Potential Risks and Countermeasures of Artificial Intelligence in Teaching: A Case Study of High School Art Education
TL;DR
It is argued that AI should support students’ creative agency and teachers’ educational judgement within a practice-based approach to art learning, with clear boundaries for AI use, continued emphasis on hands-on artistic practice, development of teachers’ digital literacy and professional judgement, and teaching that encourages aesthetic diversity.
Abstract
Artificial intelligence offers new resources for image generation, feedback, and lesson preparation in high school art education, while also raising questions about the purposes and processes of artistic learning. Focusing on this teaching context, this paper discusses potential risks and corresponding educational responses. Four concerns structure the analysis: weakening students’ innovative thinking and practical skills, reducing teacher autonomy, widening inequalities in access to learning resources, and privileging standardized visual perfection over diverse aesthetic values. The paper proposes clear boundaries for AI use, continued emphasis on hands-on artistic practice, development of teachers’ digital literacy and professional judgement, more equitable provision of resources, and teaching that encourages aesthetic diversity. It argues that AI should support students’ creative agency and teachers’ educational judgement within a practice-based approach to art learning. The proposed responses require adaptation to local teaching conditions and further evaluation in classroom practice.