![Couverture de Creating our Future[s], Volume 19, numéro 2, 2023, p. 4-89, The Canadian Art Teacher / Enseigner les arts au Canada](/fr/revues/cat/2023-v19-n2-cat09515/coverpage-hd.jpg)
Résumés
Abstract
This article explores the use of AI-generated art as a way to educate visual art students and teachers about ethical concerns related to artificial intelligence. For example, gender and racial bias in the data sets that artificial intelligence trains on remains a significant concern. Art educators can proactively address these issues by supporting their students in understanding the ethical issues surrounding AI that will continue to arise. We advocate for a posthuman approach to AI, treating it not as a mere tool but as a collaborator in the creative process. Through an examination of AI-artists who critique AI, we show that AI-artmaking has the potential to be a valuable addition to the art classroom, allowing both students and teachers to explore and grapple with the ethical challenges associated with AI.
Keywords:
- art education,
- artificial intelligence,
- AI art,
- posthumanism,
- digital art,
- data bias
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Parties annexes
Biographical notes
Dr. Patti Pente pattipente.com is an artist and professor of art education in the Faculty of Education at the University of Alberta, Edmonton, Canada. Patti has been artist-scholar in residence at the Canadian National Institute for Nanotechnology, and continues to research digital and analogue innovations for art and art education. She is interested in contemporary art, with particular emphasis on educational potential within digital art processes, including artificial intelligence, digital ethical inquiry, creativity, nanotechnology, and GPS technology. The aesthetic nature of physical and virtual relationships to place is one significant focus in her work. She has exhibited nationally and internationally.
Dr. Cathy Adams is a professor of educational computing in the Faculty of Education, University of Alberta. Her research investigates digital technology integration across K-12 and post-secondary educational environments; ethical and pedagogical issues involving digital technologies including Artificial Intelligence; and K-12 Computing Science curriculum and computational thinking (CT) pedagogy. Cathy employs a range of posthuman/postdigital methods in her inquiries including interviewing subject-objects, postphenomenology, phenomenology of practice, media ecology, and other new materialist and sociomaterialist approaches.
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