Some fields come and go, but there will always be a need for older generations to teach the younger generations. For this reason, teachers will always be needed. The material that they choose to teach can sometimes determine the outcome of a nation. Take a look into German and Roman histories; they are littered with teachers convincing students that their way is right. I think that it is imperative that we research the full potential of what we are teaching our students. For that reason, my thesis will consist of analyzing and synthesizing the research of Feldman, Sternberg, Gardner and Eisner, gathering information on their works and applying them to art education. I will apply my findings to the modern day secondary art classroom; whether it is classroom design or visual handouts, I will use the knowledge gathered to better equip the room to the advancement of multiple intelligences in hopes of inspiring my future students to be creative and lifetime learners.

本研究從實務界選擇廣告創意人的準則出發，探討大學教育在因應廣告創意的實務需求時，所提出並加強的課程設計方向。務使大學廣告創意教育所培育的廣告創意人才，符合實務界的用人期待。 廣告是一門實用科學，如何讓教育與實務緊密結合，是廣告教育的最大挑戰。因此課程設計益發重要。在文獻探討中，實務界認為大學廣告課程有太過學術化、脫離現實競爭等議題。實務界希望他們的創意人員，在學校能就概念、技術、溝通三種技巧學習，還要理解廣告公司環境裡的競爭性、官僚行為、內部政治跟商業行為等等；期待創意課程同時涉足判斷力養成、有策略紀律、熟悉國際廣告、團隊精神、提案技巧、對公司政治具備敏感度等等。 在個案研究及深度訪談後，進行對廣告創意課程的設計。個案研究以廣告系修習廣告文案進階課程的學生進行教學實驗。深度訪談則集中在國內各大廣告公司資深創意人對國內廣告創意教育的認識與建議上。 研究發現符合實務界理想的廣告創意課程有下列方向：現實感、發想概念的能力、判斷力的養成、教導想法、職業認知、提案技巧、作品集、加強實務師資、從國際廣告吸取經驗、團隊精神。並據此由實務界觀點出發，結合作者經驗建構出八節符合實務需求的廣告創意課程：1.如何從創意哲學中培養看廣告概念的眼光。2.創意簡報。3.消費者心聲。4.廣告概念。5.創意概念。6.創意執行手法。7.創意素材。8.評估廣告。 / This study started with how advertising agency chose their employees, and how the university advertising creative curricular played their role on educating students to meet the expectation, and how to design or reinforce the current creative curricular. The objective was to educate the students in a way that met the practitioners’ perspective. Advertising was a pragmatic science. How to tie education with practitioners’ expectation tightly was a real challenge. In literature studies, the practitioner considered that the university creative curriculum constrained with over-academic, and lack of the knowledge of competition in real world. The practitioners were looking for creative personnel who studied the skills of concept, technique and communication, as well as the competition, bureaucracy, politics and business reality in the advertising agency. The creative curriculum was expected to teach following disciplines: self-editing, adherence to strategy, exposing to awards annuals, partnership, presentation, agency politics…etc. After conducting a case study and several in-depth interviews, a design for creative curriculum was ready to form. The case study was experimented with students who took advertising copywriting program in university. And the in-depth interviews were from agency’s senior creative personnel who talked about their point-of-views on their knowledge and suggestion for university creative curricular. Research suggested that the creative curriculum to meet the practitioners’ perspective must include the following principles: learning the reality, capable of generating concepts, teaching cerebration, understanding the nature of business, presentation skill, portfolio, uses of practitioners’ experiences, learning from global advertisements, and team work. And based on those practitioners’ perspectives, along with the writer’s personal experience, an eight-lesson program for university advertising creative curriculum was designed: 1. To See an Ad. 2. Creative Brief. 3. Cunsumer Insight. 4. Advertising Concept. 5. Finding the Creative Concept. 6. Some Tools to Create an Ad. 7. Creative Executions. 8. How to Evaluate Creative.