Author: Molly Owens, University of Wales Newport. Presented at the Research - Teaching in Wales 2011 Conference, 13th -14th September, Gregynog Hall, Newtown (Powys)

1. Research and its Role on a Creative Course Molly Owens Senior Lecturer, Advertising Design University of Wales, Newport

2. The Creative Process

3. Courses Graphic Design Communication Fine Art Creative Writing Journalism

4. Advertising Design Course Theory Creative Concepts Practice Creation of moving image, design-based projects, and copy-based projects

5. Needs of an Advertising Creative In addition to the basics of copy, typography, colour, image manipulation, filming moving image, at the heart of any communication is the need to move an audience The psychological, anthropological and sociological aspects means that research is necessary before ever putting pen to paper

6. Browne and Newcombe Educational resources can contribute to a more constructivist and connectivist pedagogy, where teachers and learners co-create knowledge and understanding.

7. Resources used Traditional forms of resources such as textbooks Open educational resources such as student and teacher-led blogs and a Facebook group page, Also, smaller group pages (private) Newer resources such as Twitter and industry online publications and blogs Unexpected resources

8. Example of research-led project

9. Results Final projects Surveys Interviews

10. Students able to meet the briefs more successfully Building of student confidence Direction: conducting research before or during the creative process helps give direction to and helps with development of creative idea generation Students ‘feel’ more creative as a result of research and exercises, leading them to take more risks

11. Students have a better understanding of the world and different audiences and arts – they are not as ‘isolated’ Students are able to eloquently ‘back up’ their ideas and creative concepts with solid research, which is critical for their field