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Priscilla Angelique-Page, Nottingham Trent University, United KingdomAbstract
While Generative AI (GenAI) is rapidly transforming education, approaches to helping practitioners incorporate it into their work are still developing. This study contributes a model to support structuring curriculum design for this purpose. It examines (a) an auto-ethnographic study of integrating GenAI into creative practice (from which the model was derived), and (b) staff and student attitudes towards GenAI at one university based on questionnaire responses (through which the model is explored). The questionnaire used the four-item standardised AI Attitude Scale (AIAS-4, 1-10 rating), open-ended questions, and other questions. 71 participants responded. The AIAS-4 showed a mean neutral stance of 5.02, yet deeper analysis, and reflexive thematic analysis of open-ended questions revealed polarised opinions. Findings highlight the complexity of attitudes as well as how CPD can address concerns and increase the uptake of GenAI. The auto-ethnographic study examined how a novice GenAI user integrated it as they transformed themselves from a solo artist into an AI-generated band. This led to the development of a six-stage model, that maps the journey of engaging with, and integrating, GenAI during the creative process. The model traces a user’s journey from disruptive (emotional, existential), through exploratory (curious, experimental), challenging (technical, frustrating), transformative (role expanding, empowering), and reflective (philosophical, strategic), to integrative (creative, multimodal). The model can help educators to align curriculum design to user’s emotional and cognitive states, guiding them from uncertainty, ethical ambiguity and experimentation, to creative integration as they learn to use AI tools.
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