FA343: Drawing II

Drawing II challenges students to explore and redefine what drawing means in our contemporary world. Building upon foundational skills, this course investigates drawing's evolution from historical practices to current innovations, including AI as a creative tool. Students will examine traditional tools, techniques, and concepts while questioning how modern technology is reshaping artistic practice. Through a combination of hands-on projects, AI-assisted analysis, and peer critiques, students will develop their unique artistic voice while considering important questions about copyright, ethics, and artistic responsibility in the digital age.

The course emphasizes process over product, encouraging students to document and reflect on their artistic journey using both traditional and technological methods. Regular peer critiques and AI-assisted feedback provide multiple perspectives for growth and development. By creating a safe, collaborative environment, students will learn to see through diverse lenses and engage in meaningful discussions about the nature of drawing itself. The drawing projects allow each student to articulate their personal definition of drawing through a work that synthesizes their understanding of historical precedents, contemporary practices, and future possibilities.

Drawing on my 24 years of teaching experience and professional practice as an MFA-trained painter, I aim to foster an environment where questions lead to discoveries and where students learn as much from each other as they do from instructor guidance. This approach reflects my belief that the best art education is a collaborative journey of mutual discovery and growth.

Activity to include in ENG 107: Thinking Through Writing

I will generate an inventory tool that I will give to my students in the first week of class that will gauge (anonymously) their level of understanding and use of Generative Artificial Intelligence as a writing tool as well as their assumptions and attitudes about the ethical implications of GAI in the process of producing original compositions (brainstorming /researching, drafting, editing, and revising). I envision a series of statements (25-30) that students will respond to with one of three options: I agree, I disagree, or I am uncertain. I will collate this information and report the results back to the class. I will use this reporting as a catalyst for a robust conversation centered on the role AI can play in our writing class while adhering to clear ethical guidelines. In the last week of class I will have my students complete the same inventory. I will collate the data and report back again. Together we will be able to measure any changes that may have occurred.

Early British literature may seem vastly disconnected from the world of AI, but the implications and impact of 21st-century LLMs have striking parallels with the technological advancements of the medieval and early modern periods (increasing literacy, printing press, pre-humanist/post-humanist world, etc.)--all with their own ethical implications. Engaging with these connections throughout the semester, students will end the course working in groups to write and produce podcasts that examine the connection between early British literature and a modern issue. They will use AI tools to collaborate on, create, fact-check, and edit a 15- minute podcast on an issue of their choice.

Mid-semester, when I am introducing their final research project, I will have students use AI to brainstorm topics and composers for their research. By asking AI to discover composers and questions related to a topic the student is interested in researching, AI can give them a broad overview of ideas and options for their research. They will work in small groups and share their ideas, and what AI recommends to each of them. We will also use this time to talk about the biases AI has….most notably, recommending male composers, and leaving out women and BIPOC composers. Students will continue to revise their queries to AI to come up with at least 15-20 interesting composers they can consider researching. I love this use of AI because in the past, I have been the AI source. I try to come up with composers the students might want to research; however, my knowledge is not as vast as AI and they can come up with more options in a very short time.

By changing the format of their final research project, and introducing ways AI can help, and hinder their research, students will have an introduction to when and where it is appropriate to use AI for research.

A key component of the module is exploring how startups can anticipate and mitigate these consequences. Topics include ethical concerns around AI-driven manipulation, like exploiting consumer behavior through hyper-targeted marketing, and the risks of surveillance applications extending beyond their intended scope. Through case studies, students will analyze ventures that faced backlash from unforeseen outcomes, such as community pushback against intrusive AI systems or missteps in data privacy. Assignments will focus on identifying potential unintended consequences in students’ venture ideas and crafting innovative strategies to address them. This module equips students to think critically and holistically about the far-reaching impacts of AI, fostering responsible and resilient entrepreneurial practices.

Welcome to "Artificial Intelligence in the Fine Arts: Ethics, Aesthetics, and Innovation"

Greetings, future creative pioneers and philosophical ponderers! In this class, we’re diving headfirst into the swirling vortex where the Arts and artificial intelligence collide. By the time we’re done, you’ll know more about AI’s role in the Arts than the average sci-fi writer. But fair warning—this course might make you question everything from the concept of originality to the future of your paycheck.

Here’s the blueprint for our journey:

• Ethics of AI in the Arts: Let’s kick things off by wrestling with the big questions—plagiarism, originality, and morality. Is a machine just remixing the past, or is it capable of true creativity?

• AI as a Creative Tool: Think of AI as your new favorite paintbrush, keyboard, or collaborator. We'll explore how to use it without feeling like you’ve handed over the keys to your creative kingdom.

• What’s Possible with AI: From generating music to creating surreal visual art, we’ll examine the mind-boggling capabilities of these tools.

• Prompt Engineering: If AI is the genie, prompts are your magic lamp. Learn how to make your wishes more specific than “make art good.”

• AI and the Economics of Art: Will AI destroy the arts as a paid profession, or is it creating new income streams? We’ll talk ownership, copyright, licensing, and whether your dream job is about to be automated.

• Aesthetic Implications of AI: What happens when AI-generated art is indistinguishable from human creations? Does AI have its own aesthetic, or is it just riding the trends we give it?

• The History of AI in the Arts: From the Illiac Suite’s first computer-composed notes to today’s generative tools, we’ll trace how AI got its creative chops.