- Subject 1. – Graphic Design as an essential tool: good and bad graphics used in campaigns (a campaign with a good graphic design can be a failure and vice versa). Graphic Design principles and elements that must be considered. Photographic campaigns vs. typographical campaigns.
- Subject 2. – Copywriting techniques; the message, tone of voice, point of view etc.
- Subject 3. – Contextual analysis –with visual examples– of an Ad campaign from the beginning; from Briefing to execution. Work stages and work flow: the 4D’s, Discovery, Definition, Design and Delivery.
- Subject 4. – Creative techniques and different media (TV, Radio, Newspapers, Internet, viral, etc.). What makes an idea a good idea? Ideas that stick in the collective mind; SUCCESs fundamentals. Good ideas poorly executed versus bad ideas well executed.
- Subject 5. – Self-promotion: if your job is to promote big brands, why don’t you use these powers with yourself? Creating a good and bad portfolio. Producing a good folio to land a good job!
- Discussion: At the end of every lecture –theoretical contextualisation–, the subject will be discussed with the students for a few minutes.

This workshop has an eminently practical character.
Go to “EVALUATION” to fill in the detail of each one of the Educational Activity.

Arden, Paul. It’s not how good you are, it’s how good you want to be. London: Phaidon, 2002.
Bergman, Margo. Street smart advertising: how to win the battle of the buzz. Plymouth: Rowman & Littlefield Publishers, INC., 2007.
Bond, Johnathan, Kirshenbaum, Richard. Under the Radar: Talking to Today's Cynical Consumer. New York: Hoboken, New Jersey: John Wiley & Sons, Inc., 1998.
Haig, Matt. Brand Failures: The Truth About the 100 Biggest Branding Mistakes of All Time. London: Kogan Page Ltd., 2003.
Heath, Chip and Dan. Made to stick. London: Arrow Books, 2008.
Heath, Chip and Dan. Switch: How to change things when change is hard. London: Random House Business Books, 2011.
Iezzi, Teresa. The idea writers. New York: Palgrave Macmillian, 2010.
Ogilvy, David. Ogilvy on Avdertising. New York: Vintage Books, 1985.
Ogilvy, David. Confessions of an advertising man. London: Southbank Publishing, 2004.
Roberts, Kevin. Lovemarks: the future beyond brands. New York: powerHouse Books, 2004.
Shirky, Clay. Here Comes Everybody: The power of organizing without Organisations. New York, Penguin Books, 2009.
Solomon, Robert. The art of client service. New York: Kaplan Publishing, 2008.
Zyman, Sergio. The end of advertising as we know it. Hoboken, New Jersey: John Wiley & Sons, Inc., 2002.

Webs, blogs and editorials:
Adweek
Advertising Age
Ad Critic
AdForum
Creative Review
CMYK
HOW
Print
Comunication Arts
Campaign
Luerzers Archive
Bancomicsans.co.uk
Ihaveanidea.org
Creativity-online.com
cstadvertising.com
ffffound.com

• The evaluation must be considered as Continuous Evaluation and must be solved during the academic period.
• Marks will be quantitative between 0 and 10. The mark should be presented with one decimal.
• All learning activities are graded from 0-10.
• The minimum grade required to pass each learning activity is 5.
• Check the end of assessment period and academic management calendar.
• Class attendance is recommended in all cases.
• The format of the workshop includes no exam only assessment or reassessment.
• Deliveries will not be accepted later or in formats or different supports than stated for assessment purposes. Neither it will be accepted any alternative recovery work.

Students need to attend to 80% of the sessions

The students will produce a learning portfolio of 6 Ad campaigns: 3 successful ones and 3 failures, i.e. campaigns that have increased or decreased the sales or awareness of the products or services promoted. Later on the class will choose a failed campaign unanimously.

The students will need to rethink and redo the chosen Campaign of Activity 1. But with one premise: correct the maximum with the minimum. Using the minimum amount of resources, students will need to redesign the Campaign to achieve considerable and positive results.

The class will divide in groups in which the students will do some role-play. One by one, each member of the group will represent the agency presenting his/her newly redone Campaign, while the rest of the group play the client’s role. Whether they like it or not, they will need to have a say.

The students will produce a learning portfolio with self-promotional examples. It will contain 6 examples of young creative’s portfolios; 3 which the student believes that are impressive and 3 not so impressive. Later on he/she will find out how it was presented to the creative directors at the agencies.