Some of the issues and problems which need to be considered when deciding if, and how, to use artificial intelligence.
AI generated ideas for spoons based on Picasso’s ‘Desmoiselles d’ Avignon’.
Reflection points
- What should an art teacher know about artificial intelligence?
- Can artificial intelligence make day to day professional practice better, easier, quicker?
- How?
- Can artificial intelligence create ‘ART”?
Artificial Intelligence in Art Education
Artificial intelligence (AI) has captured unprecedented public and political interest over the past year, generating intense debate and widespread commentary. While extravagant claims about its potential benefits and dangers dominate discussions, much of this hyperbole is unlikely to withstand scrutiny over time. In education, AI tools, which generate plausible answers to questions, have sparked concerns about students misusing these tools to complete written assignments fraudulently. This fear of plagiarism has led to bans and reworked assessment strategies in many schools.
Despite these concerns, it’s essential to approach AI with nuance. Governments worldwide are developing laws and guidelines to utilise, manage and monitor these emerging technologies. In January 2025 the UK government announced an ambitious plan to promote AI to develop the national economy. However, the focus here is not on global policies but on understanding what AI means for art teachers and learning in secondary schools. Instead of succumbing to sensationalism, educators must explore the complexities and opportunities AI brings to pedagogy.
It’s important to acknowledge the rapid pace of AI development. Current insights may become outdated within months, making this an evolving discussion rather than a definitive conclusion. Educators must stay informed and ready to adapt as AI continues to reshape teaching and learning.
Artificial Intelligence: Lessons from Artists
Throughout history, artists have embraced and scrutinized new technologies, pushing boundaries until the novelty fades into ubiquity. AI may follow this trajectory, shifting from a subject of fascination to a practical tool in art-making. While some fear AI’s capacity to replicate the work of masters like Rembrandt, the true value of AI might lie in its role as a tool, blending digital and traditional processes rather than replacing human creativity.
Abstract artist Shane Guffogg offers a cautionary perspective on generative AI, stating:
“What are we doing, replacing the human experience? … Hopefully … it will kind of wear itself down and it won’t be the brave new world any more.”
This sentiment captures a broader concern: AI should enhance, not diminish, the distinctly human experience of making art.
A Tool, Not a Replacement
Art education has much to gain from AI as a tool for creativity. While the debate about AI as an art medium is fascinating and supported by high-profile artists like Refik Anadol, it raises complex challenges for schools. Questions of authorship, plagiarism, access to technology, and the definition of creativity are difficult to navigate in a classroom setting.
For now, the art classroom is better suited to exploring AI as a tool rather than a standalone medium. Students and teachers can use AI to enhance research, spark creative ideas, and experiment with artistic techniques. As this technology evolves, art educators must critically engage with its possibilities and prepare students to use AI responsibly and thoughtfully in their creative processes.
Artificial inteligence ?
Artificial intelligence offers exciting opportunities and challenges for art educators. Art teachers, like everyone else, will make choices about whether to use them in their personal and professional lives. By understanding AI’s capabilities and limitations, teachers can guide students to use these tools responsibly, enhancing learning without undermining creativity. As the conversation around AI continues to evolve, it’s vital for educators to stay informed, adaptive, and prepared to shape AI’s role in the art classroom.
further reading