Presentation Session II

This study emerged from the growing success of Artworks that implements generative AI. These tensions raised a central question — if generative AI is considered a valid medium of artistic expression, what role might it appropriately occupy within formal art education? This led to the creation of my guiding question: “What ideas, perspectives, and skills do students develop during instructional units that integrate AI into the art curriculum?”
An existing mentor-provided curriculum was adapted for students to incorporate AI as a brainstorming tool and to produce two AI-generated comparative posters. The data was collected through Exit Tickets, research and reflection assignments, and both physical and digital artworks.
Using a Qualitative Teacher Inquiry design (Fitchman & Yendol-Hoppey, 2020) framed through Critical Digital Pedagogy, the analysis yielded three key themes. Collectively, these themes revealed that students viewed AI as a useful creative tool while affirming that art-making is, at its core, a human experience.