Artificial Intelligence
This website has been put together by a few colleagues who have worked as teachers, advisers, lecturers, consultants, moderators and examiners. We have worked with schools, universities, and government agencies as well as NSEAD.
Contact us at admin@artteachingstuff.com
It is going to make a difference in everybody’s lives. We have been reflecting on what it might mean for art education in the UK. These pages gather together some of that thinking.
Exams: The potential of AI is fraught
with problems for schools. Exams test students’ capacity to create their own work. The use of AI can undermine assessment. There are ways that students can use it to research ideas, but the consequences, for both teachers and students, of getting it wrong are significant.
Teachers will need to think this through.
Teachers will want to use AI to save time. Here we explain
how to make the best use of prompts….
Prompt engineering is not complicated. However, the evolution of these programmes is so rapid that yesterday’s prompts will be out of date by tomorrow lunchtime…
All images used in these pages have
been generated by AI (usually Midjourney). They are typical and full of bias, hallucinations, misleading stereotypes, curious anatomy and spelling mistakes.
AI will make it easier to….
These pages contain ideas about AI tools, issues, hallucinations, art education and spelling mistakes…
Working together we can share ideas about…
The core principles that emerged in the course of our research into AI were:
- That the prompts should be explicitly framed to enhance the role of the teacher in making curriculum decisions;
- That the prompts can clearly enable the individual teacher to ‘personalise’ each Programme of Study to reflect the circumstances, experiences and aspirations of the teacher and his/her students;
- That teachers can use AI to model a range of examples which could inform each teacher’s decision-making, both in terms of broad Programmes of Study and of individual units within such programmes;
- That the response to each prompt should include a qualifying statement of the provisional and fallible nature of all AI-generated material and that personal and professional responsibility always rests with the teacher.
