Views regarding the access, position and use of Artificial Intelligence (AI) and AI pedagogies in transformative art education are changeable and controversial, particularly regarding influence, opportunity and ethics. This dialogic paper grapples with these concerns to ‘make peace’ with AI and its pedagogic development in art education. It draws on collective intelligence and collective imagination gained from scholarly material, the machine and art educator reflective experiences and voices to position ‘peaceful dialogic making’ as a pedagogic approach to transform future art education opportunities. Making can encourage sensitive engagement with ecologies, complexities and possibilities in art education, and as demonstrated in this paper, AI can be engaged critically and with peace to enrich making. Enacting ‘peaceful dialogic making’ in, with, through and about AI in art education can forge identity and value connection, such as with the National Society for Education Art and Design manifesto values, that favour inclusive, equitable and lifelong art education experiences. Making peace with AI, through dialogues, roaming with it and engaging with its complexities builds responsible AI literacy that can help AI be integrated into art education aligned to contemporary and future life.
Rebecca Heaton (Thu,) studied this question.