Consumer Research
in-depth interviews with 14
professional advertising writers
copywriters’ implicit theories
Kover (1995)
27. “Copywriters’ Implicit Theories of
Communication: An Exploration”
Journal of Consumer Research
in-depth interviews with 14
professional advertising writers
copywriters’ implicit theories asked each to discuss personal
Kover (1995)
creative process
28. “Copywriters’ Implicit Theories of
Communication: An Exploration”
Journal of Consumer Research
in-depth interviews with 14
professional advertising writers
copywriters’ implicit theories asked each to discuss personal
Kover (1995)
creative process
thoughtful, detailed, reflective
responses about their work +
revealed “implicit theories” about
how their minds worked
29. “Copywriters’ Implicit Theories of
Communication: An Exploration”
Journal of Consumer Research
in-depth interviews with 14
professional advertising writers
copywriters’ implicit theories asked each to discuss personal
Kover (1995)
creative process
thoughtful, detailed, reflective
responses about their work +
revealed “implicit theories” about
how their minds worked
rich data validated the observation
and analyzation of thinking via first-
person retrospective accounts
32. copywriters’ implicit theories
Kover (1995)
in-depth interviews with 14
professional advertising writers
asked each to discuss personal
creative process
thoughtful, detailed, reflective
responses about their work +
revealed “implicit theories” about
how their minds worked
33. developmental models of the
creative process
Griffin (2008)
copywriters’ implicit theories
Kover (1995)
in-depth interviews with 14
professional advertising writers
asked each to discuss personal
creative process
thoughtful, detailed, reflective
responses about their work +
revealed “implicit theories” about
how their minds worked
34. developmental models of the
creative process
Griffin (2008)
“From Performance to Mastery:
copywriters’ implicit theories Developmental Models of the
Kover (1995) Creative Process”
in-depth interviews with 14
professional advertising writers
asked each to discuss personal
creative process
thoughtful, detailed, reflective
responses about their work +
revealed “implicit theories” about
how their minds worked
35. developmental models of the
creative process
Griffin (2008)
“From Performance to Mastery:
copywriters’ implicit theories Developmental Models of the
Kover (1995) Creative Process”
Journal of Advertising
in-depth interviews with 14
professional advertising writers
asked each to discuss personal
creative process
thoughtful, detailed, reflective
responses about their work +
revealed “implicit theories” about
how their minds worked
36. developmental models of the
creative process
Griffin (2008)
“From Performance to Mastery:
copywriters’ implicit theories Developmental Models of the
Kover (1995) Creative Process”
Journal of Advertising
in-depth interviews with 14 in-depth interviews with 44
professional advertising writers students in portfolio programs
asked each to discuss personal
creative process
thoughtful, detailed, reflective
responses about their work +
revealed “implicit theories” about
how their minds worked
37. developmental models of the
creative process
Griffin (2008)
“From Performance to Mastery:
copywriters’ implicit theories Developmental Models of the
Kover (1995) Creative Process”
Journal of Advertising
in-depth interviews with 14 in-depth interviews with 44
professional advertising writers students in portfolio programs
asked each to discuss personal asked each to discuss personal
creative process creative process
thoughtful, detailed, reflective
responses about their work +
revealed “implicit theories” about
how their minds worked
38. developmental models of the
creative process
Griffin (2008)
“From Performance to Mastery:
copywriters’ implicit theories Developmental Models of the
Kover (1995) Creative Process”
Journal of Advertising
in-depth interviews with 14 in-depth interviews with 44
professional advertising writers students in portfolio programs
asked each to discuss personal asked each to discuss personal
creative process creative process
thoughtful, detailed, reflective thoughtful, detailed, reflective
responses about their work + responses about their work +
revealed “implicit theories” about revealed “implicit theories” about
how their minds worked how their minds worked
39.
40.
41. Each student created a
rough ad based on a
creative brief.
This assignment was
the basis for each
student’s personal
narratives about their
own creative process.
42. These ads were
analyzed and revealed
different approaches
to execution based
on level of expertise.
43. The Performance Model of Advertising Studentsʼ Creative Process The Mastery Model of Advertising Studentsʼ Creative Process
44. The Performance Model of Advertising Studentsʼ Creative Process The Mastery Model of Advertising Studentsʼ Creative Process
The students’ narratives about process, combined with analysis of their
rough ads, yielded evidence for building two new theoretical models.
54. three categories of
METACOGNITION
PERSON TASK STRATEGY
Everything you Your assessment of
believe about yourself the resources you will
as a thinker. need to complete
a project.
55. three categories of
METACOGNITION
PERSON TASK STRATEGY
Everything you Your assessment of How you combine
believe about yourself the resources you will both person and task
as a thinker. need to complete knowledge to achieve
a project. an ultimate goal.
56. three categories of
METACOGNITION
PERSON TASK STRATEGY
Everything you Your assessment of How you combine
believe about yourself the resources you will both person and task
as a thinker. need to complete knowledge to achieve
a project. an ultimate goal.
“As an art director,
I am more skilled
in visualization than
articulation.”
57. three categories of
METACOGNITION
PERSON TASK STRATEGY
Everything you Your assessment of How you combine
believe about yourself the resources you will both person and task
as a thinker. need to complete knowledge to achieve
a project. an ultimate goal.
“As an art director, “When the creative
I am more skilled brief leaves me with
in visualization than more questions than
articulation.” answers, I do some
of my own research.”
58. three categories of
METACOGNITION
PERSON TASK STRATEGY
Everything you Your assessment of How you combine
believe about yourself the resources you will both person and task
as a thinker. need to complete knowledge to achieve
a project. an ultimate goal.
“As an art director, “When the creative “I wanted to get
I am more skilled brief leaves me with started on this project
in visualization than more questions than as soon as possible,
articulation.” answers, I do some since I was unfamiliar
of my own research.” with the product and I
tend to procrastinate
in those situations.”
60. HYPOTHESIS:
Creative professionals in advertising do
understand their own creative process
for developing ideas and they can articulate it.
61. HYPOTHESIS:
Creative professionals in advertising do
understand their own creative process
for developing ideas and they can articulate it.
(i.e., they are metacognitively aware)
62. HYPOTHESIS:
Creative professionals in advertising do
understand their own creative process
for developing ideas and they can articulate it.
(i.e., they are metacognitively aware)
HUNCH:
63. HYPOTHESIS:
Creative professionals in advertising do
understand their own creative process
for developing ideas and they can articulate it.
(i.e., they are metacognitively aware)
HUNCH:
They can visualize their creative process.
66. APPROACH:
Analyze the cognitive phenomenon
(the creative process in advertising)
at the intersection of...
what creatives say
about the process
67. APPROACH:
Analyze the cognitive phenomenon
(the creative process in advertising)
at the intersection of...
what creatives say
about the process +
68. APPROACH:
Analyze the cognitive phenomenon
(the creative process in advertising)
at the intersection of...
what creatives say
about the process + what creatives show
about the process
72. INTERPRETATIVE
PHENOMENOLOGICAL ANALYSIS
Smith (1994, 1996)
IPA is concerned with the detailed
examination of individual lived
experience and how individuals make
sense of that experience.
Eatough and Smith (2008)
73. INTERPRETATIVE
PHENOMENOLOGICAL ANALYSIS
Smith (1994, 1996)
IPA is concerned with the detailed
examination of individual lived
experience and how individuals make
sense of that experience.
Eatough and Smith (2008)
theoretical roots: hermeneutics + phenomenology
74. IPA Smith (1994, 1996) GROUNDED
An approach to THEORY
Glaser & Strauss (1967)
research guided by a
particular world-view
and epistemology. It is
not simply a research
methodology.
- the privileged account
- focus on phenomena,
lived experiences
75. IPA Smith (1994, 1996) GROUNDED
An approach to THEORY Glaser & Strauss (1967)
research guided by a
particular world-view A systematic generation of
and epistemology. It is theory from data that
not simply a research contains both inductive and
methodology. deductive thinking.
- the privileged account
- focus on phenomena, - researcher holds privilege
lived experiences - broad application for various forms
of qualitative data
77. INTERPRETATIVE
PHENOMENOLOGICAL ANALYSIS
Smith (1994, 1996)
LIVED EXPERIENCE encompasses the embodied, socio-culturally and
historically situated person who inhabits an intentionally interpreted
and meaningfully lived world. Eatough and Smith (2008)
78. INTERPRETATIVE
PHENOMENOLOGICAL ANALYSIS
Smith (1994, 1996)
LIVED EXPERIENCE encompasses the embodied, socio-culturally and
historically situated person who inhabits an intentionally interpreted
and meaningfully lived world. Eatough and Smith (2008)
based on in-depth interviews that examine specific phenomena with
which individuals are intimately familiar; i.e. repeated/regular
experiences for those individuals
79. INTERPRETATIVE
PHENOMENOLOGICAL ANALYSIS
Smith (1994, 1996)
LIVED EXPERIENCE encompasses the embodied, socio-culturally and
historically situated person who inhabits an intentionally interpreted
and meaningfully lived world. Eatough and Smith (2008)
based on in-depth interviews that examine specific phenomena with
which individuals are intimately familiar; i.e. repeated/regular
experiences for those individuals
IPA is devoted to the micro analysis of convergence and divergence
within a small set of accounts. We compare accounts to establish the
common features.
82. IPA Smith (1994, 1996)
smaller sample sizes (typically less than 30)
83. IPA Smith (1994, 1996)
smaller sample sizes (typically less than 30)
semi-structured interviews most common; also
diaries and unstructured life histories
84. IPA Smith (1994, 1996)
smaller sample sizes (typically less than 30)
semi-structured interviews most common; also
diaries and unstructured life histories
both participant’s and researcher’s
sensemaking of the lived experience (the
topic) are recorded / compared
85. IPA Smith (1994, 1996)
smaller sample sizes (typically less than 30)
semi-structured interviews most common; also
diaries and unstructured life histories
both participant’s and researcher’s
sensemaking of the lived experience (the
topic) are recorded / compared
generally, a flexible, non-prescriptive stance
with respect to sample size or form of data
collection
88. USING AND INTERPRETING
VISUAL IMAGES Reavey and Johnson (2008)
“Qualitative psychology has always fought to be recognized as a
credible approach to research within the methodological fetishism of
the positivistic mainstream ... this might explain an initial reluctance
to embrace visual methodologies.” p. 297
89. USING AND INTERPRETING
VISUAL IMAGES Reavey and Johnson (2008)
“Qualitative psychology has always fought to be recognized as a
credible approach to research within the methodological fetishism of
the positivistic mainstream ... this might explain an initial reluctance
to embrace visual methodologies.” p. 297
Barthes (1973, 1995) - semiotic tradition: words are not the only way
people engage with the world
90. USING AND INTERPRETING
VISUAL IMAGES Reavey and Johnson (2008)
“Qualitative psychology has always fought to be recognized as a
credible approach to research within the methodological fetishism of
the positivistic mainstream ... this might explain an initial reluctance
to embrace visual methodologies.” p. 297
Barthes (1973, 1995) - semiotic tradition: words are not the only way
people engage with the world
“... the way in which we live feelings and experiences are not always
available to verbal description.” - p. 299
91. USING AND INTERPRETING
VISUAL IMAGES Reavey and Johnson (2008)
“Qualitative psychology has always fought to be recognized as a
credible approach to research within the methodological fetishism of
the positivistic mainstream ... this might explain an initial reluctance
to embrace visual methodologies.” p. 297
Barthes (1973, 1995) - semiotic tradition: words are not the only way
people engage with the world
“... the way in which we live feelings and experiences are not always
available to verbal description.” - p. 299
Collection of visual data can be less obtrusive because offers agency
to study participants rather than limiting their responses to those
elicited by a researcher’s questions.
93. Enduring Visual Products
Visual data collected for the
purpose of augmenting verbal
description of personal experiences.
Temple and McVittie (2005)
94. How can we
better understand
the creative process
in advertising?
99. PARTICIPANTS
creative professionals (CDs, ADs, CWs) ranging from 3-40
years of experience; primarily drawn from major awards
annuals in recent years + some legends; 300+ contacted,
76 participated
100. PARTICIPANTS
creative professionals (CDs, ADs, CWs) ranging from 3-40
years of experience; primarily drawn from major awards
annuals in recent years + some legends; 300+ contacted,
76 participated
STUDY PACKET
101. PARTICIPANTS
creative professionals (CDs, ADs, CWs) ranging from 3-40
years of experience; primarily drawn from major awards
annuals in recent years + some legends; 300+ contacted,
76 participated
STUDY PACKET
cover letter with overview of the project
102. PARTICIPANTS
creative professionals (CDs, ADs, CWs) ranging from 3-40
years of experience; primarily drawn from major awards
annuals in recent years + some legends; 300+ contacted,
76 participated
STUDY PACKET
cover letter with overview of the project
17” x 22” process canvas with consent form, instructions
and spaces for participant data and comments on back
103. PARTICIPANTS
creative professionals (CDs, ADs, CWs) ranging from 3-40
years of experience; primarily drawn from major awards
annuals in recent years + some legends; 300+ contacted,
76 participated
STUDY PACKET
cover letter with overview of the project
17” x 22” process canvas with consent form, instructions
and spaces for participant data and comments on back
postage-paid return envelope
104. PARTICIPANTS
creative professionals (CDs, ADs, CWs) ranging from 3-40
years of experience; primarily drawn from major awards
annuals in recent years + some legends; 300+ contacted,
76 participated
STUDY PACKET
cover letter with overview of the project
17” x 22” process canvas with consent form, instructions
and spaces for participant data and comments on back
postage-paid return envelope
black Sharpie marker
105. They call this “data collection.” Help us, please?
You take that brain to work with you every day. You know better than anyone else
how it works. As difficult as the journey can be, you’ve grown to understand more
and more about how you’ll get to that elusive G R E A T I D E A . Your creative
process is yours alone A N D I T M E A N S S O M E T H I N G . It has a life, a
direction, a feel, a style.
So, we’re wondering...
WAH A T D O EYS U R U R C R E A T I V E P R O C E S S LL OOK L I K E ?
YO O
WW A T TD D O E S Y O U R CREATIVE RPROCESS K OL IK E I K E ?
H
H
OES
O
CREATIVE P OCESS LOO
L
K ?
How do you get to the idea? What if you were asked to I L L U S T R A T E the
process? Could you capture it V I S U A L LY — at a level of detail that reveals
your own experience to others?
We study the creative process as it applies to advertising. We’ve taught hundreds
of young art directors and writers, and we know each person thinks about and
develops ideas differently. Those differences are staggering — and unbelievably
interesting!
We’re inviting some of the industry’s best and brightest, including yourself, to show
us their brains.
This is stuff we’d like to capture for posterity. For research and building theory. For
informing the next generation. For a beautiful book that will showcase great minds
and how they work.
We’re providing you with the necessary tools. Use the Sharpie® and the Process
Canvas (both enclosed) to share your unique journey. Please follow the instructions
on the back of that poster-sized sheet before providing us your solution, and return
it to us in the postage-paid envelope.
Think about the thinking, then show it to us.
W. G L E N N G R I F F I N DEBORAH K. MORRISON
ASSISTANT PROFESSOR PROFESSOR
SOUTHERN METHODIST UNIVERSITY UNIVERSITY OF OREGON
106. I N S T R U C T I O N S
1. Think about your own creative process. Think about the
route you take to find ideas.
2. Experiment with illustrating that process on a scratch piece
of paper. Can your visualization (with or without words) offer
someone else an understanding of the process as you
experience it?
3. When you are satisfied with your solution, use the Sharpie®
marker (provided) to transfer it to the Process Canvas on the
reverse of this sheet.
4. This is research, folks. You know how this works. We need
you to sign the Consent to Participate (in ink, not Sharpie®)
107. 3. When you are satisfied with your solution, use the Sharpie®
marker (provided) to transfer it to the Process Canvas on the
reverse of this sheet.
4. This is research, folks. You know how this works. We need
you to sign the Consent to Participate (in ink, not Sharpie®)
to make this legal in all 50 states. We’d also like to get your
comments on this study and/or your thoughts on process. Just
fill in the box below.
5. Fold this sheet and mail it back to us in the postage-paid
return envelope we’ve provided to you. Please complete the
project and return it no later than:
Thanks for your participation!
109. FOLLOW-UP
study participants (those who returned a process canvas to
us) were contacted and narratives about their creative
process were collected
114. NEW METHODS
IN CREATIVITY RESEARCH:
Interpretative Phenomenological Analysis (IPA)
and Enduring Visual Products
W. Glenn Griffin, Ph.D. Deborah K. Morrison, Ph.D.
Assistant Professor of Advertising Chambers Distinguished Professor
SMU - Temerlin Advertising Institute University of Oregon - School of Journalism
Dallas, TX and Communication - Eugene, OR
wgriffin @ smu.edu debmor @ uoregon.edu