| Code |
17529
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| Year |
3
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| Semester |
S2
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| ECTS Credits |
12
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| Workload |
PL(90H)
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| Scientific area |
Communication Sciences
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Entry requirements |
-
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Learning outcomes |
The proposed methodologies are linked to a pedagogical model centred on experiential and project-based learning, with a focus on applying theoretical concepts in a workshop/laboratory context.
a. Main structure: Project-Based Learning (PBL).
b. Iterative prototyping with tutorial guidance (workshop sessions).
c. Critical case analysis and benchmarking.
d. Continuous formative assessment, reflective portfolio and public event.
Articulation with the pedagogical model: This set of methods embodies a hybrid studio and laboratory model. Iteration, guided by templates and tutoring, fosters autonomy, critical thinking and reflective practical skills. Inclusion of external juries in the final assessment links learning to professional standards and the real world.
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Syllabus |
Advertising
1. The structure and functioning of advertising agencies.
2. Traditional versus online advertising
3. Commercial, institutional, and public interest advertising
4. Creative thinking and the advertising creation process
5. Briefing and creative concept
6. Principles and elements of advertising copywriting
7. Advertising rhetoric
PR
1. Fundamentals of PR: Urgency, the limitations of the traditional model, and inclusive PR pedagogies.
2. PR-DEIB frameworks and creativity: The evolution towards DEIB and how creativity can drive social justice and professional practice.
3. Art as knowledge: The role of art as an epistemic practice and a narrative that challenges traditional communication paradigms.
4. Prototyping methodology: The iterative cycle, key dimensions, and application of the eight-phase matrix for developing IPR projects.
5. Application: Development of an IPR project.
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Main Bibliography |
Aaltonen, K., Derakhshan, R., Di Maddaloni, F., & Turner, R. (2024). Stakeholder engagement: Theoretical and methodological directions for project scholarship. International Journal of Project Management, 42(7)
Azionya, C., Oksiutycz, A., & Benecke, D.R. (2019). A model for value-based public relations education in a diverse and poly-contextual society. Public Relations Review, 45(3)
Ciszek, E., Place, K.R., & Logan, N. (2022). Critical humanism for public relations: Harnessing the synergy of gender, race and sexuality research. Public Relations Review, 48(1)
Gonçalves, G.(2010). Introdução à Teoria das RP. Porto Ed
Lendrevie, J., (2010). Publicitor: Comunicação 360º Online Offline. Dom Quixote.
Macnamara, J. (2016). Organizational listening: Addressing a major gap in public relations theory and practice. Journal of Public Relations Research, 28(3), 1–24.
Solomon, R. (2008). The Art of Client Service: 58 Things Every Advertising & Marketing Professional Should Know. Kaplan Publishing.
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Teaching Methodologies and Assessment Criteria |
Advertising: 50% of the final grade for the Strategic Communication Workshop.
RP: 50% of the final grade for the Strategic Communication workshop.
PR
I. Inclusive PR project (70%)
i. Pre-project (30%): Includes context analysis, objectives aligned with DEIB, target audience and theoretical justification.
ii. Prototyping and action plan (30%): presentation of a concrete prototype (e.g., campaign, micro-event, material) and detailed implementation plan
iii. Presentation of final project and reflective portfolio (40%): Public presentation of the project at the Future's ‘Bloom’ event and final dossier with critical reflection on the process, self-assessment of the projected impact and lessons learned.
II. Participation and content creation (30%)
i. Attendance, quality of classroom interventions and materials created.
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Language |
Portuguese. Tutorial support is available in English.
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