Course Topics
Conspiracy theories have accompanied human history since ancient times. While in the past such theories remained confined to small circles, today the internet makes them accessible and shareable on a global scale. Forums, blogs, social media, and newsletters not only spread them further but also provide spaces where narratives are enriched with details, oscillating between reality and fiction. We live in an era in which we are exposed to an overwhelming amount of information, often difficult to interpret and contextualize. At the same time, our attraction to complex narratives drives the appeal of conspiracy theories, which can offer surprising plots and alternatives to a reality that may seem ordinary. In this context emerges the satirical theory Birds Aren’t Real, which claims that birds have been replaced by government drones. Originally intended as a joke, the movement has evolved into a social experiment that questions the mechanisms of disinformation. Its founder, Peter McIndoe, studied conspiratorial language and created a convincing imaginary world through fake documents, promotional videos, and online content. From a simple handmade sign, the idea grew into a digital phenomenon that also spread into the real world, demonstrating how what rises online can have tangible effects in everyday life. Because of these characteristics, Birds Aren’t Real serves as the starting point of the course, guiding students in analysing the dynamics that influence the spread of a digital phenomenon. Based on this case study, students individually develop a visual communication project that comes to life online, through newsletters, blogs, forums, or social media, and culminates in a real-world event. The course provides students with the tools needed to build the foundations of a solid design methodology, applicable to different contexts and briefs. Within this framework, the course examines how the choice of medium affects language, both written and visual, and how these decisions influence overall communication. Particular attention is also given to the relationship between digital and physical tools, observing how they interact and reinforce each other. During the frontal lectures, software and digital tools are introduced, including animation software and artificial intelligence applications, with a focus on their use for generating multiple images and exploring the relationship between static and moving images. Finally, students are encouraged to develop critical and lateral thinking, essential for approaching a brief openly and without bias. This approach allows them to analyse content with curiosity, recognise its potential, and transform it into coherent and effective visual projects, even when the initial idea appears fragile or implausible. In this context, lateral thinking becomes a tool for imagining alternative scenarios, identifying unexpected connections, and experimenting with new forms of communication.

Propaedeutic courses
To have passed the Project Visual Communication 1; to have certified the language level proficiency B1 in the course language in years following the first.

Teaching format
Frontal lectures, open discussions, practical exercises, reviews, presentations

Educational objectives
Knowledge and understanding have acquired their own project methodology in the field of visual communication, from the phase of planning to the phase of realisation of the project. have acquired the basic practical and theoretical knowledge necessary to realise a project in the field of visual communication. have acquired the basic knowledge to be able to turn a critical eye to their own work and to deal with contemporary complexity. have acquired the basic knowledge necessary for further Master's studies in all components of project culture as well as in theoretical subjects. Applying knowledge and understanding plan, develop and realise a project in the field of visual communication. be able to finalize the creation of an accomplished project in the field of visual communication, thanks to the basic knowledge acquired in the practical, scientific and theoretical fields. recognise the main phenomena of contemporary society, to observe them critically, also from an ethical and social point of view, and to elaborate appropriate solutions at the level of a design proposal/response. make use of the skills acquired during the course of study in the event of continuing studies in a Master's degree programme in the field of visual communication and to develop them further. Making judgements be able to make independent judgements for the purpose of developing their own design skills and in relation to all those decisions that are necessary to bring a project to completion. be able to make independent judgements, both in the critical evaluation of their own work and in their ability to use the right interpretative tools in those design contexts in which they will work and/or continue their studies, also considering ethical and social aspects. Communication skills present an independently realised project in the field of visual communication in the form of an installation, orally as well as in writing in a professional manner. to professionally communicate and substantiate one’s own decisions and justify them from a formal and theoretical point of view. communicate and present your own project at a professional level in another language and correctly in a third language in addition to their own language. Learning skills have learned a work methodology at a professional level - in the sense of being able to identify, develop and realise solutions to complex problems by applying the knowledge acquired in the practical and theoretical fields - in order to start a professional activity and/or continue their studies with a master's degree program. have developed a creative attitude and learned how to enhance it and develop it according to their own inclinations. have acquired basic knowledge in theoretical and practical subjects as well as a study methodology suitable for continuing studies with a master's degree program.

Assessment
The final exam consists of the delivery, presentation, and discussion of the project developed during the semester. Students will present their work through a digital presentation showcasing the concept behind their design choices, the graphic language used to visualise the topic, and the final digital assets. In addition, students will design a public demonstration and will be required to produce physical outputs. The complete list of digital and physical deliverables will be defined during the course. Throughout the semester, students will also be assigned two exercises: one focused on motion design and one on editorial design. Both exercises must be developed and presented during the course and will be considered again at the final exam. Finally, each student will be asked to prepare a twenty-minute lecture for their classmates. In rotation, other students will design the poster announcing the lecture. N.B. All non-attending students – after having informed the lecturers – must bring the same assignments as attending students: digital and physical project deliverables, exercises, and the digital presentation. They will also prepare a fifteen-minute lecture on a topic of their choice and design the corresponding poster.

Evaluation criteria
— Quality of design outputs — Quality of graphic and oral presentation during the final exam — Critical thinking and reflection on the assigned topic — Ability to explore multiple ideas and approaches to the topic — Technical improvement over the semester The final grade will be influenced by the development of the main project, the quality of the exercises, the clarity of the final presentation, and the originality of the lecture. The relative importance of each component will be discussed in class.