AI Tools for Teaching and Learning

Course number: ART 121 BFA Junior Seminar

Critical, Forward-thinking, Reflective

Reflection on Instructional Change:

In my ART 121 BFA Junior Seminar course, I implemented a practice inspired by the “AI Tools for Teaching & Learning Workshop," specifically focusing on the “AI Generated Content: Discussion and Reflection” activity.

I assigned students to research the growing influence of AI in creative industries, particularly exploring how AI is beginning to replace certain artistic roles such as character designers or animatics artists. Students were asked to analyze which roles are most vulnerable. I guided them through discussions about authorship, originality, and how they can remain competitive in their field by viewing AI not as a threat but as an assistant.

Students actively discussed the implications of AI, revealing heightened awareness and concern. One student wrote, “It’s scary that AI can create what took me weeks, but I still believe my storytelling is something AI can’t replace.” Many highlighted storyboard design and narrative development as creative skills AI struggles to emulate. The assignment fostered deeper inquiry into what constitutes “art” when AI becomes part of the process. In a survey conducted at the end of the session, most students expressed discomfort using AI, citing ethical concerns around ownership and authorship.

During my own “Observe and Analyze” session with colleagues, one thing I shared with the faculty group: I drew a historical parallel to the invention of photography. Rather than causing the death of painting, photography challenged artists to rethink the purpose of their work, leading to the rise of abstraction and the contemporary art movements. I framed AI in a similar light for my students—not as a threat, but as a catalyst for evolution. By introducing AI as a turning point, I encouraged students to see this as a moment to expand their creativity and redefine what it means to be an artist in the digital age. My colleague was encouraging me to keep doing this kind of conversation with students on what consitutes art in the age of AI.

Evidence of Instructional Change

Evidence of Instructional Change
Example 1	Example 2	Example 3
My video recording talks about my students' responses to the AI in the creative process.	The survey is showing students -80 of familiarity with the use of AI and over 50% stating they have never used AI tools in their creative process or projects.

Practice and Reflect Teaching and Learning with AI:

My interaction with the “AI Generated Content: Discussion and Reflection” activity most influenced this instructional change. The sessions forced me to respond to the emergence of AI technologies in the art field, and to have grounding AI discussions in ethical contexts and professional applications. This instructional change was not just about teaching a tool, but about helping students situate themselves within a rapidly evolving technological reality.

Course Syllabus

FLC Updated AI_ART 121_Syllabus - Google Docs.pdf

Faculty Bio

Faculty Bio
Faculty Picture	Faculty Professional Background
	Rey Jeong is a multidisciplinary artist, scholar, and community organizer whose work relies on people power (demos/kratos, 民主). Through her social practice works, she explores themes of marginalization, diasporic memory, and healing, inviting undefined outcomes. She is an Assistant Professor of Studio Art at California State University, Sacramento.

Funding Source
	This work was supported by: US Department of Education P031S230256 and P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.