Creative and Critical Entanglements With AI in Art Education

AbstractSince the advent of the postdigital era, technologies have been dramatically transforming human lives, shifting the ways humans communicate, learn, and create. This article aims to envision how entanglements with nonhuman intelligences can unsettle and reshape pedagogical approaches in the field of art education. I argue for the need to reconceptualize relations between humans and artificial intelligence (AI) as collaborative and symbiotic relationships beyond instrumental understandings, which are informed by posthuman perspectives. Reframing human–AI relations will help art educators and researchers not only explore the potential of AI for new inquiry and creativity in art curricula, but also critically examine possible ethical issues for its implementation in art classrooms. By looking at how AI has been explored in new media art projects that intersect emergent intelligences and art pedagogy, I investigate their implications for future art education. AcknowledgmentsI would like to thank Aaron Knochel and Eduardo Navas for their support and feedback. This article also benefited immensely from the thoughtful comments provided by Senior Editor Robert Sweeny and three anonymous reviewers.Disclosure StatementNo potential conflict of interest was reported by the author.