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Creating Art, Music, Poetry and Other Media With Artificial Intelligence

Change display time — Currently: Central Daylight Time (CDT) (Event time)
Location: Room 255-7
Experience live: All-Access Package
Watch recording: All-Access Package Year-Round PD Package

Explore and create : Creation lab

Nancye Blair Black  
What's new with artificial intelligence? AI that creates its own original content — from art to music to deepfake videos. Get hands-on as we learn about generative AI, its impact on our world, and how students can combine creativity with AI tools to support their own media creations!

Audience: Coaches, Curriculum/district specialists, Teachers
Skill level: Beginner
Attendee devices: Devices required
Attendee device specification: Laptop: Mac, PC, Chromebook
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: While a variety of tools will be demonstrated, web-based, cross-platform applications that do not require prior installation will be used during the session.
Topic: Artificial Intelligence
Grade level: 6-12
Subject area: Performing/visual arts, STEM/STEAM
ISTE Standards: For Students:
Empowered Learner
  • Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
Computational Thinker
  • Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
Creative Communicator
  • Students create original works or responsibly repurpose or remix digital resources into new creations.
Additional detail: ISTE author presentation

Proposal summary

Purpose & objective

What’s next for artificial intelligence? Well, for now, it might be AI creating its own content. Generative adversarial networks - or GANs - are a new innovation that allows an AI to produce its own content. Humans can use AI to generate a list of possible brand names, a fictional story, an original work of art, or even a totally new human face. But who is really the creator? You, the AI, or the AI developer? And what happens when the tech is used to write fake news stories or create malicious deepfake videos? It’s important that students understand both the potential opportunities and impacts of using this new technology. By attending this session, educators will learn more about generative AI, its impacts, and how their students can harness their creativity to train and use GANs to support their own media creations!

Outline

1. What is AI? What are GANs? (10 minutes) 2. What can AI do? Experimenting with generative AI tools to create art, music, images, and text. Examples of AI tools to be explored: Transformer/GPT-2, Deep Dream Generator, Prisma, DeepArt.io, Sway: Magic Dance, thispersondoesnotexist.com, Sketch-RNN, AI Duet, MuseNet, and AIartists.org. Attendees will consider curriculum integration entry points, cross-curricular applications, and student-created media potential. (60 minutes). 3. Potential opportunities and societal impacts of generative AI. (10 minutes) 4. Resources, Q&A, and next steps (10 minutes)

Supporting research

Black, N.B & Brooks-Young, S. (2020). Hands-On AI Projects for the Classroom series. (ISTE). Zimmerman, M. (2018). Teaching AI: Exploring New Frontiers for Learning (ISTE Book). AI4K12 Big Ideas, retrieved from https://bit.ly/ai4k12-five-big-ideas. Muro M., Maxim, R., & Whitno, J. (2019). Automation and Artificial Intelligence: How machines are affecting people and places. Retrieved from https://www.brookings.edu/research/automation-and-artificial-intelligence-how-machines-affect-people-and-places/. Lee, K. (2018). AI Super-Powers: China, Silicon Valley, and The New World Order. Houghton Mifflin Harcourt. Ford, M. (2018). Architects of Intelligence: The truth about AI from the people building it. Packt Publishing. Computational Thinking by Jeannette M. Wing; https://www.cs.cmu.edu/~15110-s13/Wing06-ct.pdf; Teaching Computational Thinking Is the First Step to Bridging STEM Skills Gap by Meghan Bogardus Cortez - https://edtechmagazine.com/k12/article/2016/11/teaching-computational-thinking-first-step-bridging-stem-skills-gap; Computational Thinking for Teacher Education
By Aman Yadav, Chris Stephenson, Hai Hong - https://cacm.acm.org/magazines/2017/4/215031-computational-thinking-for-teacher-education/fulltext; How to Teach Computational Thinking by Stephen Wolfram - http://blog.stephenwolfram.com/2016/09/how-to-teach-computational-thinking/ Logue, C. (2014). Design School 2.0:
Want to get students excited about STEM? Start an app design course. Retrieved from: http://www.scholastic.com/browse/article.jsp?id=3758416. Tomaszewsi, J. (2012). Students Learn App Development. boyd, d. (2014). It's Complicated: The Social Lives of Networked Teens. New Haven: Yale University Press. Berger, J. (1972). Richards, E. & Terkanian, D. (2013, December). Occupational employment projections to 2022. Monthly Labor Review, U.S. Bureau of Labor Statistics. Retrieved from https://www.bls.gov/opub/mlr/2013/article/occupational-employment-projections-to-2022.htm Change the Equation. (2015, December 7). The hidden half [blog]. Retrieved from http://changetheequation.org/blog/hidden-half Change the Equation. (2016, August 9). New data: Bridging the computer science access gap [blog]. Retrieved from http://changetheequation.org/blog/new-data-bridging-computer-science-access-gap-0 Cheryan, S., Plaut, V. C., Handron, C., and Hudson, L. (2013b). The stereotypical computer scientist: gendered media representations as a barrier to inclusion for women. Sex Roles 69, 58–71. Cheryan, S., Master, A., & Maltzoff, A. (2015). Cultural stereotypes as gatekeepers: increasing girls’ interest in computer science and engineering by diversifying stereotypes. Frontiers in Psychology, 6(49), 1-8. Google. (2015). Images of computer science: Perceptions among students, parents, and educators in the U.S. Retrieved from https://services.google.com/fh/files/misc/images-of-computer-science-report.pdf. Livingstone, S. (2009). On the mediation of everything: ICA presidential address 2008. Journal of communication, 59(1), 1-18. National Center for Women and Informational Technology. (2014). NCWIT scorecard: A report on the status of women in informational technology. Retrieved from https://www.ncwit.org/resources/ncwit-scorecard-report-status-women-information-technology National Science Board. (2016). Science and Engineering Indicators 2016. Arlington, VA: National Science Foundation (NSB-2016-1). Steinke, J., Lapinski, M. K., Crocker, N., Zietsman-Thomas, A., Williams, Y., Evergreen, S. H., & Kuchibhotla, S. (2007). Assessing media influences on middle School–Aged children's perceptions of women in science using the draw-A-scientist test (DAST). Science Communication, 29(1), 35-64. Weisbuch, M., Pauker, K., & Ambady, N. (2009). The subtle transmission of race bias via televised nonverbal behavior. Science 326, 1711–1714.

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Presenters

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Nancye Blair Black, The Block Uncarved
ISTE Certified Educator

Nancye Blair Black is an ISTE-certified educator, speaker, and consultant who cultivates dignity-driven instructional practices that empower educators, leaders, and students to succeed. Nancye is the author of nationally-implemented computer science curricula and several books, including Tablets in K-12 Education and the Hands-On AI Projects for the Classroom series. She is ISTE's AI Explorations Project Lead, ProjectSTEM's Director of Innovation, and a TC Games Research Lab leader. She's completing her doctoral degree in Instructional Technology at TC Columbia University. Talk to her about equity, AI, ISTE Cert, unique educational experiences, anything you're passionate about! @NancyeBlackEdu.

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