Course Syllabus

A central goal of this course is to build critical thinking and creative judgment in an era of Superficial Intelligence; where AI can generate polished results that mask shallow understanding. AI can accelerate work, but it cannot replace decision-making, intent, taste, or problem-solving.

This is a studio style class where design fundamentals, CTE, and project based learning intersect with industry-grade, closed source AI tools. Students work in professional creative environments such as Adobe Creative Cloud and select Google creative tools. These platforms reflect how modern visual communication is produced but they are not the focus of the class.

By grounding projects in real-world CTE and PBL frameworks, students develop transferable skills—design thinking, visual literacy, planning, iteration, critique, and ethical reasoning that remain valuable regardless of how tools change. AI is treated as a tool, not a shortcut, and students are expected to remain intellectually in control of their work.

How the Class Works

We begin with short orientation projects to learn core tools and class routines. The year then moves through multi-week projects (typically 4–10 weeks, sometimes longer). Each project increases in complexity as skills grow.

Project Proposal

Students pitch an idea, declare the final deliverable (for example, a short video, brand kit, or interactive piece), and set measurable goals. The proposal guides feedback and grading.

Student as Project Manager

Students plan milestones and manage their tools as the “team.” They evaluate fit, learn what is needed, handle setup and troubleshooting, and pivot when appropriate. AI may handle routine tasks; students steer vision and quality.

Skill and Tool Sprints

Mini lessons—composition, typography, prompt writing, Veo storyboarding, Firefly controls—applied immediately to current work.

Weekly Check-Ins

Regular critiques and self-assessments keep work aligned to the pitch and support smart adjustments.

Creative Portfolio

All work lives in each student’s Creative Portfolio: a running visual record of learning, choices, inspirations, and iterations. Students add a brief written or recorded reflection on wins, challenges, and tool impact (including AI).

Grading

Daily Grading

Students earn 10 points daily (50 points weekly). Points are lost when students violate school-wide or classroom policies. These policies protect both students and equipment. Policies include:

• Cell phones must be stored in backpacks during class.
• No eating in class.
• No liquids except water are allowed in class. Water must be in a sealed container and is not permitted on computer tables.
• Computer use unrelated to the student's project is prohibited.

Project Presentations (grading component)

Each project concludes with a Project Presentation inside the student’s Creative Journey Portfolio, organized by our Project Pipeline.

• Think It – Proposal, purpose, audience, constraints; mood board/visual references; inclusivity statement and (when applicable) selected Champion Profiles.
• Plan It – Clear goals and final deliverable; milestone schedule; tool stack and access plan (AI or otherwise), including what must be learned, installed, or tested.
• Make It – Evidence of process: drafts, versions, prompt iterations, tests, troubleshooting notes, and mid-course pivots with reasoning.
• Show It – Final artifact placed in the portfolio with brief captions, credits, and safety/provenance notes (e.g., Firefly/Google metadata, licensed assets).
• Assess It – Concise reflection connecting outcomes to the original plan, feedback received, what changed and why, and next-step improvements.

Project Presentations are the primary grading evidence and emphasize learning, responsible tool management, and ethical use over polish alone.

AI Safety

Safety and ethics are non-negotiable. All generative assets are created in closed-source Adobe and Google systems with classroom safeguards and teacher review before anything is shared.

Digital media is central to AI literacy. Mastering Adobe Creative Cloud, Google’s creative AI, and tools like ChatGPT is about responsible, creative, and critical use across subjects—not only about making art. This course provides comprehensive, hands-on practice in proper AI use (prompt writing, bias awareness, safety) and responsible transfer to other classes. The approach aligns with the ISTE Standards for Students and builds long-term digital citizenship and creative communication.

Understanding these powerful tools alongside their proper uses and potential harms will be an ongoing discussion topic throughout the school year.

Discussion Topics and Readings

AI chatbots and emotional dependency

According to Character.ai CEO Karandeep Anand, users spend an average of 80 minutes a day chatting with AI-generated fictional characters. That puts Character.ai nearly on par with apps like TikTok (95 minutes) and YouTube (84 minutes), and ahead of Instagram (70 minutes). The numbers help explain why Meta CEO Mark Zuckerberg is now putting a bigger emphasis on personalized chatbots across his own platforms.

Character.ai currently has 20 million monthly active users. Half are women, and most are Gen Z or even younger. Critics warn that these kinds of apps can create emotional dependencies among young people and have called for them to be banned for minors. In the US, several lawsuits are underway over alleged harm to children, including one involving a suicide. Character.ai has responded by offering a separate model for users under 18 and now warns against excessive use.

Art students face unique risks

Art students are the first generation to confront the ethical challenges of AI in creative work. That means big questions about labeling AI-generated content, defining originality, and drawing the line between help and cheating.

“With AI becoming an integral part of the creative process, students have to face questions about the originality of AI-assisted work and the possibility of plagiarism,” the study says. For example, an art student might use AI to generate visual concepts or imitate a style, blurring the line between legitimate help and academic dishonesty.