This article explores the integration of "synthography" in the context of a class in the Degree in Photography, as a strategy to explore artistic and professional practices in the digital transformation era, problematizing the pedagogical implications of using artificial intelligence (AI) in creative disciplines. The study revolves around the use of AI to generate visual content, specifically through the structured creation of prompts derived from photography knowledge and practices of the students. We analyzed the final AI-generated images, categorizing them as positive or negative results based on their aesthetic quality and compliance with the AI imaging guidelines taught in class. This assessment is complemented by analyzing the texts used by students in the prompts that generate these images, aiming to establish a relationship between the incidence of terms relevant to the construction of photography used in the prompts and the quality of the resulting image. Furthermore, the study investigates cases where deviations from the taught strategies occurred, examining the nature of these deviations and their impact on the final product. The analysis raises hypotheses substantiating how the deviation can lead to positive or negative results. Starting from the idea that "synthography," as a pedagogical tool, can promote a deeper understanding of the interaction between technology and creativity, it seems urgent to propose to students' critical engagement with the several dimensions of AI, both in academic and artistic production. Finally, the study proposes to explore a set of pedagogical questions that can reflect on the potential educational use of AI in creative disciplines, thus contributing to the broader discourse on ethical education in AI.