VIRTUAL MADRID FOCUS ON PEDAGOGY

Abstract

What role can AI play in the art history classroom? In an age where the visual artist feels threatened by the looming presence of AI, is there space for generative AI tools? This paper will critically examine the emergence of AI in the art history classroom to debate the pros and cons of AI-based assignments, its strengths, weaknesses and limits, as well as what is means to be human. Using the ancient Mediterranean city of Palmyra, Syria as a case study, students worked with AI image generating software to reimagine the urban fabric as it existed 2000 years ago. While good-natured in design, the assignment produced frustration, indifference, and a wide variety of images. Ultimately, it invited students to be critical of the produced images, investigate prompt engineering to refine their language, and required them to rely on the cognate knowledge of ancient cities and stylistic differences to evaluate their final image.