In this blog post I would like to explore the multifaceted impact of AI on assessment in specialist arts schools, highlighting the need for adaptation and transformation of assessment, and more broadly of teaching, learning and eventually the whole sale review of curricula. Ultimately, arts schools will need to embrace AI, we currently have a window of opportunity to revamp curricula and ensure relevance in a changing world, those institutions that engage with the task most effectively will take a lead over the coming 5-10 years.
The Practical Nature of Arts Education
Historically, the vast majority of assessment in arts education has been rooted in practical tasks. Students in specialist arts schools engage in activities such as creating visual art, composing music, or performing on stage. Assessment has relied on evaluating the tangible results of practical endeavours, and the processes leading up to their creation. For arts academies, unlike academic departments where written work dominates, the impact of AI might currently appear relatively limited, but this is arguably the calm before a fairly significant storm.
The Disruption of Academic Studies
One of the most immediate and evident impacts of AI is on academic studies. Academic assignments, such as essays and research papers, are increasingly susceptible to AI’s influence. AI-powered tools can generate written content, potentially allowing students to complete assignments putting in limited intellectual work themselves.
This raises ethical questions about the authenticity of work produced with AI assistance and challenges core principles of education. Should assignments be solely about the final product, or should the process of research, critical thinking, and creativity be equally valued? Indeed, what does it mean to achieve a degree, what is being demonstrated by the student, and how is this disrupted if AI is used?
The Changing Landscape of Practical Work
While arts schools have been relatively shielded from the full impact of AI so far, there is a growing realization that even elements of practical work may be affected. For instance, AI can aid in music composition by generating melodies and harmonies, it can create scripts for stage and screen, and it can assist in completing certain visual art assignments. The window of opportunity for preparing for these changes is narrowing.
Furthermore, the notion that AI cannot be creative is also being challenged. AI algorithms can generate poetry, music, and art that some consider genuinely creative, blurring the lines between human and machine creativity. This shift in perception complicates the role of AI in arts education, as creativity has long been considered a defining attribute of artists and the arts and a marker by which student work is judged.
The Two Approaches to AI Integration
In response to the rise of AI, specialist arts schools have two broad approaches to consider: banning AI or embracing it as a useful tool.
Banning AI may seem like a way to preserve the authenticity of student work. It ensures that all assignments are the product of individual effort, eliminating concerns about AI-generated content. However, it also denies students access to a powerful tool that can aid their creative processes and improve efficiency. Perhaps more significant, if institutions are to ban AI, they need to be able to reliably recognise its use, which is not currently possible.
Embracing AI, on the other hand, acknowledges the inevitability of AI’s role in creative cultural practices. It enables students to harness AI as a creative and productivity-enhancing tool. Additionally, by embracing AI, institutions can guide students on responsible AI use, ensuring that they develop the skills needed for the evolving creative industries. Doing this requires a 360 degree review of the curriculum, how it is taught, and how it is assessed.
Mandating AI Use in Assessment
If institutions choose to embrace AI, they should consider what a mandated use of AI might entail for both academic and practical assignments. In academic assignments, AI tools could be used for research, data analysis, and even drafting initial responses. However, the evaluation criteria must shift to value critical thinking, analysis, and interpretation rather than merely the end product. They should seek student’s perspective, and require the application of the knowledge to a personalised setting.
In practical assignments, AI can become a co-creator, offering suggestions and augmenting the creative process. The challenge here is finding the right balance between human creativity and AI assistance, ensuring that the final work reflects the student’s unique artistic voice. As in the past, assessment of process becomes ever more critical to understand how AI has been folded into the creative process to maximise the augmentation of human creativity.
The Integration of AI in Teaching and Learning
Assessment cannot exist in isolation from teaching and learning. If AI is mandated for summative assignments, it must also be embedded in class assignments and teaching methods. Online and blended learning, which have become increasingly prevalent, can leverage AI to personalize instruction, provide real-time feedback, and enhance the learning experience.
Educators must be trained to incorporate AI effectively into their teaching practices. This includes understanding how to integrate AI tools, interpret AI-generated content, and foster creativity in an AI-augmented environment. Whilst AI will most likely not replace schools and teachers, it is increasingly likely that it will replace those institutions and educators that do not effectively embed AI into their practices.
A 360-Degree Review of Curriculum and Curricula Design Processes
The impact of AI on assessment and education necessitates a comprehensive review of curriculum design. This review should extend beyond summative assessment and quality assurance of marking to encompass teaching and learning approaches. Specialist arts schools must adapt to ensure their programs remain relevant and prepare students for a future where AI plays a significant role in the creative industries.
AI has made us increasingly aware of the speed and impact of technological innovations. Therefore, now is not only a time to explore updating existing curricula, but also the processes underpinning programme approval. Can the time required for amendments, and potentially the design of entirely new programmes, be shortened? How can you balance the retention of robust processes with relevance?
Conclusion
The rise of AI is an opportunity for specialist higher education arts schools to reimagine their curriculum and teaching methods. As technology continues to advance at an astonishing pace, institutions must streamline their curriculum review and development processes. Meld can work with institutions to review current curricula, assessments, and teaching and learning approaches. We can also review approval processes, highlighting areas for adjustment and improvement.
The creative industries, which have long been defined by human innovation and expression, are undergoing profound changes as a result of AI. To prepare students for this future, arts schools must embrace AI as a tool for creativity and productivity while safeguarding the values of critical thinking, authenticity, and individual expression. In this ever-evolving landscape, embracing AI is not an option but a necessity. The future awaits, and specialist arts schools must be ready to shape it.
