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DOI:
https://doi.org/10.54097/zpwe7c73Keywords:
AIGC, artwork education, lower secondary education, midjourney, classroom designing, students’ reaction.Abstract
This article studies one AIGC-aided junior high-school arts class that has been designed and carried out in two schools in Guangzhou. However, this study cannot make a claim of intervention control, since it uses a mixture of methods consisting of two baseline online surveys (n=233), participation record sheets (n=114), exit survey questionnaires after class (n=104), 52 works-in-progress samples, 6 group presentations, and ten end-of-term works. Such lessons revolve around one topic: “My Planet,” with Midjourney being the main software tool. Analysis is mainly focused on four dimensions, namely aesthetic engagement, collaboration, creation practices, and students' interest towards arts. The descriptive results showed at least three common phenomena. One is that students tend to accept introducing AIGC into an art class since they feel excited about this brand new way which may increase their involvement and interest. The second one is that students show positive changes in creativity, willingness to explore unfamiliar visual patterns/styles, and enthusiasm towards future artistic activities, etc. Meanwhile, there are some conflicts shown through the class materials. Some students focus more on how to use the tools rather than slowing down and analyzing aesthetics. Furthermore, some teams complain that sometimes the outcomes generated by AI cannot completely express what they want to say. Thus, the study proves that AIGC might act as a good spark/starting point when motivating students’ participation and collective imagination in Art lessons at junior secondary level. However, it doesn’t mean that teachers just need to provide them with novel things; teachers also need to pay proper attention to pace, prompt design/scaffolding, and theme profundity instead of only emphasizing being new.
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