Students need to be creative and think critically and innovatively, which is made possible through art education. With the emergence of an era of technological development, technology and artificial intelligence (AI) must be integrated into art education. As such, this literature review explores various means of appropriate utilization of technology and AI in order to improve art education. Equally, it explores the incorporation of virtual reality and augmented reality and successful cases of integrating technology in art education and its possible implications in the future.
Traditional methods focused on oral training, manual techniques, and classical teachings, where physical art supplies such as easels and canvases were usually present in art classrooms. According to Black and Browning (2011), this traditional paradigm focused on the student-mentor relationship, with teachers passing on knowledge and techniques through direct experience and modelling. This model provided a great connection between students and their craft. However, the emergence of modern technologies has led to a rethinking of those conventions. Smanov et al. (2023) suggest that technology as a transformative force in art education emphasizes the need for adaptation, with the introduction of tools, such as graphic tablets and design software, which have democratized artistic creation, making it possible for a wider variety of artistic expression. Thus, adaptability is required to recognize that technology augments and creates new forms of creativity and self-expression. Besides, with the advancement of society in the digital age, incorporating technology into art education prepares students to deal with art in an increasingly technologically mediated world (Smanov et al., 2023). Hence, technological integrations do not aim to imply that traditional methods lose any significance but seek to improve and make the learning environment dynamic and diverse, utilizing the best of old practices in conjunction with modern technological capabilities.
The adoption of technology goes beyond traditional methods and entails a wide array of benefits. Zhou (2021) opines that it creates more accessibility for art education since digital platforms, which surpass physical limitations, enable aspiring art learners to access learning materials and communicate with peers from different nations. Similarly, technology expands the pool of artistic mediums that the students can explore and even discover new worlds. Zhou (2021) notes that this broad span promotes a more inclusive and diverse learning experience, enabling students to engage with artistic tools of their liking. Besides, students can compare artists from different traditions and historical periods. Papadopoulou (2019) claims that this multiplicity is achieved via connections and heterogeneity, which students find in patterns, shapes, sounds and narratives that suggest deep continuity. Thus, they can comprehend a vocabulary of images and methods, reflect, and make a value judgment, enabling them to change their expectations of art practice experience. Fundamentally, such integration of technology adds value to art education, as it not only changes the creative process but also enables access to artistic information and creates a more diverse and democratic artistic community.
Artificial Intelligence (AI) in art education opens a new era where technology boosts creativity. This has led to AI playing a role beyond its traditional role as a computational tool to become a dynamic collaborator with artists in the learning and creative process (Humble & Mozelius, 2022). For instance, AI can be considered an excellent muse with the capacity to enrich creativity in students by providing fresh and creative ideas. Specifically, these artificial intelligence tools, designed for creative pursuits, largely influence what art looks like today. These tools are not just facilitators as they also help students generate ideas on how to narrow down artistic concepts, using machine learning algorithms to read and interpret massive sets of artistic styles, historical trends, and modern expressions. Besides, González-Zamar and Abad-Segura (2020) state that students are able to experience diverse art forms from all over the world using VR and AR in virtual exhibitions and global collaborations. As a result, it is not only cultural exposure but also idea and technique cross-pollination.
In the field of art education, there are some pioneering institutions and programs that represent a successful combination of technology and artificial intelligence (AI) and transform the context of creative learning. Kong (2020) explores a notable example of such an institution, Shandong University (Weihai) Art College in China, which has adopted AI-driven instruments to enhance art production. This symbiosis between technology and art education has been witnessed at the school in various applications, including the use of AI robots in teaching. E-learning has also been useful in art education at UNC-Charlotte, North Carolina, and Woodbury College, California. Quinn (2011) suggests that in the schools, learners struggled with the cultural landscapes of Los Angeles and Charlotte. This way, they got a better understanding of each other’s perspective regarding cultural identity and architecture and engaged in digital art practice. This practice of collaborative digital art-making mirrors the cognitive apprenticeship model of e-learning. The case studies herein demonstrate how technology and AI have transformed art education for good outcomes and improved learning. It is also shown that AI integration enables a more personalized learning approach tailored for individual performance and feedback. Papadopoulou (2019) states that flexibility not only accommodates various learning styles but also enables students to be challenged at a suitable level for continuous growth. This helps their technical skills and also makes them more curious and inventive.
In conclusion, this literature review shows how technology/AI can transform art education. The uses of technology in art education also promise to open up new horizons for making art accessible and creative and connecting the world. Nevertheless, it is important to address the challenges and ethical issues so that the implementation is inclusive. This synthesis of literature provides educators, policymakers, and researchers with a foundation for making smart decisions that can help move art education into the era of technology.
References
Black, J., & Browning, K. (2011). Creativity in Digital Art Education Teaching Practices. Art Education, 64(5), 19–34. https://doi.org/10.1080/00043125.2011.11519140
González-Zamar, M.-D., & Abad-Segura, E. (2020). Implications of virtual reality in arts education: Research analysis in the context of higher education. Education Sciences, 10(9), 225. http://dx.doi.org/10.3390/educsci10090225
Humble, N., & Mozelius, P. (2022). The threat, hype, and promise of artificial intelligence in education. Discover Artificial Intelligence, 2(1), 22. https://doi.org/10.1007/s44163-022-00039-z
Kong, F. (2020). Application of Artificial Intelligence in Modern Art Teaching. International Journal of Emerging Technologies in Learning (iJET), 15, 238. https://doi.org/10.3991/ijet.v15i13.15351
Papadopoulou, A. (2019). Art, technology, education: Synergy of modes, means, tools of communication. Education Sciences, 9(3), 237.
Quinn, R. D. (2011). E-Learning in Art Education: Collaborative Meaning Making through Digital Art Production. Art Education, 64(4), 18–24. https://doi.org/10.1080/00043125.2011.11519132
Smanov, I., Stycheva, O., Smanova, G., Zholdasbekova, B., & Isatayeva, G. (2023). Digital Media Reshaping Art Education: A Literature Review in the Age of COVID-19. Studies in Media and Communication, 11, 34. https://doi.org/10.11114/smc.v11i7.6503
Zhou, Z. (2021). Research on the Application of Computer Technology in Art Education. Journal of Physics: Conference Series, 1915(3), 032037. https://iopscience.iop.org/article/10.1088/1742-6596/1915/3/032037/meta
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