Teaching Art in the Age of AI Reconsidering the Role of Art Teachers

This study aims to deeply understand the transformation of art teachers' roles when actively utilizing AI technologies in art education within the context of the digital transition in education. By designing AI-centered lessons and conducting art creation sessions in gifted art education settings, the research seeks to capture and analyze the nuanced experiences of various practitioners involved in these classes. The study first theoretically examines the changes in art education and the roles of art teachers in the age of AI. It then analyzes a Focus Group Interview (FGI) with four art teachers to construct a discourse on the unique roles that only art teachers can fulfill in this age. The study identified three roles unique from art teachers in the age of AI: ‘facilitating moments of pause’, ‘posing questions’, and ‘respecting and adapting to differences’. This allowed for a reconsideration of the roles of art teachers within the context of the times, facilitating an exploration of the meaningful roles and professional expertise that art teachers can bring to an uncertain future society. The study has several implications. First, the process of creatively implementing new forms of lessons can lead to a reconsideration of art teachers' professional identity. This stems from fundamental questions about their essence as educators and provides an opportunity to reaffirm the unique roles and expertise of art teachers in the age of AI. Second, despite the transformative changes in educational environments brought about by AI, the intrinsic roles of art teachers remain constant and are evolving into more complex and multidimensional forms. As the role of teachers remains central to education amidst technological advancements, there is a need for ongoing discussions on how art teachers can reflect on and fulfill their roles in the age of AI.