99584 - Communication in the Media T (A-K)

Learning outcomes

At the end of the module, the student is able to understand the key themes of project communication, understood as a complex product-system in its material and immaterial dimension, and of its diffusion through the media. The student is able to place himself within a professional, economic, cultural and social system; he/she is capable of developing artefacts that communicate her skills; he/she is able to express her positioning regarding contemporary and future challenges.

Course contents

The Laboratory will include a first part (5 weeks) in which students will follow a workshop dedicated to service design.
In the second part of the Lab, students will be confronted with designers, experiences and case histories pertaining to cultural and creative disciplines (audiovisual, graphic and publishing, visual and ux design), with the aim of designing a personal portfolio.

PART I – DESIGN THINKING AND SERVICE DESIGN 
In particular, the workshop will be oriented towards the transfer of principles, methods and tools of Design Thinking and Service Design by immersing the participants in a group project work to prototype/develop a product-service system for the local library sector. The activities will include field work and data acquisition.

PART II – COMMUNICATING THE SELF AS A PRODUCT
The course aims to provide elements of context, process and the methodological tools that will enable students to acquire the necessary skills to represent and communicate the self as product.

For the designer today, understanding and communicating the self preludes the formation of a design consciousness and the ability to navigate productive, cultural and economic contexts to design reality, products and services.

The designer's responsibility to hone interpretive skills of the design self underlies the expression of personal design approach, identity, and creative and professional skills.
Communicating the self as a project means creating identity, representing the spatialized self, designing relationships, and outlining one's profile as a designer through narrative, multichannel, and multimedia languages.
In order to develop appropriate communication, students will need to acquire knowledge and skills ranging from the interpretation and evaluation of one's work and its translation into digital form. Thus, the objective of the module is to equip students with the theoretical and technical tools needed to design self-communication.

Readings/Bibliography

Sanders L. (2008), An evolving map of design practice and design research Interactions

Formia Elena, Gianfrate Valentina, Vai Elena, Design e mutazioni. Processi per la trasformazione continua della città [https://cris.unibo.it/handle/11585/828720], Bologna, BUP - Bononia University Press, 2021, pp. 277

Jacopo Gaspari, Valentina Gianfrate, Giovanni Ginocchini, Mauro Bigi, Accessibility as design tool: a comfortable environment through the public space / L'accessibilità come strumento di progetto: il benessere ambientale attraverso lo spazio pubblico [https://cris.unibo.it/handle/11585/764151], «TECHNE», 2020, 19, pp. 223 - 231

Gianfrate V., Longo D., Urban micro-design. Tecnologie integrate, adattabilità e qualità degli spazi pubblici, collana Ricerche di tecnologia dell’Architettura, Franco Angeli, 2017, ISBN 978-88-917-4294-0

Georgea, Lakhanib Puranamc 2020, What has changed? The Impact of Covid Pandemic on the Technology and Innovation Management Research Agenda, Journal of Management Studies 57:8

Carrillo, F.J. (2005). Knowledge Cities. Oxford, UK: Elsevier/Butterworth-Heinemann.

Adams, R. (2012). La bellezza in fotografia. Bollati Boringhieri.

Barthes, R. (1979). La camera chiara. Nota sulla fotografia. Einaudi.

Ghirri, L. (2009). Lezioni di fotografia. Quodlibet.

Moholy-Nagy, L. (2010). Pittura Fotografia Film. Einaudi.

Vaccari, F. (2011). Fotografia e inconscio tecnologico. Einaudi.

Teaching methods

The interactive and research method will be adopted. Lectures, Design Talks by professionals from the cultural and creative sectors will alternate with laboratory and verification moments. The teacher will function as a guide and coordinator of activities based on the problematization of content.

Service Design Workshop
Desk research and data research with specific insights related to the right to repair. Development of surveys and field work surveys (observations, direct interviews, needs surveys, etc.).Rapid prototyping.Definition of summary report.

In consideration of the type of activity and teaching methods adopted, the frequency of this training activity requires the prior participation of all students to modules 1 and 2 of training on safety in the study places, in e-learning mode.

https://elearning-sicurezza.unibo.it/

Assessment methods

The evaluations of the individual Modules will contribute to generating a single final grade for the entire integrated Laboratory.

Teaching tools

Slides, selected articles and texts, journals, catalogs, references, and case studies.

Office hours

See the website of Elena Vai

See the website of Valentina Gianfrate