This study aimed to identify the experiences of students on the reflections of arts education supported by generative artificial intelligence in their abstract art practices. As a qualitative research method, the case study design was used in the study. The sample of the study included 12 last-year students in the Art Education Program of a state university in Türkiye. The implementation process took place within the scope of a 12-week arts major workshop course. Data were collected in semi-structured interviews and using reflective journals and analyzed using the inductive content analysis method. It was determined that the participants were initially prejudiced against generative artificial intelligence and inexperienced in using it, while these attitudes became more positive over time. The participants stated that generative artificial intelligence tools were a source of inspiration, offered support in composition development, and had a guiding role in terms of aesthetics and style. On the other hand, some participants reported that during the arts education process supported by artificial intelligence, they experienced challenges such as communication problems, lack of technical knowledge, and concerns about originality. The results of the study revealed that generative artificial intelligence could be utilized as an educational tool that could support artistic creativity and learning. Hence, it is recommended that elective courses supported by generative artificial intelligence be integrated into the curricula of programs in arts education.
Yahya HİÇYİLMAZ (Tue,) studied this question.
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