IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION B

Abstract

This reflective paper examines how digital design—and specifically artificial intelligence (AI) applications—are incorporated into a curriculum and assessment course for Art Education pre-service teachers. Drawing on qualitative data collected across two semesters, the paper reflects on completed student design projects and pre-service teachers’ personal narratives, highlighting how AI functions as a creative and pedagogical tool within the course. AI is positioned not as a replacement for traditional studio practices, but as an additional pathway that expands students’ conceptual, visual, and problem-solving thinking. Because the course focuses on curriculum and assessment, attention is given to helping pre-service teachers understand how AI can be thoughtfully integrated within a traditional K–12 art education framework. Students explore where AI tools may support learning objectives, assessment practices, and creative development while aligning with discipline-based goals and age-appropriate instruction. The paper reflects on how students navigate these opportunities, make creative choices, and consider the implications of AI within classroom contexts. A central feature of the course is the intentional use of choice. Pre-service teachers select tools and processes that align with their interests, comfort levels, and artistic identities. This supports autonomy, risk-taking, and experimentation—key components of creative growth—while modeling strategies they can adapt for their own classrooms. The course also establishes clear guardrails for ethical and pedagogical AI use through guided discussions and structured reflection. While AI is not the only way to promote creativity, it helps students evaluate the compositional viability of their original ideas. Generative outputs provide visual feedback that students use to refine, revise, and strengthen their artistic plans.