AI in Art Education and Creation (excerpts)

“Pedagogical paradigm shift: Reimagining art and design education”
- Hutson, J., Lively, J., Robertson, B., Cotroneo, P., & Lang, M


Relationship between Form and Content

Incorporating AI into art and design curriculum would create an “emphasis on relationship between form and content rather than on perfecting techniques of specific disciplines” (87). This shifts the role of the artist; incorporating AI into an artist’s creative process “challenges traditional notions of the artist as a solely skilled craftsman” and places more responsibility on the artist’s intentions behind the artwork rather than the artist’s ability to produce the work itself (88).

Benefits:
Expanding artistic horizons
Developing critical thinking skills
Foster interdisciplinary problem-solving
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Exploring the definition of creativity and originality; considering the role of the artist

The mass use of AI “emphasiz[es] the conceptual aspects of artmaking,” specifically developing intentionality in creating (88). The article outlines the importance of developing the artist’s “ability to effectively navigate the relationship between words and images” (89). Hutson et al. claim that
“artists who can skillfully articulate their creative vision and engage in critical discussions surrounding their work are better equipped to navigate the complexities of the art world and contribute to the broader discourse on contemporary art practices” (89).
Because AI is becoming a present element in “contemporary art practices,” the article suggests that practical application of AI tools and ethical discussions about AI in art are necessary in art and design education moving forward.
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Value of integrating AI into curriculum
There is not one prescribed method by which institutions should be integrating AI into art and design education. However a curriculum is adjusted should allow “the flexibility to incorporate AI in ways that align with [the institution’s] educational objectives” (92). Additionally, this “new curriculum should foster critical thinking skills, encourage exploration of the conceptual implications of AI, and enhance students’ ability to articulate their ideas through artistic practice” (92).
However instructors decide to use AI, the article clarifies that it “should be seen as a complementary tool rather than a substitute for human creativity and problem-solving abilities” (97).
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Promoting Critical Thinking
Hutson et al. describe the practice of “Aesthetic engineering [as] the act of recombining visual elements to construct new compositions” (88). While this practice leads to discussions around appropriation and plagiarism, it also “challenges traditional notions of craftsmanship and prompts students to critically evaluate ideas of originality and intentionality” (88).
With the guidance of teachers and instructors, students should develop “the ability to express oneself clearly and precisely… in this new context” (88). The article suggests that “by verbalizing their artistic ideas, students develop a deeper understanding of their creative process and gain the ability to communicate their intentions to a broader audience” (89).

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“Indigenous knowledges informing ‘machine learning’ could prevent stolen art and other culturally unsafe AI practices”

“Machine learning is the process by which the machine generates its intelligence through outside input…But its behaviour is determined by the information it is provided.”
What information is within AI’s reach?
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AI’s Capabilities
Carlson and Richards note that “AI is currently a white male dominated field,” being programmed by a specific worldview. Not only is AI’s creative process designed by this worldview, it only has access to information and knowledge systems that are recorded in the digital context.

Problems:
Racial and gender biases in AI
Limited data that represents a variety of perspectives
Appropriation

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Appropriation and Data Sovereignty
In addition to prohibiting Indigenous peoples’ ability to “own, control, access, and possess their own data, and decide who to give it to,” AI also grants any user the ability to “‘create’ Indigenous art” without acknowledging any cultural permissions and protocols that may be in place.

“Although AI is a powerful tool, it is limited by the data which inform it. The success of the above projects is because AI was informed by Indigenous knowledges, provided by Indigenous knowledge holders who have a long held ancestral relationship with the land, animals and environment.”



References:
Carlson, B., & Richards, P. (2023, September 8). “Indigenous knowledges informing ‘machine learning’ could prevent stolen
art and other culturally unsafe AI practices”. The Conversation. https://theconversation.com/indigenous-knowledges-informing-machine-learning-could-prevent-stolen-art-and-other-culturally-unsafe-ai-practices-210625

Hutson, J., Lively, J., Robertson, B., Cotroneo, P., & Lang, M. (2024). “Pedagogical paradigm shift: Reimagining art and
design education. In Creative Convergence” (pp. 87–100). Springer. https://doi.org/10.1007/978-3-031-45127-0_4