Entre lo sintético y lo genuino: hibridación de procesos creativos con ia en la formación de directores de arte

This practical teaching inquiry explores the emerging dynamics between human creativity and artificial intelligence in the training of art directors, based on pedagogical experiences developed across three formative levels with graphic design students at Fundación Universitaria Los Libertadores. The...

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Bibliographic Details
Main Author:	Vallejo Bejarano, Jaime Andrés
Format:	Digital
Language:	spa
Published:	UNIVERSIDAD ANTONIO NARIÑO 2025
Subjects:	creatividad híbrida dirección de arte diseño de experiencia de usuario educación en diseño inteligencia artificial proceso creativo Arte IA Dirección de Arte hybrid creativity art direction user experience design design education experience artificial intelligence creative process Artificial intelligence Art AI Art Direction criatividade híbrida direção de arte design de experiência do usuário educação em design inteligência artificial processo criativo Direção de Arte
Online Access:	https://revistas.uan.edu.co/index.php/nodo/article/view/2173
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Summary:	This practical teaching inquiry explores the emerging dynamics between human creativity and artificial intelligence in the training of art directors, based on pedagogical experiences developed across three formative levels with graphic design students at Fundación Universitaria Los Libertadores. The reflection analyzes how the relationship with generative AI tools evolves throughout the formative sequence: workshop, project, and studio. The didactic approaches implemented at each level are documented, including exercises in “prompt engineering” and “post-generative intervention”. The results show significant transformations in students’ understanding of creative processes, developing metacognitive skills about their own process when confronted with automated systems. The study identifies emerging patterns of creative hybridization that generate greater value, mainly the cultural contextualization of generic outputs. This inquiry offers an approach to a methodological framework for art direction educators seeking to integrate these technologies without sacrificing the development of aesthetic judgment and critical thinking, using conceptual pedagogy and its proposed didactic sequence as a foundation.