Creative Prompt Pack

Prompting the Future: AI as Your Creative Co-Pilot

A practical companion to Amrei Dizon’s PANAF session. Use these prompts to clarify a brief, explore a direction, make a first version, and explain your revisions. Start with any general-purpose AI tool, or draft your answers on paper.

How to use this page: Pick the help you need. Copy the SPECK template. Try one fictional case, then replace its facts with your own. Keep your first version and make one deliberate change.

Practice note: The businesses, events, audience observations, numbers, and creative treatments below are fictional teaching material. Audience ideas are hypotheses unless a research basis is supplied. These are concepts and exercises, not verified campaign results.

1. Choose the help you need

Fog — Clarify the problem, compare interpretations, or identify what you need to learn.

Ceiling — Attempt a first version and understand the choices involved.

Echo — Adapt approved work while preserving its essential meaning and facts.

These can overlap. Choose a useful starting point.

2. Build a brief with SPECK

Copy, fill in, then revise:

S — Standpoint
Work as [role] with attention to [relevant perspective or standard].

P — Problem
Help me address [communication problem] for [audience].
The action or response we want is [outcome].

E — Expectation
Produce [specific output and number of alternatives].
Briefly explain the trade-offs so I can choose.

C — Constraints
Work within [time, format, resources, tone, and supplied facts].
Preserve [mandatory details]. Flag missing information.

K — Key Insight
Here is the relevant audience observation or context: [insert].
Its basis is [interview / observation / research / hypothesis].
Keep hypotheses separate from established facts.

Materials: [paste the brief, draft, or approved references].

A role instruction directs attention; it does not give AI lived experience or professional credentials. Supply real context and references when they matter.

3. Practice: campus thrift pop-up

Task: Choose a reason for students to visit, then turn it into copy. The exercise facts are used clothing, one-off pieces, a campus courtyard, Friday 11 AM–4 PM, and a small team that can shoot in one location. The possible appeal of discovering an unusual piece is an untested hypothesis.

Explore directions

S: Act as a creative strategist helping a student team choose a campaign direction.
P: Give students a reason to visit our campus thrift pop-up.
E: Propose three different reasons to visit. For each, provide a headline, a simple content idea, and the audience assumption behind it.
C: Use only these fictional facts: used clothing; one-off pieces; campus courtyard; Friday, 11 AM–4 PM. We can shoot in one location with a small team. Do not invent prices, testimonials, or environmental claims.
K: Our working hypothesis is that some shoppers enjoy discovering an unusual piece. Treat that as untested. Suggest three neutral questions we could ask shoppers before selecting a direction.

Turn a choice into content

We selected [direction] because [reason]. Draft a headline, a caption under 45 words, and a three-post sequence for before, during, and after the event. Give each post one purpose. Preserve the supplied facts. Flag any execution requiring an asset or permission we have not supplied.

Use AI as an editor

Here is my draft: [paste]. Identify the line that most clearly expresses our chosen idea, the line that could belong to almost any brand, and any claim unsupported by the brief. Suggest two focused revisions. Explain what each changes. Preserve the phrases I marked [KEEP].

Your decision: Select one change yourself and write a sentence explaining why. A longer prompt does not automatically produce better copy.

4. Practice: neighborhood shoe-repair shop

Task: Explore two visual ideas for a fictional shop that invites customers to bring valued shoes in for an assessment. Repair feasibility depends on the shoe’s condition. The idea that familiar shoes can have personal value is a creative premise, not a customer finding.

Choose the visual direction

S: Act as an art director helping a neighborhood shoe-repair shop.
P: Encourage owners to bring valued shoes in for an assessment.
E: Develop two visual directions: one emphasizing workmanship, one emphasizing the owner’s relationship with the shoes. Explain what each communicates and what customer information would help us choose.
C: No universal repair guarantee or fabricated customer testimonial. Use verified shop photographs for any real workmanship representation.
K: Our creative premise is that familiar shoes can have personal value. This is a hypothesis, not a documented customer finding.

Image prompt A: workmanship

Create a fictional advertising concept image for a neighborhood shoe-repair service. Close framing on a repairer’s hands examining the stitching of a worn leather shoe on a workbench. Soft side lighting reveals the leather and stitching. Restrained workshop background. Landscape composition with uncluttered space in the upper left for a headline to be added later. Believable working posture and consistent tools. No embedded lettering, logos, or invented before-and-after transformation. This is concept art.

Image prompt B: attachment

Create a fictional advertising concept image at a neighborhood shoe-repair counter. An adult customer is seated at the counter with one familiar shoe on their foot; its matching shoe rests on the workbench for assessment. Frame from waist level so the owner, paired shoes, and workbench are clear. Use natural workshop light, believable wear, and a restrained background. Leave clean space for a headline to be added later. Communicate continued use and care. No dramatic restoration claim, logos, or embedded text.

Revise one variable

Keep the subject, setting, color, and lighting from this reference image. Change only the framing: [describe crop or wider view]. Preserve the subject’s identity and object details as closely as the tool allows.

Inspect what actually changed. Preservation requests are not guarantees. For a real ad, use original service imagery where fidelity matters and add approved typography in the layout stage.

Photography reference

Framing: Wide shows surroundings; medium shows posture and action; close-up isolates detail. Overhead clarifies arrangement. Eye-level gives a direct encounter; a low angle can suggest scale. Leave negative space when a headline needs room.

Light: Soft light gives gentle transitions; hard light makes defined shadows. Side light reveals texture; backlight separates edges. Negative fill deepens a shadow side. Specular highlights communicate glossy material, but need control.

Focus and backdrop: Shallow depth of field isolates attention; deep depth of field holds more context sharp. A seamless background isolates a product.

Lens cues: A 24–35 mm equivalent view includes more surroundings. Around 50 mm is moderate. An 85–135 mm equivalent view is narrower and usually implies a farther camera position for similar framing. Macro or close-focus prompts should say what detail stays sharp. For smartphone, studio, or film aesthetics, describe the actual viewpoint, lighting, grain, contrast, and color you want. A lens label in generated imagery does not prove physically accurate optics.

Quick visual prompt: subject and action → setting → framing → light → color and material → intended effect → layout space → factual constraints.

5. Practice: student exhibition media plan

Task: Plan a small test for valid completed registrations. Enter the actual budget, event facts, available channels, and tracking before asking for dependent recommendations.

Plan a test

S: Act as a media-planning assistant for a student exhibition team.
P: Help us plan a small campaign aimed at valid completed registrations.
E: Produce a test plan with the objective, required assets, comparison, measurement, and review questions. List missing inputs before making recommendations dependent on them.
C: Total proposed test budget is [amount]. Event is [date/location]. Audience is [description]. Channels and tracking available are [details]. Do not invent reach, costs, conversion forecasts, or platform settings.
K: Our confirmed context is [insert]. Audience motivations still untested are [insert]. Keep those categories separate.

Evaluate sample results

Our goal is valid completed registrations. Fictional teaching data:
A: spend ₱500; clicks 100; registrations 5.
B: spend ₱500; clicks 60; registrations 12.
Calculate cost per click and cost per registration. Show the formulas. Separate observations, possible explanations, and checks needed before changing spending. Do not claim statistical significance, causality, or future performance from these totals.

Check the arithmetic: A = ₱5 per click and ₱100 per registration. B ≈ ₱8.33 per click and ₱41.67 per registration. Which metric answers the stated objective? Before changing spend, check tracking and registration quality. A chat-generated plan is not an executed media buy.

6. Practice: late-night food stall film

Task: Make a ten-second fictional film about a student settling down for a warm meal after a long day. Use one location, one adult student, one vendor, one bowl, and a small team. Avoid health, productivity, price, opening-hour, or invented brand-history claims.

Develop two treatments

S: Act as a director explaining choices to a student filmmaking team.
P: Create a ten-second fictional food-stall film about a student settling down for a warm meal after a long day.
E: Give two treatments, each with three shots. Specify duration, framing, action, camera movement, sound, and why each shot is included. Ask me to choose and explain a treatment before revising it.
C: One location, one adult student, one vendor, one bowl, and a small team. No health, productivity, price, or opening-hour claims. No invented brand history. Keep the durations to ten seconds in total.
K: Our creative premise is that the moment of settling down can carry the feeling. We can show a bag being put down and a meal being received.

Approve reference frames first when consistency matters. Use one clear action per generated shot. Adjust duration, audio, and reference requests to the tool you actually use.

Shot 1 — Arrival, target 3 seconds

Locked medium-wide shot at a modest fictional campus food stall at night. An adult student in a navy overshirt enters frame and puts a dark canvas bag beside a chair. Warm light from the stall, restrained background, eye-level viewpoint. One clear action. Keep room on the right for the counter. No text or camera movement. Match approved character and location references if supported.

Shot 2 — Meal, target 3 seconds

Close-up at the same counter and lighting. A vendor slides a plain white bowl of food toward the student’s waiting hand. The navy sleeve matches the preceding shot. One smooth movement. Keep the bowl, hand, counter, and food stable in appearance. No camera move, text, or additional action.

Shot 3 — Settling, target 4 seconds

Medium shot of the same adult student at the same stall, the bag beside the chair and white bowl on the counter. The student settles into the chair and begins to eat. Hold the camera still and let the action finish. Preserve clothing, light direction, and screen position. No generated text.

Edit and sound: Trim to rhythm. Carry stall ambience across cuts; add bag, bowl, and spoon sounds where they fit. Add “Kain muna.” and approved brand details during editing. If the tool lacks audio, treat this as a separate sound brief.

Continuity review

Compare these frames or clips if your tool supports inspecting them. Check character appearance, clothing, props, location, light direction, screen direction, and action continuity. Describe visible inconsistencies with frame/time references when available. Do not claim to have assessed audio or motion when only still images are provided.

Cinematography reference

Viewpoint and movement: A locked-off shot holds the camera still. Pan or tilt rotates the view; dolly or tracking moves it through space. Push-in and pull-back change camera distance; zoom changes focal length from one position. Handheld movement should serve the scene.

Attention and geography: Rack focus shifts sharpness between subjects. An establishing shot explains place; an insert emphasizes detail. Eyeline match and screen direction keep the action legible. Match on action joins movement across a cut.

Sound: A sound bridge connects shots. A J-cut brings in the next sound before its picture; an L-cut lets earlier sound continue. Diegetic sound belongs to the story world. Room tone or ambience helps adjacent cuts feel continuous.

Choose only terms that serve your intention. “Cinematic” alone is too broad to specify viewpoint, movement, light, performance, and timing.

7. Adapt approved work across formats

Here is our approved campaign: [paste]. Its central idea is [insert]. Adapt it into a poster headline, a social caption, and a 10-second film outline. Preserve the offer, mandatory details, and intended audience. For each format, explain what you removed or changed and why. Flag any new claim or asset requirement instead of silently adding it.

Reusable follow-up prompts

Clarify: “Which missing fact would most change your recommendation?”
Differentiate: “Give me an alternative based on a different audience tension. Label any invented tension as a hypothesis.”
Challenge: “Make the strongest practical case against the direction I selected.”
Refine: “Keep [specific element]. Change [one element]. Explain what changed.”
Verify: “Which claims come from the supplied brief? Which require evidence?”
Learn: “Explain this technique in plain language, show its effect, and give me a small exercise.”
Evaluate: “Judge these options against [criteria]. Explain trade-offs and what you cannot determine.”

Your next ten minutes

Write: “My unfinished project is _____. My blocker is Fog / Ceiling / Echo. I want AI to help me _____.” Fill in SPECK for one real task. If you run the prompt, keep version one, change one decision, keep version two, and explain the change.

Project:
Blocker: Fog / Ceiling / Echo
What I asked AI to help with:
Version 1:
What I kept:
What I changed:
Why:
What I checked:
What I still need to learn or test:

About this resource: SPECK and the teaching approach in this pack are adapted from materials by Amrei Dizon, founder and Chief Creative Officer of Vitalstrats Creative Solutions. This pack is tool-agnostic. It gives practice instructions, not guarantees of generation quality, physical fidelity, campaign success, or professional mastery. No paid tool is required for the written exercises.

Copyright and use: © 2026 Amrei Dizon. All rights reserved. You may use these prompts for your own learning and creative work and share a link to this page. Please credit Amrei Dizon when quoting or adapting the teaching material. Do not reproduce or sell the full pack without written permission.