Is AI killing creativity?
Target audience – [Art creators, Art enthusiasts, Artists, creative professions ]
Age Group – [17-97]
Short overview of scenario
There are many applications of AI today in business, and it is even being used in creative professions. Behavioral experiments by Alok Gupta from University of Minnesota and Andreas Fügener, Jörn Grahl, and Wolfgang Ketter from University of Cologne in Germany bring a cautionary tale for current AI applications. The research, published in late 2021, uncovers risks, consequences, and solutions to over reliance on AI in business and creative decisions. The findings of this research suggest that groups of humans interacting with AI are far less effective as compared to human groups without AI assistance. Artificial Intelligence is not traditionally linked to the emotion-fuelled craft of creativity. Being perceived as a uniquely human skill, we love to think creativity remains the ultimate holy grail, impossible to replicate by a machine.
Scenario description
First, we have to demonstrate the difference between artistic creation and AI creativity. After that we are going to see the plus and minus of AI creativity. The teacher gives the learners a challenge to defend either AI creativity or Artistic Creation. Finally the class concludes by discussing how AI algorithms can be useful tools for artists, but they should not be considered as a replacement for human creativity.
Scenario Objectives
- Demistify the AI to artists and content creators.
- The ultimate goal is to enable artists and content creators to see artificial intelligence as manipulable—from a technical and societal standpoint—and to empower artists and content creators with tools to design AI with ethics in mind.
Outline plan
| Activity | Lecture |
| Timing | 2 didactical hours (45’ each) |
| Methods | Dilemma-based learning |
| What the tutor is doing | In the first didactical hour the tutor starts his lecture with a video on dall-e2, the most popular AI artistic creativity example. https://www.youtube.com/watch?v=qTgPSKKjfVg&ab_channel=OpenAI After that the tutor will have to discuss with the learners what exactly is the role of an artist and what is art. “An artist is someone who creates original works of art. They can include installations, sculptures, paintings, drawings, pottery, performances, photographs, videos, or any other medium. Artists are a vehicle for expressing universal emotion. An artist has the ability to be sensitive to things and express this in the paint, gesture, or color. The artist feels the atmosphere of a place, a moment or the memory of a feeling.” “art is the expression of an idea in some sort of physical form” After that the tutor has to present the dilemma to the students. Firstly he presents the point of view that AI won’t kill creativity. Adobe blogs has a very helpful article that he can present in the classroom. Then he presents to the classroom the opposite point of view as it is presented in recent research. In the end of the didactical hour the tutor splits the classroom into two teams. The first team will have to defend the first point of view and the second one the other point. After discussing these examples, the teacher leads a class discussion about the differences between artistic creation and AI creativity. They talk about how human artists use their own emotions, experiences, and understanding of the world to create art, while AI algorithms simply process and generate images based on patterns in data. In the next hour the teams will have to exchange arguments on those two topics. The teacher will then have to guide them to the idea that the role of AI in art creation is only an instrument of creation, not the creator. Thus this new form of art needs a new mind perspective from the art creators. The class concludes by discussing how AI algorithms can be useful tools for artists, but they should not be considered as a replacement for human creativity. |
| What the learners are doing | As stated above in the first hour the learners are following the tutor. In the second hour they will have to study the resources given and/or search for other resources and create their arguments. |
| Equipment and Support | PC and projector for the educator. PCs for the learners. |
| Link to AI@School Curriculum | Collaborative learning and other pedagogical techniques for future. |
| Assessment of/for learning | |
| Resources/links/relevant content/Examples | https://towardsdatascience.com/the-role-of-ai-in-art-creation-a53dbd562cdb https://blog.adobe.com/en/publish/2018/07/20/ai-wont-kill-creativity-heres-why http://www.ethicsingraphicdesign.org/ai-and-creativity-is-it-ethical-will-it-kill-creativity/ https://www.creativereview.co.uk/ai-film-directing-unit9/ https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3879937 |
Our notes from practice
Dilemma-based learning (DBL) is one of the models applied as part of the lifelong learning approach. Dealing with authentic dilemmas in practice is essential for the development of critical thinking, ethical perspective and professional identity.
Using dilemmas encourages the development and deepening of professionals’ self-identity and confronts them with ethical and moral dilemmas, challenges them to make decisions based on professional values.