Art Schools Grapple with Generative AI: A Cautionary Tale from UMBC
Last November, a hallway on the first floor of the Fine Arts Building at the University of Maryland, Baltimore County (UMBC) turned into an unexpected battleground for a pivotal debate: Should generative artificial intelligence have a place in the creation of art? Can these tools produce meaningful work that reflects the human experience? And should art students be required to learn and use them?
The Genesis of the Controversy
In the aftermath of ChatGPT’s launch, which compelled higher education institutions to reconsider how they integrate AI tools into teaching and learning, many art schools have taken proactive steps. A visual arts professor at UMBC recently assigned his animation students to create thumbnail sketches using generative AI tools. This decision aimed to prepare students for a workforce where AI competencies are becoming increasingly essential.
Backlash and Vandalism
However, the professor’s assignment sparked a heated backlash. The resulting art pieces, displayed in a prominent hallway, faced defacement. Students scribbled graffiti, asking, “Take This Bullshit Down. AI Is Not Art,” and one even wrote, “When we speak you will listen.” The printed pieces were deliberately unhinged, causing them to sag on the walls.
Vandalism scrawled on the posted assignment description.
The backlash was not limited to vandalism. Hundreds of UMBC students launched a petition calling for a ban on AI in the university’s art classes, citing concerns about AI’s potential to damage traditional artistic skills.
A Faculty Perspective
Timothy Nohe, the professor responsible, explained, “I wanted to prepare my students for the inevitable encounter with disruptive technologies and their impact on the workforce. I believe AI is a crucial skill they need to possess.” However, he was unprepared for such intense opposition.
The Role of Dialogue in Addressing Controversy
Gary Rozanc, the chair of the visual arts department at UMBC, recognized the necessity of dialogue. In his email to all visual arts students, he reminded them of historical moments where singular voices declared authority over art, drawing parallels to the Nazi persecution of the Bauhaus and Stalin’s imposition of social realism. While well-intentioned, this comparison inflamed tensions further.
Rozanc regretted his wording, acknowledging that such extreme examples were unnecessarily provocative. Instead, he encouraged open conversations and created a space for students to express their thoughts, setting up a gallery next to the original exhibit.
Student Reactions and Petitions
Clare Mansour, an UMBC student, was among those who signed the petition. She expressed concerns about the apparent reduction of creativity to simply inputting prompts into an AI tool. “It felt like paying for a course where we were just following instructions without developing artistic skills,” she said.
The petition, available on Change.org, garnered 841 signatures. It criticized the use of AI as a form of plagiarism and argued that it limits opportunities for students to develop their creative abilities independently.
Moving Forward with Understanding
Despite the criticism and vandalism, Rozanc facilitated a dialogue, encouraging students to share their thoughts openly. He plans to organize a student forum to develop a comprehensive AI policy for visual arts courses at UMBC.
Mariel Chavez-Barragan, who completed the AI art assignment, expressed gratitude for the department’s approach. “While I didn’t object to using AI, I appreciate that the department prioritized student voices and concerns. Knowing how to use AI is crucial in the gaming, animation, and film industries, making it a valuable skill for artists,” she said.
Global Implications for Art Education
Rick Dakan, a creative writing professor and AI coordinator at the Ringling College of Art and Design, emphasized the importance of exposing students to AI to mitigate fear and foster understanding. “When students learn about AI’s capabilities and limitations, they feel more in control of their future and can make informed decisions about its role in their artistic practice,” Dakan stated.
Dakan further highlighted the emotional aspects of integrating AI into art education. “This disruption strikes at the core of artists’ identities. It’s crucial for educators to provide support and space for students to process their feelings about AI and its potential impact on their careers.”
Conclusion
The controversy at UMBC underscores the complexities of incorporating generative AI into art education. While AI offers significant benefits, it also raises important ethical and creative questions. Open and respectful dialogue, along with a comprehensive understanding of AI’s capabilities and limitations, is essential for navigating this evolving landscape.
As technology continues to advance, the role of art educators in preparing students for these changes becomes increasingly vital. By fostering a culture of informed debate and understanding, institutions can help ensure that future artists are equipped to thrive in a world where generative AI is an integral part of their creative toolkit.
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