Teacher(s)
Language
French
Content
Content:
-Short-form written, audiovisual and/or audio productions for the promotional purposes of cultural events on social media
-Reflective workshops on the use of digital technologies (interactive, immersive, generative artificial intelligence) in cultural communication
-Production of a mock-up communication campaign focusing on the audit and strategy aspects of a cultural production of the student’s choice
-Short-form written, audiovisual and/or audio productions for the promotional purposes of cultural events on social media
-Reflective workshops on the use of digital technologies (interactive, immersive, generative artificial intelligence) in cultural communication
-Production of a mock-up communication campaign focusing on the audit and strategy aspects of a cultural production of the student’s choice
Teaching methods
The course is combining theoretical lectures, meetings with professionals from the cultural sector and digital innovation and workshop-based activities.
Evaluation methods
Continuous assessment, assessment of coursework including a final group project and an individual reflective oral interview during the examination session. The weighting is as follows: 75% for continuous assessment in class, which includes the final group project, and 25% for the oral interview during the examination session. In the event of a second examination session, continuous assessment is replaced by a summary of set reading, and the assessment of coursework (completed in groups during the year) is replaced by the assessment of an individually produced piece of work. As the assessment is continuous and based on practical work, admission to the second sitting can only be considered if the student can demonstrate attendance at the course during the academic year equivalent to at least 50 per cent of the classes.
The use of generative AI – whether for the production of text, images (animated or otherwise), sounds, simulations or strategic analyses – is encouraged as part of the course. Students are, however, required to comply with the university’s policy on this matter and to explicitly state where these AI tools have been used. Furthermore, students must demonstrate a critical approach to this use: this aspect may be taken into account in the assessment. The use of generative AI does not exempt students from providing the sources – bibliographical and otherwise – on which they rely to produce their end-of-module assignment. Finally, just as spelling and grammar checkers have been in use for many years, generative AI can be used as a language assistant to revise or improve students’ written work.
The use of generative AI – whether for the production of text, images (animated or otherwise), sounds, simulations or strategic analyses – is encouraged as part of the course. Students are, however, required to comply with the university’s policy on this matter and to explicitly state where these AI tools have been used. Furthermore, students must demonstrate a critical approach to this use: this aspect may be taken into account in the assessment. The use of generative AI does not exempt students from providing the sources – bibliographical and otherwise – on which they rely to produce their end-of-module assignment. Finally, just as spelling and grammar checkers have been in use for many years, generative AI can be used as a language assistant to revise or improve students’ written work.
Other information
Students are reminded that course materials (slides, syllabuses, recordings, videos, exam questions, etc.) are protected by copyright.
They are therefore encouraged to share these materials ‘privately’ or within a private group, and not on a platform that monetises the work of others.
This frenchspeaking teaching unit description has been translated in English with the support of a generative AI tool.
They are therefore encouraged to share these materials ‘privately’ or within a private group, and not on a platform that monetises the work of others.
This frenchspeaking teaching unit description has been translated in English with the support of a generative AI tool.
Bibliography
COLBERT F. (2014), Marketing des Arts et de la Culture, Montréal, Chenelière Education, [4e éd.]
CARDON D. (2019), Culture numérique, Paris, Presses de Sciences Po
DE DIESBACH L. (2026), Faussaires algorithmiques, l'intelligence artificielle va - t - elle remplacer les artistes?
, Paris, L'aube
CARDON D. (2019), Culture numérique, Paris, Presses de Sciences Po
DE DIESBACH L. (2026), Faussaires algorithmiques, l'intelligence artificielle va - t - elle remplacer les artistes?
, Paris, L'aube
Faculty or entity
