Campfire Session — Design and Art

Introduction • 00:00

• The discussion begins with an introduction by Lulu Gao. The focus of the session is on using Flint for design and art courses, a topic personally close to Lulu's background since she was the "art kid" growing up and studied industrial design in university.

Ice-breaking News • 01:51

• A news article from Business Insider about Sam Altman's defense of AI art amid the Studio Ghibli AI art trend backlash is shared.

• The importance of responsible use and intention in art education is emphasized.

Flint features for art and design • 03:39

• Various features of Flint are highlighted, including image generation, image recognition, content upload, web search, and in-line citation capabilities.

• The platform's ability to assist students in their creative processes is discussed.

Design and Art AI Chats in Flint • 06:24

• Various ideas for applications of Flint for art and design are listed.

• The difference between Flint chats and activities is summarized.

• Examples of Flint chats shown include those for generating leveled rubrics

• Lulu shows a second chat example of brainstorming personalized lesson plans based on students' interests.

• A final example of generating AI images to show the different elements of art is also shown.

Design and Art AI Activities in Flint • 10:57

• A custom activity is being created for students. Feedback is being tailored for individual design projects. A graded assignment setup is being requested to Flint. The grading scale is specified to fit IB curricula with levels 1 to 7. Flint is being used as a brainstorming partner within the activity builder chat. Suggestions for activity adjustments are being sought.

• A user interview simulation activity is introduced. Students will practice interviewing AI-generated personas. Flint is utilized to create various personas for interviews. Students can select personas based on their preferences. Flint's capabilities for voice simulation are discussed. Current limitations on voice specificity for personas are acknowledged.

Questions about chats and activities • 20:47

• Concerns are raised about data ownership. Questions are asked regarding how Flint uses uploaded student work.

• Clarifications are provided on data retention practices. It is explained that Flint does not train on previously uploaded data.

• Questions are posed about academic honesty and AI usage. A citation method for referencing Flint's assistance is discussed.

• Discussion about student citations and data storage occurs. Concerns regarding data protection are addressed.

• Clarification on Flint's intellectual property and data history is provided. The ability for students to revisit past sessions is confirmed.

Tips for activity creation • 27:16

• Adjustments to reading levels within Flint are explained. Support for foreign language teaching is also mentioned.

• Assistance options for project work are discussed. The platform's help features are highlighted.

• Ready-made activities and libraries are introduced. The public and school libraries for educators are explained.

Teacher Shareout 1 Libby • 31:39

• Libby Sievert shares her experiences using Flint. The platform's role in enhancing creativity in art education is emphasized.

• Individualized critiques using Flint were discussed. Language adaptation features were highlighted for student engagement.

• A spirit animal collage project was introduced. Flint generated questionnaires and provided educational resources for students.

Teacher Shareout 2 Yuxi • 37:49

• Yuxi Xie shared design teaching applications of Flint. The platform was utilized for research question generation and project planning.

• Specific instructions for bot responses are shared. Limitations on response length are emphasized for grade six students.

• The importance of personalized support in design classes is highlighted. The need for students to engage in their own learning journeys is acknowledged.

• Recommendations for grading settings during ideation and feedback sessions are provided. Turning off grading is suggested to reduce competition among students.

Teacher Shareoute 3 Jake • 47:12

• Flint is given a personality of Bruce Gilden. Students engage with Flint in a unique way.

• Flint provides immediate feedback to students' project questions. The feedback helps clarify assignment directions effectively.

• Students express enjoyment of Bruce Gilden's personality. Feedback indicates it created an engaging learning experience.

Conclusion • 52:05

• A demonstration of Flint's public library feature is provided. Users can search for resources related to arts and photography.

• Upcoming sessions on AI certification and ACT/SAT prep are announced. Resources for teaching students about AI are being developed.

• Lulu also shares QR codes for the Campfire Calendar and new Flint Community forum.