In recent years, rapid developments in digital media and generative artificial intelligence have begun to reshape how visual content is produced. As technical barriers continue to decrease, creative work is no longer as tightly tied to software proficiency as it once was. This shift is particularly evident among students without formal design training who are nevertheless expected to engage in basic forms of visual expression. In such contexts, teaching that focuses primarily on tools and techniques may no longer be sufficient to support creativity or sustained engagement. This paper draws on a course designed for students in communication-related programs, where illustration software is introduced as a tool rather than an end in itself. The core of the course is a “creative task template,” which combines a map-like structure, multiple scenes, and visual elements into a shared framework that balances constraint and openness. Developed through user-centered design principles, the template guides student decision-making while allowing for diverse outcomes. Based on student work, classroom observations, and feedback from over 60 participants, three patterns emerge: varied creative strategies within a shared structure, sustained engagement through exploration, and a shift in the instructor’s role toward designing learning conditions. Rather than offering a fixed method, this study presents a way of rethinking pedagogical design that can be adapted across contexts.

Authors:
Kuan-Lun Su, National Chengchi University, Taiwan

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Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00

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