Teaching “Artist Intelligence” with and without the use of “Artificial Intelligence”: Preliminary Exploration in Graphic Design Education

Abstract Against the backdrop of rapid advancements in artificial intelligence (AI), the significance of artistic intelligence (ai) in creative practice calls for renewed examination. While generative models such as DALL•E 3 are reshaping the field of graphic design—particularly in areas like illustration—several fundamental challenges remain unresolved. These include the preservation of personal style, originality, and meaningful human expression. This study explores these issues through an in-depth case study of a graphic design student’s illustration process, juxtaposed with AI-generated works based on the same themes. The research critically analyzes the roles, limitations, and ethical implications of incorporating AI tools into graphic design education, emphasizing that AI should serve as a means to support—not replace—human creativity. It argues that educators must guide students to engage with AI thoughtfully, ensuring that artistic integrity remains at the heart of creative development. In short, it is essential to recognize and value the inherent contribution of the human hand and mind in the creative process.