36
Design
REGGIO DI CALABRIA
Overview
Date/time interval
Syllabus
Course Objectives
The main objectives of the course for students are:
Acquire basic skills in visual communication as an educational, didactic, and social language;
Use visual tools and techniques (traditional and digital) to design and produce educational materials;
Develop the ability to communicate clearly through images in a creative and inclusive manner, adapting content to different audiences (children, adolescents, adults, people with disabilities, or those in marginalized contexts);
Stimulate critical and reflective thinking about the pedagogical function of images and visual languages in contemporary society;
Acquire practical design tools (graphic design workshops, use of software, traditional and digital visual techniques);
Develop transversal skills (creativity, synthesis, clarity of communication);
Enhance the ability to transform complex content into clear and effective visual messages, useful both in teaching and in institutional communication for educational services.
Course Prerequisites
Attending the course does not require any particular prerequisites, other than the basic skills acquired during primary and secondary school.
Teaching Methods
Teaching will be structured as follows:
Lectures;
Practical workshops (graphic and visual design experiences);
Group work to develop collaborative and creative skills;
Individual analysis and production exercises.
Assessment Methods
The final grade will be determined based on:
Visual and multimedia projects produced during the course;
Reports or presentations on the projects produced by students;
Final interview to assess theoretical understanding and practical application.
Texts
Bruno Munari (2017). Design e comunicazione visiva. Contributo a una metodologia didattica. Laterza.
Antonio Calvani (2011). Principi di comunicazione visiva e multimediale. Fare didattica con le immagini. Carocci.
Clemente Francavilla (2007). Progettazione grafica. Le regole della comunicazione visiva tra design e advertising. Hoepli.
Ettore Maiotti (1985). Manuale pratico di grafica. Fabbri editore.
Wassily Kandinsky (1968). Punto, linea, superficie. Contributo all'analisi degli elementi pittorici. Adelphi.
Contents
This course is part of the Degree Program in Educational Sciences and Training (L-19) and serves a variety of cross-curricular learning needs. Visual communication, as a universal educational tool – particularly effective in contexts aimed at children, adolescents, and adults in marginalized situations or with special educational needs – supports future educators in designing accessible and inclusive teaching tools, such as visual materials, concept maps, and multimedia tools, capable of developing comprehension and learning processes. Understanding and using the tools and techniques needed to communicate through images becomes an indispensable activity for anyone interested in engaging with educational issues. This discipline bridges the gap between education, art, and technology, and aims to enrich students' preparation not only as content educators but also as communicators.
Main contents:
Theories and principles of visual communication and its tools;
Elements of image semiotics;
Visual representation techniques (graphics, photography, illustration);
Digital tools for communication and teaching;
Visual communication in early childhood education;
Visual language in complex socio-educational contexts (marginality, multiculturalism, disability).
More information
Learning outcomes
Upon completion of the course, students will be able to:
Understand the theoretical foundations of visual communication and its role in educational processes;
Be able to analyze and interpret images and visual materials from a pedagogical perspective;
Design communication tools (posters, infographics, concept maps, multimedia materials) suitable for educational and training contexts;
Use basic software and techniques for creating visual content;
Document and enhance educational experiences through visual and multimedia methods.
Connection with Degree Program Objectives
The course contributes to several specific objectives of the course:
Communication and interpersonal skills: train educators to use visual language to interact with different age groups and disadvantaged individuals;
Use multimedia technologies: train them to design digital and visual educational content, in line with the course's focus on innovative methodologies;
Creativity and artistic languages: enriching education with artistic and visual skills, already included in the curriculum as part of core activities;
Educational documentation: visual communication is essential for observing, recording, and presenting educational processes (portfolios, visual reports, materials for the educational community).
Impact on the two professional profiles
Educator in early childhood services: the use of images, colors, illustrations, graphic-visual materials, and multimedia tools facilitates children's learning and cognitive, relational, and creative development.
Social-pedagogical educator: visual communication is an effective support for adults, migrants, prisoners, or people with language difficulties, as it allows them to overcome linguistic and cultural barriers.