Generative IA and teacher training in arts education: exploring strategies to increase creativity, participation, and appreciation of art in school and museum settings
DOI:
https://doi.org/10.17561/rtc.extra10.9974Keywords:
Art Education, Generative Artificial Inteligence, Teacher Learning, Museum Education, Posthuman PedagogyAbstract
This article explores the transformative impact of generative artificial intelligence (GAI) on teacher training in arts education, with a particular focus on school and museum contexts. Taking an interdisciplinary and posthumanist approach, it analyzes the epistemic, aesthetic, and pedagogical fields that arise with the integration of algorithmic systems into artistic and educational practices. Through a critical review of concepts such as computational creativity, distributed authorship, and the post-digital museum, the research proposes new educational ecologies that foster creativity, aesthetic sensitivity, and critical thinking. GAI is presented as an epistemic co-agent capable of redefining the processes of learning, creation, and cultural participation, promoting formative, inclusive, relational, and transformative practices.
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