ERIC Number: ED349569
Record Type: RIE
Publication Date: 1992-Aug
Reference Count: N/A
Student-Centered Teaching and Creative Teaching Methods as They Relate to Enhancing Student Creativity in Advertising Copywriting.
The issue of whether teaching methods can influence creativity in the advertising copy writing classroom can best be examined by breaking it into three areas of knowledge access (perceptual, action, and conceptual). One of the perceptions of creativity is that creativity ceases to develop once a student is of college age, and that college itself serves as an obstacle to creativity. An appropriate action is to shift to student-centered teaching, based on principles of psychotherapy and the educational assumptions of Rogerian counseling. The first step in the process may be the deletion of copywriting syllabi. In a copywriting course at a mid-size southwestern university, using the student-centered type of syllabus construction, 46 of 47 students had only positive feedback about the approach. The class picked readings germane to the current topic, invited speakers, and wrote their own versions of assignments, rather than relying on one text. Another action important to the stimulation of creativity is inquiry and curiosity. Each class should contain more interrogatives than declaratives. Conceptually, these practices make sense, but do they work? Determining which of differing teaching methods is more effective is not a simple problem. It is imperative that instructors become researchers in their own classrooms. These suggestions will increase student creativity only inasmuch as the instructor using them enhances and encompasses the passion and pride involved in teaching creativity. (RS)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Identifiers: Advertising Copywriting; Advertising Education
Note: Paper presented at the Annual Meeting of the Association for Education in Journalism and Mass Communication (75th, Montreal, Quebec, Canada, August 5-8, 1992). Printed on colored paper.