AI Curriculum Units

AI to AI Curriculum (Google Gemini)

This is an experiment to see how AI might generate examples of curriculum units in Year 7 and Year 9 to introduce students to the benefits and problems associated with using AI in the context of art and design. The AI programme used is Google Gemini.

Prompt

You are an experienced senior curriculum leader for art and design, you are also a serious artist exploring the use of AI in art. You do not simply generate novel images using AI and copy them using traditional media.

I am the curriculum leader for art and design in a medium-sized, successful, inner city school in England. The school is rated good by Ofsted and is positive in its approach to new technologies, including AI. The students are culturally diverse and come from a variety of ethnic backgrounds.

My colleagues and I wish to refresh our curriculum and introduce our students to the potential of AI by creating two new curriculum units. One curriculum unit is a 6 lesson unit for Year 7 and the second unit is a 6 lesson unit for Year 9. These units will help our students to learn about the benefits and limitations of using AI generated imagery in their work in art and design. These units will also prepare them for the digital world that they will inherit and help them become more confident in using AI effectively and safely.

I would like you to help us create these two new units of work by generating some examples that will support our discussions and inform our options.

Year 7: Please create 2 alternative examples of a 6 lesson unit of work for Year 7 students. These units should be practical in nature and lead to different outcomes but should have the following features in common.

They should both

Help students learn about bias and hallucinations in AI responses

Help students learn to use AI responsibly and safely.

Help students learn how to use AI for ideation, innovation, diversified brainstorming, cultural mash-up and other ways to explore ideas.

Feature some opportunities for group discussion and responses to the potential of AI in art and design.

Year 9: Please create 2 alternative examples of a 6 lesson unit of work for Year 9 students. These units should be practical in nature and lead to different outcomes but should have the following features in common.

They should both

Take portraiture as a theme and use a range of drawing activities as the primary process. The final outcome should be a drawing or mixed media piece.

Help students learn how they might use AI to stimulate new ways of thinking about art and techniques. Such as disruptive thinking, reverse assumptions, context crossover etc.

Feature opportunities for students to work in groups to share, reinforce and use the approaches to ideation generated by AI.

Reinforce the safe use of AI, including the need to be aware of managing data input and the need to avoid anthropomorphising AI technologies.

The art and design studio is equipped with a central desktop connected to a digital projector and whiteboard. It is equipped for all the normal practical art and design activities. Students all have Chromebooks. Our school uses Google technologies. Each lesson is an hour long, but a time of 6 minutes should be allowed for normal distributing and clearing away of materials.

The lesson plan should follow our normal format and use the following headings:

Learning Objectives: Students will learn..

Key Vocabulary:

Activity: A description of the lesson activities and content

Assessment for Learning: Students can

Differentiation:

Students who have not progressed as far

Students who have progressed further may

Resources:

Health and Safety Issues:

Before you begin, is there anything further you need to know?

Additional prompt information

Mainly Google Workspace. This is their first introduction to image-generating AI tools.

Google Gemini Response

Excellent! That’s very helpful. Knowing that you’ll primarily be using Google Workspace and that this is their first introduction to image-generating AI tools allows me to tailor the activities to be accessible and focus on foundational understanding and safe practice.

Google has been integrating AI capabilities into Workspace, particularly with Gemini for Google Workspace (which might be an add-on your school needs to consider). While a direct “text-to-image” generator like Midjourney or DALL-E isn’t a native part of the standard free Google Workspace for Education, we can still simulate the AI ideation process and demonstrate concepts like bias and hallucination effectively using readily available Google tools. For instance, students can use Google Search (images) to observe biases in search results, and we can discuss how AI models are trained on similar, often biased, datasets. For generating imagery, we might use creative workarounds, or if your school does have access to Gemini for Google Workspace, then its image generation capabilities would be ideal.

Given these constraints, the units will focus on:

Understanding AI Concepts: How AI works, its strengths (ideation, variation) and weaknesses (bias, hallucination).
Prompt Engineering Basics: Learning to communicate effectively with AI.
Critical Evaluation: Analyzing AI outputs for bias, accuracy, and aesthetic quality.
Ethical Considerations: Safe use, data privacy, and avoiding anthropomorphism.
Human Creativity First: Emphasizing AI as a tool to augment, not replace, human artistic skill and intention.

Let’s proceed with the two alternative units for Year 7 and Year 9.

Year 7

Unit: AI as an Artistic Spark

Unit Title: Digital Dreamweavers: Exploring AI’s Creative Canvas

This unit focuses on introducing AI as a tool for generating new ideas and exploring visual concepts, while critically examining its limitations. Students will create mixed-media collages that blend AI-generated inspiration with their own artistic interpretation.

Unit 1, Alternative A: “Mythical Mash-Ups & AI Adventures”

Overall Outcome: Students will create a mixed-media collage depicting a “Mythical Creature Mash-Up” or “Fantasy Landscape,” combining AI-generated elements with their own drawing and painting.

Lesson 1: What is AI Art? The Magic and the Machines

Learning Objectives: Students will learn:

What Artificial Intelligence (AI) is in a simplified context.
That AI art is created by computers using algorithms and data.
The difference between human creativity and AI generation.
Key vocabulary related to AI.

Key Vocabulary: Artificial Intelligence (AI), Algorithm, Data, Generative, Prompt, Output, Digital Art.

Activity:

Introduction (10 mins): Begin with a captivating image (e.g., a fantastical creature or landscape) projected onto the whiteboard. Ask students: “Do you think a human made this? How do you think it was made?” Introduce the concept of AI as a computer that learns from lots of information (data) and can then create new things. Explain that AI art is a new and exciting way to make pictures.
“Human vs. Machine” Game (15 mins): Show pairs of images – one human-made, one AI-generated (choose relatively clear examples). Students discuss in small groups and guess which is which, explaining their reasoning. Discuss as a class, revealing the answers. This sparks initial critical thinking about AI’s capabilities.
Prompt Power (15 mins): Introduce the idea of a “prompt” as instructions for the AI. Demonstrate on the projector how to input simple text prompts into a safe, accessible AI image generation tool (e.g., if Gemini for Workspace is available, or use a tool like “Quick, Draw!” as a starting point to show AI ‘learning’ through drawing, setting the stage for later image generation concepts). Focus on describing basic elements (e.g., “a red house,” “a blue cat”). Discuss how different words change the output.
Discussion: “AI as a Helper” (10 mins): Group discussion: “How could an AI be a helper for an artist?” Brainstorm ideas on the whiteboard (e.g., inspiration, trying out ideas quickly). Introduce the idea that while AI can generate images, it doesn’t feel or understand art like a human does.

Assessment for Learning: Students can:

Distinguish between human-made and simple AI-generated images.
Define AI and prompt in their own words.
Suggest ways AI could assist an artist.

Differentiation:

Students who have not progressed as far: Provide visual cues and simplified definitions of vocabulary. Pair them with more confident students for the “Human vs. Machine” game.
Students who have progressed further may: Challenge them to think about what unique qualities human artists bring that AI cannot replicate. Research and share examples of AI art online.

Resources: Digital projector, whiteboard, computer with internet access, pre-selected human and AI art images, (optional) accessible online AI image generator if approved.

Health and Safety Issues:

Online Safety: Emphasize that only approved websites and tools should be used. Warn against sharing personal information or using inappropriate language in prompts.
Screen Time: Ensure regular breaks from screens and encourage looking away from the screen every 20 minutes.

Lesson 2: Bias and Hallucination: When AI Gets It Wrong

Learning Objectives: Students will learn:

That AI is trained on data, and this data can contain biases.
What “hallucination” means in the context of AI (making things up or getting them wrong).
Why it’s important to be aware of these limitations.

Key Vocabulary: Bias, Hallucination, Training Data, Stereotype, Critical Thinking.

Activity:

Review (5 mins): Briefly recap “prompt” and “output.”
Exploring Bias (20 mins):
- Demonstration: Using Google Images (projected), type in a series of generic professions (e.g., “doctor,” “engineer,” “artist,” “chef”). Ask students to observe the gender, ethnicity, and general appearance of the people shown. Discuss: “Do we see a wide range of people, or mostly one type? Why might this be?” Explain that AI models are trained on vast amounts of data from the internet, and if that data has more images of male engineers, the AI will learn to associate “engineer” with men. This is called bias.
- Activity: In pairs, students try similar searches on their Chromebooks (e.g., “athlete,” “teacher,” “musician”) and note down any observed biases.
Understanding Hallucination (15 mins):
- Demonstration: Show examples of “AI hallucinations” in images – objects with too many fingers, distorted faces, illogical backgrounds, text that looks like words but isn’t readable. Explain that AI sometimes “guesses” or “makes up” details, especially when it doesn’t have enough clear data or when a prompt is vague. This is like a dream or a “hallucination.”
- Discussion: “Why is it important to know about bias and hallucination when using AI for art? How could it mislead us?”
Creative Prompt Challenge (10 mins): Give students a vague prompt (e.g., “a creature in a forest”) and ask them to brainstorm potential biases or hallucinations an AI might produce.

Assessment for Learning: Students can:

Identify examples of bias and hallucination in AI-generated images or search results.
Explain why AI might produce biased or inaccurate results.
Suggest ways to critically evaluate AI outputs.

Differentiation:

Students who have not progressed as far: Provide clear visual examples of bias and hallucination. Offer sentence starters for discussions.
Students who have progressed further may: Discuss the ethical implications of AI bias in real-world applications beyond art. Research how AI developers try to mitigate bias.

Resources: Digital projector, whiteboard, computer with internet access, Chromebooks for students, pre-selected examples of AI bias and hallucination (if available, or use search results as discussed).

Health and Safety Issues:

Content Filtering: Ensure school filters are active on student Chromebooks.
Critical Media Literacy: Reinforce that online information and images, including AI-generated ones, need to be critically examined.

Lesson 3: AI for Ideation: Brainstorming Beyond the Box

Learning Objectives: Students will learn:

How to use AI as a tool for brainstorming and generating diverse ideas.
The concept of “divergent thinking” in art.
To refine prompts to achieve specific visual ideas.

Key Vocabulary: Ideation, Brainstorming, Diverse, Prompt Refinement, Keywords, Attributes.

Activity:

Review (5 mins): Recap bias and hallucination, stressing the need for critical thinking.
Ideation Challenge: “Mythical Mash-Up” (20 mins):
- Introduction: Introduce the concept of a “mythical creature mash-up” (e.g., a cat with wings, a fish with legs). Explain that AI can help generate unique combinations.
- Group Brainstorm: In small groups, students brainstorm two unrelated animals or objects to combine. They then brainstorm adjectives describing their combined creature/object.
- Prompting with Purpose: Demonstrate using an AI tool (or simulated tool) how adding more descriptive words (adjectives, verbs, settings) to a prompt generates more specific and interesting results. E.g., “fluffy cat,” “cat with feathery wings,” “ancient Egyptian cat with eagle wings flying over a desert pyramid.”
AI Idea Generation (20 mins): Students, in pairs, create a series of prompts for their mythical creature/fantasy landscape using their Chromebooks. They will write down at least 5 different prompt variations for their chosen idea, focusing on descriptive words. If a live AI image generator is available, they will generate and screenshot results. If not, they will swap prompts with another group and discuss what images they imagine the AI would create based on the prompts.
Discussion: “Unexpected Ideas” (5 mins): Class discussion: “Did the AI (or your imagined AI) give you any ideas you wouldn’t have thought of on your own? How does this help an artist?”

Assessment for Learning: Students can:

Generate multiple descriptive prompts for an artistic idea.
Explain how AI can help generate diverse ideas.
Refine prompts based on desired outcomes.

Differentiation:

Students who have not progressed as far: Provide a word bank of descriptive adjectives and adverbs to help them construct prompts.
Students who have progressed further may: Experiment with different stylistic keywords (e.g., “in the style of Van Gogh,” “steampunk aesthetic”) if the AI tool allows, and analyze the resulting stylistic interpretations.

Resources: Digital projector, whiteboard, computer with internet access, Chromebooks for students, (optional) accessible online AI image generator.

Health and Safety Issues:

Responsible Use: Remind students to keep prompts appropriate and respectful.

Lesson 4: Cultural Mash-Up & Beyond: Exploring Diverse Inspirations

Learning Objectives: Students will learn:

How AI can be used to explore and combine elements from different cultures.
To be mindful of cultural appropriation and the respectful use of imagery.
To use AI for “cultural mash-up” brainstorming responsibly.

Key Vocabulary: Cultural Mash-up, Appropriation, Respectful, Heritage, Fusion, Context.

Activity:

Review (5 mins): Briefly recap prompt refinement and brainstorming with AI.
Cultural Inspiration (15 mins):
- Show examples of historical or contemporary art that blends cultural elements (e.g., a modern building with traditional patterns, fashion blending different cultural styles). Discuss what makes these “mash-ups” interesting.
- Discussion: “Why is it important to be respectful when combining ideas from different cultures? What does ‘cultural appropriation’ mean, and how can we avoid it?” Emphasize the importance of research and understanding the origins of cultural elements.
AI Cultural Exploration (20 mins):
- Students, in small groups, choose two contrasting cultural themes or visual styles (e.g., “Ancient Egyptian motifs and futuristic technology,” “Victorian architecture and Japanese gardens”).
- They will then craft prompts to explore visual ideas combining these elements. If using an AI image generator, they’ll experiment and screenshot different outputs. If not, they’ll draw quick sketches based on their prompts and imagined AI outputs, focusing on how the two cultures could visually merge.
Group Share & Critique (10 mins): Groups share their prompts and either AI outputs or sketches. Discuss: “Did the AI (or your imagination) combine the cultures in interesting ways? Were there any surprising or unexpected results? How can we ensure we are being respectful when using these ideas?”

Assessment for Learning: Students can:

Formulate prompts to explore cultural mash-ups using AI.
Discuss the importance of respectful cultural engagement in art.
Generate ideas for combining diverse cultural elements.

Differentiation:

Students who have not progressed as far: Provide pre-selected pairs of cultural themes to combine.
Students who have progressed further may: Research a specific historical example of cultural exchange in art and discuss its impact. Consider how AI might offer new perspectives on these historical interactions.

Resources: Digital projector, whiteboard, computer with internet access, Chromebooks for students, (optional) accessible online AI image generator, examples of culturally blended art.

Health and Safety Issues:

Sensitive Topics: Guide discussions around cultural sensitivity carefully. Ensure students understand the difference between respectful appreciation and appropriation.

Lesson 5: From Digital Idea to Physical Art: Planning the Collage

Learning Objectives: Students will learn:

To select and refine AI-generated ideas for their final artwork.
To plan a mixed-media collage, integrating AI inspiration with traditional art techniques.
To develop initial sketches and composition ideas.

Key Vocabulary: Mixed Media, Collage, Composition, Sketch, Refine, Interpret, Human Touch.

Activity:

Review (5 mins): Briefly recap the use of AI for ideation and cultural mash-ups.
Selecting the Best Ideas (15 mins):
- Students review their saved AI outputs (screenshots or prompt ideas) from previous lessons.
- They select 2-3 of their favorite outputs/ideas that they find most inspiring for their “Mythical Mash-Up” or “Fantasy Landscape.”
- Discussion: “What makes these ideas strong? How can we improve them with our own artistic choices?”
Planning the Mixed Media Collage (20 mins):
- Introduce the concept of mixed media and collage. Demonstrate how to combine drawing, painting, and cut-out elements.
- Students will draw 3-4 small thumbnail sketches (quick, rough drawings) of different compositions for their chosen AI-inspired idea. They should consider how they will integrate aspects from the AI image (e.g., a creature’s shape, a landscape’s mood) with their own hand-drawn or painted elements.
- Emphasize that the AI image is a starting point, not a final product to be copied. The goal is to add their “human touch” and artistic interpretation.
Peer Feedback (10 mins): Students share their chosen AI inspirations and thumbnail sketches with a partner. They offer constructive feedback on composition and ideas for combining media.

Assessment for Learning: Students can:

Select and justify their chosen AI-generated ideas.
Create multiple thumbnail sketches for a mixed-media collage.
Articulate how they will combine AI inspiration with traditional techniques.

Differentiation:

Students who have not progressed as far: Provide pre-cut paper shapes or examples of simple collage techniques.
Students who have progressed further may: Experiment with more complex compositional arrangements or research specific mixed-media artists for inspiration.

Resources: Digital projector, whiteboard, computer with internet access, Chromebooks for students, A4 paper for sketching, pencils, examples of mixed-media collages.

Health and Safety Issues:

Sharps: Remind students to be careful when using scissors for cutting paper.

Lesson 6: The Human Touch: Creating the Final Collage

Learning Objectives: Students will learn:

To translate their AI-inspired plans into a physical mixed-media artwork.
To demonstrate their understanding of AI as a tool for ideation.
To present their artwork and reflect on their use of AI.

Key Vocabulary: Final Outcome, Reflection, Presentation, Process, Innovation.

Activity:

Review (5 mins): Recap the plans and materials for the collage.
Creating the Collage (45 mins):
- Students begin creating their mixed-media collages based on their selected AI inspiration and plans. They will use a combination of drawing, painting (e.g., watercolor, tempera), and cutting/pasting techniques.
- Encourage them to iterate and adapt as they work, allowing for unexpected creative choices. Circulate to provide individual guidance and feedback.
Finishing Touches & Preparation for Presentation (5 mins): Students add any final details to their collages. They should write their name on the back.
Tidy Up (5 mins): Clear away materials.

Assessment for Learning: Students can:

Produce a mixed-media collage that reflects their AI inspiration and individual artistic interpretation.
Explain their creative process and the role AI played.

Differentiation:

Students who have not progressed as far: Focus on completing a simpler collage, ensuring they understand the core concept of combining AI and their own work.
Students who have progressed further may: Explore more intricate details, texture, or advanced coloring techniques in their collage.

Resources: Large paper or card for collages (A3 recommended), pencils, erasers, scissors, glue sticks, drawing inks/watercolours/tempera paints, paintbrushes, reference images (printed AI outputs or their sketches).

Health and Safety Issues:

Chemicals: Ensure paints are non-toxic. Supervise water use with electrical equipment.
Tidy Workspaces: Keep areas clear to prevent slips/trips.

Year 7 Unit 1, Alternative B: “Fantastic Forms & AI Fabrications”

Overall Outcome: Students will create a series of 3-5 small sculptural forms (3D objects) inspired by AI-generated patterns or structures, using paper, card, and other accessible construction materials.

Lesson 1: What is AI Art? Digital Inspiration

Learning Objectives: Students will learn:

What Artificial Intelligence (AI) is in a simplified context.
That AI can generate visual ideas and patterns.
The difference between human creation and AI generation.

Key Vocabulary: Artificial Intelligence (AI), Algorithm, Generate, Pattern, Structure, Form, 3D.

Activity:

Introduction (10 mins): Project images of intricate patterns found in nature (e.g., honeycomb, snowflakes, leaf veins) or architecture. Ask: “How do you think patterns are created? Can a computer help us make new patterns?” Introduce AI as a tool that can learn from existing patterns and create new ones.
Pattern Play (15 mins): Show examples of AI-generated abstract patterns or futuristic architectural designs. Discuss: “What do you notice about these patterns? How are they similar or different from natural patterns?”
Prompting for Patterns (15 mins): Demonstrate using an AI tool (or simulated tool) how to input prompts for patterns (e.g., “geometric pattern,” “organic swirling pattern,” “futuristic city architecture”). Discuss how specificity changes the output.
Discussion: “AI’s Role in Design” (10 mins): Group discussion: “How could AI help designers create new shapes or structures? What are the benefits of using AI for initial ideas?”

Assessment for Learning: Students can:

Identify AI-generated patterns.
Describe how AI can be used to create patterns and structures.
Understand basic prompt creation for visual elements.

Differentiation:

Students who have not progressed as far: Provide visual examples of simple geometric and organic patterns.
Students who have progressed further may: Discuss how AI is already being used in design and architecture (e.g., for optimizing building structures).

Resources: Digital projector, whiteboard, computer with internet access, pre-selected images of natural/architectural patterns and AI-generated patterns.

Health and Safety Issues:

Online Safety: Emphasize using only approved sites and tools.

Lesson 2: Bias and Hallucination: Imperfect Creations

Learning Objectives: Students will learn:

That AI output can reflect biases present in its training data (e.g., favoring certain architectural styles or structures).
What “hallucination” means in 3D forms (unrealistic connections, missing parts).
Why critical evaluation is crucial when using AI for structural ideas.

Key Vocabulary: Bias, Hallucination, Structural Integrity, Distortion, Flawed.

Activity:

Review (5 mins): Briefly recap AI’s ability to generate patterns.
Exploring Structural Bias (20 mins):
- Demonstration: Using Google Images, search for “futuristic city” or “innovative building design.” Ask students to observe the dominant styles, materials, and settings. Discuss: “Do these images show a diverse range of styles from around the world? Or do they lean towards certain aesthetics (e.g., Western, sleek, metallic)?” Explain how AI trained on such datasets might show bias towards these dominant styles.
- Activity: In pairs, students try similar searches for “ancient structures” or “traditional houses” from different cultures and note down any observed biases in the visual representations.
Understanding 3D Hallucination (15 mins):
- Demonstration: Show examples of AI-generated architectural concepts or objects with “hallucinations” – impossible angles, floating elements, structures that couldn’t stand up, or parts that don’t connect logically. Explain that AI doesn’t understand physics or engineering; it just tries to predict patterns from its data.
- Discussion: “If an AI designed a building, what problems might arise because of hallucinations? Why is it important for human artists/designers to understand these limitations?”
“Fix the Hallucination” Challenge (10 mins): Project a simple AI-generated image with a clear structural hallucination (e.g., a chair with a leg floating in the air). Students brainstorm how they would “fix” it to make it physically possible.

Assessment for Learning: Students can:

Identify potential biases in AI-generated structural or pattern ideas.
Recognize and describe “hallucinations” in AI-generated images that relate to form and structure.
Explain why human input is essential for creating functional or realistic designs based on AI.

Differentiation:

Students who have not progressed as far: Provide simple “spot the mistake” examples of hallucinations.
Students who have progressed further may: Discuss the complexities of training AI models on diverse structural data.

Resources: Digital projector, whiteboard, computer with internet access, Chromebooks for students, pre-selected examples of AI bias in architecture/design and structural hallucinations.

Health and Safety Issues:

Critical Thinking: Reinforce that AI outputs need human scrutiny for logic and feasibility.

Lesson 3: AI for Innovation: Exploring Novel Forms

Learning Objectives: Students will learn:

How to use AI to generate novel and innovative sculptural forms.
To employ descriptive language in prompts to influence structural outcomes.
To explore multiple variations of a single form idea.

Key Vocabulary: Innovation, Novel, Abstract, Geometric, Organic, Prompt Engineering, Iteration.

Activity:

Review (5 mins): Recap bias and hallucination, emphasizing human oversight.
Innovation Challenge: “Fantastic Forms” (20 mins):
- Introduction: Explain that AI can help create forms that might be unusual or imaginative, pushing the boundaries of what they might typically design.
- Group Brainstorm: In small groups, students brainstorm an abstract feeling, concept, or natural phenomenon (e.g., “flight,” “growth,” “a storm,” “a whisper”). The goal is to translate this abstract idea into a 3D form.
- Prompting for Form: Demonstrate how to use AI (or simulated tool) to generate abstract forms or structures based on descriptive prompts (e.g., “sculpture representing growth, organic, flowing lines,” “geometric structure embodying speed, sharp angles”). Focus on terms that describe shape, texture, and movement.
AI Idea Generation (20 mins): Students, in pairs, create a series of prompts for their chosen abstract concept. They will aim for 5 different prompt variations. If an AI image generator is available, they will generate and screenshot results. If not, they will draw quick, abstract sketches based on their prompts and imagined AI outputs, focusing on different interpretations of the form.
Discussion: “Pushing Boundaries” (5 mins): Class discussion: “Did the AI (or your imagined AI) suggest forms that were truly unique or unexpected? How does this process encourage ‘thinking outside the box’?”

Assessment for Learning: Students can:

Generate creative prompts for abstract sculptural forms.
Explore multiple variations of a form idea using AI (or imagined AI).
Describe how AI can support innovative design.

Differentiation:

Students who have not progressed as far: Provide a list of abstract concepts and shape descriptors.
Students who have progressed further may: Research parametric design or generative architecture and discuss how AI is used in those fields.

Resources: Digital projector, whiteboard, computer with internet access, Chromebooks for students, (optional) accessible online AI image generator.

Health and Safety Issues:

Respectful Prompts: Remind students to maintain appropriate language.

Lesson 4: Diversified Brainstorming: Materials & Textures

Learning Objectives: Students will learn:

How to use AI to brainstorm different material suggestions and textures for their forms.
To consider how materials influence the look and feel of a 3D object.
To broaden their material choices for practical art.

Key Vocabulary: Texture, Material, Surface, Diverse, Aesthetics, Tactile.

Activity:

Review (5 mins): Recap AI for generating forms.
Material Exploration (15 mins):
- Show images of the same form rendered in different materials (e.g., a chair made of wood, metal, plastic, or fabric). Discuss how the material changes its appearance, feel, and perceived function.
- Discussion: “What materials do you usually think about using in art? How can we think more widely?”
AI Material & Texture Brainstorm (20 mins):
- Students revisit their chosen abstract forms from Lesson 3.
- They will now craft prompts to suggest different materials and textures for these forms (e.g., “a sculpture representing growth, made of twisted metal,” “a geometric structure embodying speed, with a smooth glass surface,” “an organic form, woven from natural fibres”).
- If using an AI image generator, they’ll generate images of their forms with different material applications. If not, they’ll list material ideas and describe how the material would change the form’s appearance.
Group Share & Material Discussion (10 mins): Groups share their AI outputs/ideas. Discuss: “Which material suggestions were surprising? Which ones would be challenging or exciting to work with? How do these material ideas change the ‘story’ of your form?”

Assessment for Learning: Students can:

Generate prompts that specify materials and textures for forms.
Discuss how different materials affect the aesthetic of a 3D artwork.
List diverse material suggestions for their forms.

Differentiation:

Students who have not progressed as far: Provide a list of common art materials and their associated textures (e.g., smooth, rough, shiny).
Students who have progressed further may: Explore the properties of unconventional materials or sustainable materials for their forms.

Resources: Digital projector, whiteboard, computer with internet access, Chromebooks for students, (optional) accessible online AI image generator, examples of objects made from diverse materials.

Health and Safety Issues:

Material Awareness: Discuss safe handling of different materials when they are used in practical lessons.

Lesson 5: From Digital Idea to Physical Form: Planning the Sculpture

Learning Objectives: Students will learn:

To select and refine AI-generated ideas for their final sculptural forms.
To plan the construction of a small 3D object using accessible materials.
To develop initial construction sketches and a material list.

Key Vocabulary: Sculpture, Construction, Maquette, Accessible Materials, Plan, Assembly.

Activity:

Review (5 mins): Briefly recap brainstorming materials with AI.
Selecting & Refining Ideas (15 mins):
- Students review their AI outputs (screenshots or prompt ideas) from previous lessons, focusing on forms and material suggestions.
- They select 1-2 of their favorite combined form and material ideas that they find most inspiring and feasible to construct.
- Discussion: “Which idea feels most exciting to build? What challenges might we face with the chosen materials?”
Planning the 3D Construction (20 mins):
- Introduce various accessible construction materials (paper, card, pipe cleaners, straws, recycled plastics/packaging). Demonstrate basic joining techniques (cutting, folding, scoring, gluing).
- Students will draw 3-4 small design sketches for their chosen form, showing different angles and indicating how it might be constructed from their selected materials. They should also create a simple material list.
- Emphasize that they are interpreting the AI inspiration, not simply copying it.
Peer Feedback (10 mins): Students share their chosen AI inspirations and construction sketches with a partner. They offer constructive feedback on feasibility and creative interpretation.

Assessment for Learning: Students can:

Select and justify their chosen AI-generated ideas for a 3D form.
Create multiple construction sketches for a sculptural piece.
Identify appropriate accessible materials and initial construction methods.

Differentiation:

Students who have not progressed as far: Provide templates for basic 3D shapes or guided instructions for simple folding.
Students who have progressed further may: Challenge them to consider more complex joins or explore how light and shadow will interact with their form.

Resources: Digital projector, whiteboard, computer with internet access, Chromebooks for students, A4 paper for sketching, pencils, examples of simple paper/card sculptures.

Health and Safety Issues:

Sharps: Remind students to be careful when using scissors or craft knives (if age-appropriate and supervised).

Lesson 6: Bringing Forms to Life: Constructing the Sculpture

Learning Objectives: Students will learn:

To construct a small 3D sculptural form based on their AI-inspired plans.
To demonstrate basic construction techniques with accessible materials.
To present their artwork and reflect on their process.

Key Vocabulary: Prototype, Craftsmanship, Presentation, Reflection, Creative Process.

Activity:

Review (5 mins): Recap the plans and materials for the sculpture.
Constructing the Sculpture (45 mins):
- Students begin constructing their 3D forms using their chosen materials (paper, card, etc.) and their planned techniques. Encourage experimentation and problem-solving as they work. Circulate to provide individual guidance and assistance with techniques.
Finishing Touches & Preparation for Presentation (5 mins): Students add any final details to their sculptures. They should write their name clearly on their piece or base.
Tidy Up (5 mins): Clear away materials.

Assessment for Learning: Students can:

Produce a small 3D sculptural form inspired by AI ideation.
Demonstrate basic craftsmanship in their chosen materials.
Discuss the challenges and successes of translating a digital idea into a physical form.

Differentiation:

Students who have not progressed as far: Focus on completing a structurally sound, even if simple, form. Provide direct hands-on assistance with cutting and joining.
Students who have progressed further may: Experiment with adding surface textures or decorative elements to their forms.

Resources: Varied accessible materials (paper, card, straws, pipe cleaners, recycled packaging), scissors, glue, rulers, pencils, cutting mats (if using craft knives).

Health and Safety Issues:

Sharps: Strict supervision for scissors/craft knives.
Adhesives: Ensure glues are non-toxic and used in a well-ventilated area.
Tidy Workspaces: Keep areas clear to prevent accidents.

Year 9

Curriculum Unit: AI & the Evolving Portrait

Unit Title: Faces of the Future: Redefining Portraiture with AI

This unit delves into how AI can be a catalyst for conceptual thinking in portraiture, encouraging students to challenge assumptions and explore new artistic approaches through drawing and mixed media.

Year 9 Unit 2, Alternative A: “Disrupted Realities: Deconstructing the Portrait”

Overall Outcome: Students will create a series of experimental drawings or mixed-media portraits that deconstruct or disrupt the traditional human form, inspired by AI-generated “disrupted” imagery.

Lesson 1: The Traditional Portrait and AI’s Gaze

Learning Objectives: Students will learn:

The conventions of traditional portraiture.
How AI “sees” and interprets faces and figures.
The concept of disruptive thinking in art.

Key Vocabulary: Portraiture, Convention, Realism, Representation, Disruptive Thinking, Algorithm, Data Set.

Activity:

Introduction (10 mins): Project examples of traditional, realistic portraiture from different historical periods (e.g., Renaissance, Baroque, Victorian). Discuss: “What are the common features of these portraits? What is their purpose?”
AI’s Perspective (15 mins):
- Show a range of AI-generated portraits – from realistic (if possible) to distorted or abstract. Discuss: “How does AI create these images? Does it ‘understand’ a face like we do?”
- Introduce the idea that AI operates on data and algorithms, not emotions or understanding.
- Discussion: How might AI disrupt our normal way of thinking about a portrait?
Drawing from Observation (15 mins): Students complete a quick observational drawing of a classmate’s face for 5-7 minutes. Emphasize capturing proportions and key features.
Group Discussion: “AI as a Disruptor” (10 mins): Discuss how AI’s non-human perspective can challenge our assumptions about what a portrait should be. Introduce the term “disruptive thinking” – challenging the norm, breaking rules.

Assessment for Learning: Students can:

Identify key characteristics of traditional portraiture.
Begin to understand how AI processes visual information.
Engage in initial discussions about disruptive thinking in art.

Differentiation:

Students who have not progressed as far: Provide simplified drawing guides for facial proportions.
Students who have progressed further may: Research artists who have challenged traditional portraiture (e.g., Cubists, Francis Bacon) and link their work to the idea of disruption.

Resources: Digital projector, whiteboard, computer with internet access, A4 paper, pencils, mirrors (optional for self-portrait drawing), examples of traditional and diverse AI-generated portraits.

Health and Safety Issues:

None.

Lesson 2: Bias & Hallucination in Portraiture: The Uncanny Valley

Learning Objectives: Students will learn:

How bias in AI training data can lead to stereotypical or limited representations in portraiture (e.g., gender, ethnicity, beauty standards).
The concept of the “uncanny valley” and how AI “hallucinations” in faces can be unsettling.
The importance of recognizing and questioning AI-generated perfection or distortion.

Key Vocabulary: Uncanny Valley, Stereotype, Distortion, Bias, Ethical AI, Representation, Data Input.

Activity:

Review (5 mins): Recap traditional portraiture and AI’s disruptive potential.
Exploring Bias in Faces (20 mins):
- Demonstration: Using an AI image generator (if available) or pre-selected examples, input prompts like “a beautiful person,” “a leader,” “a typical person.” Analyze the outputs for recurring features, skin tones, or expressions. Discuss: “What kinds of faces does the AI tend to generate? Why might this be? (Link to training data biases).”
- Activity: In pairs, students formulate prompts designed to challenge these biases (e.g., “a leader who is elderly and from diverse backgrounds”).
The Uncanny Valley & Hallucination (15 mins):
- Show examples of AI-generated faces that fall into the “uncanny valley” – almost human, but subtly wrong and unsettling (e.g., distorted eyes, too many teeth, unnatural skin texture). Explain this phenomenon and how AI “hallucinations” manifest in faces.
- Discussion: “Why do these images feel ‘wrong’? How can understanding this help us appreciate human individuality more?”
Drawing Challenge: “Distorted Features” (10 mins): Students choose one “hallucinated” feature from an AI portrait (e.g., a strange eye, an extra ear) and integrate it into a quick expressive drawing of a face, exaggerating the distortion.

Assessment for Learning: Students can:

Identify biases in AI-generated portraits.
Describe the “uncanny valley” effect in AI art.
Recognize and interpret AI “hallucinations” in facial features.

Differentiation:

Students who have not progressed as far: Provide clear examples of uncanny valley images and explicit prompts to generate them (if using AI).
Students who have progressed further may: Discuss the societal implications of biased AI in facial recognition technology or medical imaging.

Resources: Digital projector, whiteboard, computer with internet access, Chromebooks, examples of AI bias in portraiture, uncanny valley images, A4 paper, pencils.

Health and Safety Issues:

Sensitive Imagery: Handle potentially unsettling “uncanny valley” images with care, pre-screening for appropriateness. Remind students that AI isn’t intentionally creepy; it’s a technical limitation.

Lesson 3: Disruptive Prompting: Reimagining the Portrait

Learning Objectives: Students will learn:

To use “disruptive thinking” techniques (e.g., “what if,” “reverse assumptions”) to create prompts for novel portraiture.
To experiment with combining unlikely elements in portraiture using AI.
To share and critique AI-generated ideas in groups.

Key Vocabulary: Disruptive Prompt, Abstract, Conceptual, Deconstruction, Juxtaposition, Reverse Assumption.

Activity:

Review (5 mins): Recap bias, hallucination, and the uncanny valley.
Disruptive Prompting Techniques (20 mins):
- Introduce “disruptive prompts” strategies:
  - “What if…?”: What if a portrait was made of something unusual? (e.g., “portrait made of clouds”).
  - Reverse Assumptions: What if a portrait wasn’t about a face? (e.g., “portrait of a person’s inner thoughts”). What if a portrait showed multiple versions of one person? (e.g., “multiple exposure portrait of a changing emotion”).
  - Context Crossover: Put a person in an unexpected setting. (e.g., “Victorian portrait in a spaceship”).
- Demonstration: Generate some initial “disrupted” portrait ideas using an AI tool or by guiding the class in imagining the outputs from these types of prompts.
Group Prompt Generation & AI Exploration (20 mins): In small groups, students choose a “disruptive prompting” technique and brainstorm a series of prompts for an experimental portrait. They will then generate images using an AI tool on their Chromebooks (or sketch imagined outcomes if no tool is available). Encourage them to embrace the unexpected.
Group Share & Ideation Reinforcement (5 mins): Groups share their most intriguing AI outputs/sketches. Discuss: “How did challenging the norm lead to new ideas? How can we use these unusual ideas in our own drawings?”

Assessment for Learning: Students can:

Formulate prompts using disruptive thinking techniques.
Generate a range of innovative portrait ideas using AI.
Participate in group discussions, sharing and reinforcing AI-generated approaches.

Differentiation:

Students who have not progressed as far: Provide scaffolded prompt starters for each disruptive technique.
Students who have progressed further may: Attempt to create prompts that evoke a specific emotional response or philosophical idea.

Resources: Digital projector, whiteboard, computer with internet access, Chromebooks for students, (optional) accessible online AI image generator, A4 paper, pencils.

Health and Safety Issues:

Responsible AI: Remind students about appropriate content for AI generation.

Lesson 4: Drawing from the Unexpected: Iteration and Response

Learning Objectives: Students will learn:

To use AI-generated “disrupted” portraits as a starting point for their own experimental drawings.
To develop their drawing skills by responding to unconventional imagery.
To create a series of iterative drawings exploring a single “disrupted” concept.

Key Vocabulary: Iteration, Experimental Drawing, Abstract Expression, Mark-making, Medium, Response.

Activity:

Review (5 mins): Recap disruptive prompting and the variety of AI outputs.
Selecting AI Inspiration (15 mins):
- Students review their AI outputs/sketches from Lesson 3. Each student selects 1-2 images/ideas that they find most inspiring for a series of experimental drawings. The goal is to choose images that offer interesting distortions, abstract qualities, or unexpected juxtapositions.
- Discussion: “What draws you to this particular image? How does it make you feel? What aspects of it do you want to explore through drawing?”
Experimental Drawing Series (25 mins):
- Students create 3-4 small, rapid drawings (e.g., 5-7 minutes each) in response to their chosen AI image/idea. They can use different drawing materials (pencil, charcoal, ink) to explore various mark-making techniques.
- Encourage them to focus on elements like distortion, exaggerated features, fragmented forms, or abstract textures found in the AI image, rather than realistic representation. They can also draw the feeling the image evokes.
Group Share & Discussion (5 mins): Students share their series of drawings in small groups. Discuss: “How did the AI inspire your drawings? What did you discover about your own drawing style by responding to these unexpected images?”

Assessment for Learning: Students can:

Select an AI-generated image as inspiration for experimental drawing.
Produce a series of iterative drawings exploring a “disrupted” portrait concept.
Experiment with different drawing techniques and materials.

Differentiation:

Students who have not progressed as far: Provide clearer examples of how to abstract or distort features. Offer a limited choice of drawing materials.
Students who have progressed further may: Experiment with blind contour drawing, continuous line drawing, or other experimental techniques in response to the AI image.

Resources: Digital projector, whiteboard, computer with internet access, Chromebooks (for AI reference), A3/A4 paper, pencils, charcoal, drawing inks, brushes, dip pens (optional).

Health and Safety Issues:

Inks/Paints: Supervise use of inks to avoid spills.

Lesson 5: Layering Ideas: From Drawing to Mixed Media

Learning Objectives: Students will learn:

To integrate their experimental drawings with mixed media techniques.
To refine their final concept for a mixed-media portrait.
To consider how different materials can enhance the “disrupted” theme.

Key Vocabulary: Mixed Media, Layering, Collage, Found Objects, Texture, Conceptual Art.

Activity:

Review (5 mins): Recap the experimental drawing series and the role of AI as a conceptual spark.
Mixed Media Demonstration (15 mins):
- Show examples of contemporary artists using mixed media in portraiture, especially those who distort or fragment the figure.
- Demonstrate various mixed media techniques: layering drawing with paint, adding collage elements (cut paper, fabric scraps), using pastels over ink, textural additions.
- Discuss how these materials can add new layers of meaning or disruption to a portrait.
Developing the Final Concept (20 mins):
- Students select their strongest experimental drawing from Lesson 4, or combine elements from several, as the foundation for their final mixed-media piece.
- They will create 2-3 detailed planning sketches (larger than thumbnails) for their final artwork, clearly indicating which drawing techniques they will use, and what mixed media elements they will incorporate to enhance the “disrupted” theme. This is where the conceptual exploration becomes concrete.
Peer Feedback (10 mins): Students present their chosen drawing and detailed planning sketches to a small group. Feedback focuses on how well the mixed media choices enhance the disruptive idea and overall visual impact.

Assessment for Learning: Students can:

Select a strong drawing as a foundation for a mixed-media piece.
Develop detailed planning sketches for their final artwork.
Propose relevant mixed media techniques to enhance their concept.

Differentiation:

Students who have not progressed as far: Provide a limited range of mixed media materials to simplify choices.
Students who have progressed further may: Research a specific mixed-media artist and attempt to incorporate a technique inspired by their work.

Resources: Digital projector, whiteboard, computer with internet access, A3/A4 drawing paper, pencils, their experimental drawings, various mixed media materials (acrylics/watercolors, pastels, glue, magazines/newspapers for collage, fabric scraps, threads).

Health and Safety Issues:

Adhesives/Paints: Ensure good ventilation, non-toxic materials. Keep workspaces tidy.
Sharps: Supervise scissors/craft knives if used.

Lesson 6: The Evolving Portrait: Creating the Final Piece

Learning Objectives: Students will learn:

To create a final mixed-media portrait that demonstrates disruptive thinking inspired by AI.
To apply a range of drawing and mixed media techniques effectively.
To reflect on their artistic journey with AI as a conceptual tool.

Key Vocabulary: Completion, Synthesis, Exhibition, Critique, Artistic Voice.

Activity:

Review (5 mins): Recap the plans and materials for the final mixed-media portrait.
Creating the Final Artwork (45 mins):
- Students work on their final mixed-media portraits. Encourage them to be bold in their use of materials and to continuously refer to their planning sketches and AI inspiration while allowing for spontaneous creativity. Circulate, offering individual support and encouragement.
Preparation for Display & Reflection (5 mins): Students complete their artwork. They should write a short statement (2-3 sentences) on the back explaining how AI helped them explore new ideas about portraiture.
Tidy Up (5 mins): Clear away all materials.

Assessment for Learning: Students can:

Produce a compelling mixed-media portrait that embodies disruptive thinking.
Apply a variety of drawing and mixed media techniques.
Articulate the influence of AI on their conceptual development and final artwork.

Differentiation:

Students who have not progressed as far: Focus on completing a coherent mixed-media piece with a clear connection to their AI inspiration.
Students who have progressed further may: Focus on refining details, developing complex textures, or adding a symbolic element to their work.

Resources: Large drawing paper or board (A3/A2), pencils, charcoal, pastels, inks, acrylic/watercolors, collage materials, glue, scissors, craft knives (with supervision), cutting mats.

Health and Safety Issues:

Sharps: Strict supervision for scissors/craft knives.
Paints/Adhesives: Ensure good ventilation, non-toxic materials. Keep areas clean.

Year 9 Unit 2, Alternative B: “Contextual Crossings: Portraiture in New Worlds”

Overall Outcome: Students will create a series of narrative drawings or a mixed-media drawing that places a portrait subject into a drastically different or imagined context, using AI for “context crossover” ideation.

Lesson 1: The Power of Context in Portraiture

Learning Objectives: Students will learn:

How context influences the meaning and interpretation of a portrait.
The concept of “context crossover” in art.
To observe and draw facial features and expressions from life.

Key Vocabulary: Context, Narrative, Interpretation, Environment, Setting, Context Crossover, Observational Drawing.

Activity:

Introduction (10 mins): Project several portraits of the same person but in different settings (e.g., a formal studio portrait, a candid shot in a garden, a street art mural). Discuss: “How does the background or setting change how we ‘read’ the person in the portrait? What stories do different contexts tell?”
Introducing Context Crossover (15 mins):
- Introduce “context crossover” as taking a subject from one expected environment and placing them in a completely unexpected one (e.g., a knight in a supermarket, a ballerina on the moon).
- Show examples of art that uses context crossover effectively (e.g., surrealist paintings, pop art).
- Discussion: How can this approach create new meanings or narratives?
Observational Drawing: Expression (15 mins): Students practice drawing different facial expressions (e.g., happy, sad, thoughtful, surprised) by observing classmates or themselves in mirrors. Focus on how small changes in features convey emotion.
Group Discussion: “Storytelling with Setting” (10 mins): Discuss how artists use backgrounds and props to tell a story about the person in the portrait. How might AI help us imagine impossible contexts?

Assessment for Learning: Students can:

Explain how context affects the meaning of a portrait.
Demonstrate basic observational drawing of facial expressions.
Engage in initial discussions about context crossover.

Differentiation:

Students who have not progressed as far: Provide emotion flashcards to help guide their expression drawings.
Students who have progressed further may: Research narrative portraiture and discuss how artists build stories around their subjects.

Resources: Digital projector, whiteboard, computer with internet access, A4 paper, pencils, mirrors (optional), examples of portraits in varied contexts.

Health and Safety Issues:

None.

Lesson 2: Bias & Safe Data Input: The Digital Footprint

Learning Objectives: Students will learn:

How bias in AI can lead to stereotypical contextual interpretations (e.g., associating certain people with certain environments).
The importance of managing data input for AI tools (e.g., avoiding personal information).
The need to avoid anthropomorphizing AI – it’s a tool, not a person.

Key Vocabulary: Data Input, Privacy, Anthropomorphism, Stereotype, Contextual Bias, Digital Footprint.

Activity:

Review (5 mins): Recap context crossover and expressive drawing.
Contextual Bias (20 mins):):
- Demonstration: Using an AI image generator (if available) or pre-selected examples, input prompts like “a rich person,” “a poor person,” “a creative person,” and observe the generated backgrounds or settings. Discuss: “Does the AI consistently place certain types of people in certain environments? What does this tell us about the data it was trained on?” Explain this as contextual bias.
- Discussion: How can artists challenge these stereotypes using AI?
Safe Data Input & Anthropomorphism (15 mins):
- Discussion: Explain that AI tools learn from everything they are given. Stress the importance of never inputting personal data (names, addresses, identifiable photos of themselves/others without permission) into public AI tools. Discuss data privacy.
- Introduce anthropomorphism: giving human feelings or thoughts to non-human things. Explain why it’s important not to think of AI as a person with feelings, intentions, or understanding. “It’s a very clever calculator, not a friend.” Show examples of AI tools using human-like names or voices, and discuss how this can be misleading.
Prompt Audit (10 mins): Students review prompts they might use for context crossover. They identify any elements that could inadvertently reveal personal information or contribute to bias. They rephrase prompts to be general and respectful.

Assessment for Learning: Students can:

Identify examples of contextual bias in AI-generated imagery.
Explain the importance of safe data input with AI tools.
Articulate why it’s important to avoid anthropomorphizing AI.

Differentiation:

Students who have not progressed as far: Provide a checklist for safe data input.
Students who have progressed further may: Research the ethical implications of data privacy in AI development or the philosophical debates around AI consciousness.

Resources: Digital projector, whiteboard, computer with internet access, Chromebooks, examples of contextual bias in AI, information on data privacy.

Health and Safety Issues:

Data Privacy: Strict instructions regarding not sharing personal information.
Responsible AI Use: Emphasize the tool-like nature of AI.

Lesson 3: AI for Narrative & Contextual Crossover

Learning Objectives: Students will learn:

To generate diverse and imaginative contexts for portrait subjects using AI.
To use detailed prompts to create specific narrative settings.
To use AI for “disruptive thinking” by placing subjects in unexpected environments.

Key Vocabulary: Narrative, Scenario, Altered Reality, Surreal, Specificity, Background, Foreshortening.

Activity:

Review (5 mins): Recap contextual bias and safe AI use.
Context Crossover Challenge (20 mins):
- Students choose a real person (e.g., a historical figure, a famous artist, a family member – using a generic description if generating AI images) or a fictional character.
- They brainstorm 3-4 highly unusual or fantastical contexts for this person (e.g., “Queen Elizabeth I skateboarding on Mars,” “Vincent Van Gogh teaching art to robots,” “a construction worker knitting in a cloud”).
- Prompting with Detail: Demonstrate how to craft highly descriptive prompts to guide AI in creating these complex scenarios, focusing on the subject, action, and setting, and adding artistic styles (e.g., “portrait of a Renaissance noblewoman in a cyberpunk city, highly detailed, dramatic lighting, oil painting”).
AI Context Generation & Group Sharing (20 mins): In small groups, students take turns creating prompts and generating images with an AI tool on their Chromebooks (or sketching imagined outputs). They should aim for diversity in their contexts.
Group Ideation Reinforcement (5 mins): Groups share their most surprising or successful context crossovers. Discuss: “How did the AI help you imagine these new realities? Which combinations create the most interesting narratives?”

Assessment for Learning: Students can:

Formulate specific and imaginative prompts for contextual crossover portraits.
Generate a range of AI-inspired narrative contexts.
Collaborate to share and reinforce AI ideation approaches.

Differentiation:

Students who have not progressed as far: Provide lists of contrasting settings and character archetypes.
Students who have progressed further may: Challenge them to create a narrative arc through a series of AI-generated contextual changes.

Resources: Digital projector, whiteboard, computer with internet access, Chromebooks for students, (optional) accessible online AI image generator.

Health and Safety Issues:

Respectful Content: Remind students to create respectful and non-offensive imagery, even when “disrupting” context.

Lesson 4: Drawing the New Narrative: Sketching and Composition

Learning Objectives: Students will learn:

To translate AI-generated contextual ideas into observational and imaginative drawings.
To develop compositional sketches for their final artwork.
To experiment with different drawing techniques to convey mood and narrative.

Key Vocabulary: Composition, Foreground, Background, Midground, Perspective, Figure-Ground Relationship, Focal Point.

Activity:

Review (5 mins): Recap AI for narrative context.
Selecting AI Inspiration (15 mins):
- Students review their AI outputs/sketches from Lesson 3. Each student selects 1-2 images/ideas that offer the most compelling narrative or visual interest for their final artwork.
- Discussion: “What story do you want to tell with this image? How can your drawing emphasize that story?”
Compositional Sketching (25 mins):
- Students create 3-4 compositional sketches (larger than thumbnails) for their chosen AI-inspired context crossover. They should focus on:
  - How the figure interacts with the environment.
  - The use of foreground, midground, and background.
  - Creating a focal point.
  - Considering different drawing angles or perspectives (e.g., worm’s eye, bird’s eye view) to enhance the narrative.
- Encourage them to explore different ways to frame the “new world” around their portrait subject.
Group Share & Feedback (5 mins): Students share their compositional sketches in small groups. Feedback focuses on the clarity of the narrative, the effectiveness of the composition, and how well the drawing combines the subject and its new context.

Assessment for Learning: Students can:

Select an AI-generated contextual idea for their artwork.
Produce multiple compositional sketches that explore figure-ground relationships and narrative.
Discuss how drawing can enhance the storytelling aspect of a portrait.

Differentiation:

Students who have not progressed as far: Provide simple compositional frameworks (e.g., rule of thirds).
Students who have progressed further may: Experiment with dynamic perspectives or complex lighting in their sketches.

Resources: Digital projector, whiteboard, computer with internet access, Chromebooks (for AI reference), A4 paper, pencils, rulers.

Health and Safety Issues:

None.

Lesson 5: Building Worlds: Drawing and Mixed Media Exploration

Learning Objectives: Students will learn:

To develop their chosen context crossover drawing, building detail and atmosphere.
To begin incorporating mixed media to enhance the narrative and visual texture.
To make informed artistic choices about materials and techniques.

Key Vocabulary: Detail, Atmosphere, Rendering, Value, Blending, Texture, Medium Application.

Activity:

Review (5 mins): Recap compositional planning and the narrative goal.
Developing the Drawing (20 mins):
- Students begin working on a larger drawing (e.g., A3) of their chosen context crossover. They should focus on building up detail in both the figure and the environment, paying attention to value, line quality, and foreshortening where applicable.
- Demonstration: Demonstrate drawing techniques for creating different textures (e.g., smooth skin, rough fabric, metallic surfaces) and conveying depth.
Introducing Mixed Media (20 mins):
- Demonstrate how to layer drawing with different mixed media elements to enhance the narrative and visual interest (e.g., adding watercolour washes for atmosphere, collage elements for specific textures, pastels for soft blending).
- Students begin to incorporate some mixed media into their developing drawings, considering how the materials enhance the altered reality or narrative.
Self-Assessment & Peer Check (5 mins): Students take a moment to assess their progress and identify areas they want to develop. They can quickly consult a peer for an initial impression.

Assessment for Learning: Students can:

Develop a detailed drawing that integrates a figure and a distinct context.
Begin applying mixed media techniques to enhance their artwork.
Make artistic choices about rendering and atmosphere.

Differentiation:

Students who have not progressed as far: Focus on clear line work and basic shading. Provide pre-prepared collage materials.
Students who have progressed further may: Explore advanced rendering techniques, complex layering of media, or the inclusion of symbolic elements.

Resources: A3/A2 drawing paper, pencils (H, B, 2B, 4B), erasers, blending stumps, charcoal, pastels, watercolours/acrylics, brushes, water pots, rags, collage materials (magazines, newspapers, textured papers), glue sticks, craft knives (with supervision).

Health and Safety Issues:

Sharps: Strict supervision for scissors/craft knives.
Paints/Pastels: Ensure good ventilation, non-toxic materials. Proper cleanup of pastels to avoid dust inhalation.

Lesson 6: The Final Narrative: Exhibition and Reflection

Learning Objectives: Students will learn:

To complete their mixed-media narrative portrait.
To present their artwork and articulate their creative journey.
To reflect on the role of AI in stimulating new artistic thought.

Key Vocabulary: Critique, Artist Statement, Exhibition, Conceptual Development, Innovation, Reflection.

Activity:

Review (5 mins): Recap the artistic goals for the final piece.
Completing the Artwork (45 mins):
- Students finalize their mixed-media narrative portraits. This is a time for refinement, adding final details, ensuring visual coherence, and strengthening the overall narrative. Circulate to offer last-minute advice and encouragement.
Preparation for Exhibition & Reflection (5 mins): Students ensure their artwork is complete and ready for display. They will write a short “Artist Statement” (3-5 sentences) for their piece, explaining the narrative, the chosen context, and how AI helped them generate the initial idea or provided inspiration for disruptive thinking.
Tidy Up (5 mins): Clear away all materials.

Assessment for Learning: Students can:

Produce a complete and resolved mixed-media narrative portrait.
Present their artwork confidently.
Write a clear artist statement reflecting on their process and the role of AI.

Differentiation:

Students who have not progressed as far: Focus on completing a coherent piece with clear elements. Provide a template for the artist statement.
Students who have progressed further may: Focus on achieving a high level of technical proficiency and conceptual depth in their final piece and artist statement.

Resources: Final artworks, pens for artist statements.

Health and Safety Issues:

None, assuming materials are already tidied.

I hope these detailed unit plans provide a strong foundation for your discussions and help you envision the potential of integrating AI into your art and design curriculum. Please let me know if you’d like any adjustments or further examples!