Hello and Welcome to the Fine Arts Educator Coaching Clinics podcast, the podcast designed to support dance, music, theatre, and art teachers by sharing instructional practices and expanding perspectives in fine arts education.  I am your host, Eric Sanford.  

I want to encourage you to visit our website, FAECC.org for resources and links to this podcast.  While you are there, be sure to send us an email about your thoughts on the episode, or future topics you’d like to hear.

In this session I’m going to look at how fine art teachers can use the AI Chat GPT as a resource tool.  I ran across a Twitter post from Alice Keeler that linked her article called “100 Prompts for Teachers to Ask ChatGPT”.  I was insanely curious about this, and wanted to explore a fine arts version.

There are so many perspectives about using AI, but I’m not touching those today.  I’m using AI as a tool, and even though it may provide me with some interesting answers to my questions, I will still rely on my expertise as a teacher to filter those responses into useful information. 

I encourage you to check out the original article, which you can find on our retweet, or the link on our website.  Be sure to support Ms. Keeler and her efforts if you find this episode interesting.

https://alicekeeler.com/2023/03/09/100-prompts-for-teachers-to-ask-chatgpt/

Let’s get into our first prompt - this one is in the interacting with parents section- creating a newsletter.  It takes time to craft newsletters, and sometimes, it’s just as easy to find a template online.  Let’s see what happens when we use ChatGPT for this task. 

Create a newsletter for parents to let them know of upcoming field trips and how to send their child to school dressed for warm.

Before typing it into the Chat GPT website, let’s modify a few phrases to include “Upcoming performances” and “performance attire requirements”, throw in some concert dates, and what concert attire expectations.  

So our new prompt will read:

“Create a newsletter for parents to let them know of upcoming performances and requirements for performance attire.  Performance dates are October 1st at 6 pm, November 22nd at 11 am, and December 10th at 9 am.  Performance attire is school choir t-shirts and jeans.”

Let’s plug it in and see - 

Dear Parents,

We hope this newsletter finds you and your family in good health and spirits. As we approach the fall season, we would like to take a moment to inform you of the upcoming choir performances and the attire requirements for these events.

Our first performance will take place on October 1st at 6 pm. The second performance will be on November 22nd at 11 am, and the final performance will take place on December 10th at 9 am. We encourage all parents to mark these dates on your calendars and make arrangements to attend if possible. These performances are an excellent opportunity to support your child and the school choir.

As for attire, all choir members will be required to wear school choir t-shirts and jeans. We kindly ask that you ensure your child has the appropriate attire for each performance. If you need assistance acquiring the necessary attire, please do not hesitate to reach out to us, and we will do our best to assist you.

We would like to take this opportunity to thank you for your continued support of the school choir program. Your involvement is crucial to the success of our students and their performances. We look forward to seeing you at the upcoming events.

Best regards,

[Your Name]

(Commentary)

So the first example was pretty decent.  Let’s try something completely different.  Let’s look at creating learning materials.  This follows along with the article, by the way, prompts 15 through 30.  

Let’s try some flashcards for dance terms, specifically hip hop dance. Our prompt becomes:

“Create a set of flashcards that cover important vocabulary terms related to hip hop dance for my students to review.”

And ChatGPT says - 

Front view:

1. Beat – The basic unit of rhythm in hip hop dance.

2. B-boy/b-girl – A male/female dancer who specializes in breakdancing.

3. Break – A moment in the music where the beat drops out and the dancer can showcase their moves.

4. Choreography – A set of predetermined dance moves performed in sequence.

5. Freeze – A breakdancing move where the dancer holds a static position.

6. Groove – The flow and feeling of the music, which the dancer should interpret in their moves.

7. Locking – A dance style where the dancer emphasizes and freezes on specific beats.

8. Popping – A dance style where the dancer pops their body to the rhythm of the music.

9. Toprock – The dance moves performed while standing upright, often used to transition into downrock moves.

10. Downrock – The dance moves performed on the ground, often associated with breakdancing.

Back view:

1. Cypher – A circle of dancers where each person takes turns freestyling in the center.

2. Hip hop – A genre of music and dance that originated in African American and Latino communities in the 1970s.

3. Krumping – A dance style characterized by exaggerated and aggressive movements.

4. Tutting – A dance style where the dancer uses hand and arm movements to create geometric shapes.

5. Waving – A dance style where the dancer creates a flowing, wave-like motion with their body.

6. Boogaloo – A dance style characterized by fluid and robotic movements.

7. Footwork – The fancy foot movements in hip hop dance.

8. House – A style of dance that originated in the clubs of Chicago and New York.

9. Pop and Lock – A combination of popping and locking dance styles.

10. Swag – A term used to describe the overall style and attitude of a hip hop dancer.

(Commentary)

I’m actually not that well versed in the technical terms for dance education, especially when it comes to hip hop.  These terms and definitions sound plausible. Would I trust it completely? Not at all.  If you are well versed in dance education, especially hip hop dance- How accurate are these terms? Send us an email and let us know!

Next, let’s try looking for resources.  This might be useful for those teachers starting out, teachers looking for new resources to replace outdated multimedia, or a veteran teacher getting their feet wet into more technology.  

Our Prompt:  “Can you recommend any videos or multimedia resources that would be useful for teaching voice projection?

Certainly! Here are some video and multimedia resources that can be helpful in teaching voice projection:

1. "The Science of Speaking Loudly" by TED-Ed: This animated video explains the science behind voice projection and provides tips on how to project your voice effectively.

2. "Voice Projection and Articulation Exercises" by Voiceable: This YouTube video provides a series of exercises and techniques for improving voice projection and articulation.

3. "Breath Support for Vocal Projection" by The Voice Lab: This video teaches how to use proper breath support to increase vocal power and projection.

4. "Public Speaking Tips: How to Project Your Voice" by Brian Tracy: This video offers practical tips on how to project your voice confidently and effectively when speaking in public.

5. "Voice Projection Exercises for Actors" by Acting Coach Scotland: This video provides exercises and techniques specifically tailored for actors to improve voice projection.

I hope these resources are helpful for your teaching needs!

Well, first, - Chat GPT seems incredibly polite.  Do these videos solve the prompt for teaching voice projection? I think they are worth checking out.  I think maybe two of the five I would remove, but without watching all the videos, I cannot be sure.  Would I find the video and play for a class without previewing it? Not at all.  

This does help with lesson planning, and could provide students with outside of class resources to practice.  It may need a couple more modifiers like “non-microphoned voice projection” or “list public domain resources” to get a more focused response

These are getting really interesting. I hope you can see by now how experience and knowing the content is definitely required.  

Our next category is looking at Differentiating learning materials.  I’ve never previewed this before, so I’m not sure this will work so well for fine arts.  Of course, it does depend on the prompt and any modifiers afterwards.  

Let’s look at one - 

“Suggest some modifications that can be made to the lyrics in order to make it more accessible to struggling readers for “Witness” arranged for choir by Jack Halloran.

I have to confess - I used ChatGPT to suggest popular middle school choral works for UIL contest.  Of the 5 options ChatGPT suggested, I wouldn’t expect any of them to be sung exceptionally well at a middle school level.  

Lucky me, we can still use the lyrics from “Witness” to find modifications for struggling readers.  Let’s see what ChatGPT says about that.

To make the lyrics of "Witness" arranged for choir by Jack Halloran more accessible to struggling readers, here are some modifications that can be made:

1. Simplify the vocabulary: Replace complex or uncommon words with simpler alternatives that are easier to understand.

2. Use shorter sentences: Break down longer sentences into shorter ones to make it easier for struggling readers to follow the lyrics.

3. Add visual aids: Incorporate images or illustrations to help readers visualize the words and concepts being conveyed in the lyrics.

4. Highlight key words: Use bold or italicized font to emphasize important words or phrases in the lyrics.

5. Provide audio support: Offer an audio recording of the song to help struggling readers follow along with the lyrics and understand the rhythm and melody of the song.

Here's an example of how these modifications could be applied to a verse from "Witness" arranged for choir by Jack Halloran:

Original lyrics:

"I am a witness, and I am testifying

I am a witness to the power of love

I am a witness, and I am testifying

I am a witness to the power of love"

Modified lyrics:

"I saw something special, and I'm sharing it now

I saw love's mighty force, and I'm telling you how

I saw something special, and I'm sharing it now

I saw love's mighty force, and I'm telling you how"

Okay, I was thinking this was a cookie-cutter response until it gave an actual breakdown of the lyrics.  That was actually very helpful.  I’ve read about the suggestions 1 through 5 before, but having ChatGPT break down the lyrics for me saves me a lot of time.  Is it still on me to double check that? Absolutely, yes. 

Another option is creating assessments.  I’ve never been huge on formal assessments, but I know that using student response data can drastically change my teaching goals tomorrow if I need to reteach a lesson.  Let’s let ChatGPT come up with some assessment options.  

Write 5 ideas for how to assess students that are not a test or quiz for a 9th grade visual arts class.  

1. Portfolio Assessment: This type of assessment involves students compiling their work into a portfolio that is then assessed by the teacher. The portfolio can include a variety of assignments and projects that demonstrate the student's progress and understanding of visual arts concepts. The teacher can provide feedback on the work and use it to identify areas where the student may need further development.

2. Critique or Review: Students can present their artwork to the class, and the class will provide feedback, criticism, and praise. This encourages the development of critical thinking skills, while also creating an open forum for discussion and learning. The teacher can also participate in this process, offering constructive feedback to the students.

3. Self-Reflection: Students can be asked to reflect on their own progress in visual arts class. This can be done through a written reflection or through a class discussion. Students can be encouraged to identify areas where they have grown and areas where they still need to improve.

4. Project-Based Assessment: This type of assessment involves students completing a specific project or assignment that is designed to demonstrate their understanding of a particular visual arts concept or technique. The teacher can provide feedback on the project and use it to assess the student's mastery of the concept.

5. Exhibition: Students can be given the opportunity to exhibit their work in a public space, such as a school gallery or local art show. This not only provides a platform for students to showcase their skills, but it also encourages them to take pride in their work and strive for excellence. The teacher can attend the exhibition and use it as an opportunity to assess the student's work.

I’ve seen all these used classes before, so let’s ask ChatGPT for something a little more unique.  My clarifying message is just that “Can you provide more unique examples?”

And the response:

1. Sketchbook Assessment: Students can keep a sketchbook throughout the semester, which they can use to experiment with different art techniques, practice sketching, and explore their creative ideas. The teacher can assess the sketchbook periodically and provide feedback to the students.

2. Performance Assessment: In a performance assessment, students can demonstrate their understanding of a specific visual arts concept through a live performance or presentation. For example, they can create a mural on the school wall or perform a skit that showcases a particular technique or style.

3. Peer Assessment: Students can be given the responsibility of assessing each other's work, which can help them develop critical thinking skills and learn from their peers. The teacher can provide guidelines and criteria for the assessment and supervise the process to ensure fairness and objectivity.

4. Visual Journal Assessment: Students can keep a visual journal that combines text and images to document their learning journey in visual arts class. The teacher can assess the journal based on its content, creativity, and level of engagement.

5. Community-Based Assessment: Students can work on a visual arts project that is designed to benefit their local community, such as creating public art installations or designing logos for local businesses. The teacher can assess the project based on its impact on the community and the level of engagement and collaboration demonstrated by the students.

So the first answer provided was nothing new, very general, it provided exactly what I asked, though.  When I asked that one clarifying detail, Chat GPT provided specific examples, most of which I would love to see in action.   

With that in mind, if you use ChatGPT, be sure to make clarifying comments, questions, and details.  

The article has some other great suggestions that we didn’t even explore, including Grading, Gamifying your classroom, Reflection stems, professional development topics, Cross Curricular ideas, and providing student feedback. 

This list does not complete everything ChatGPT can do.  I’ve asked it to create lesson plans, a scope and sequence, and even specific questions regarding critical thinking in specific fine arts classes. I kept adding more qualifiers and edits to eventually get to something close to what I requested.  It’s like an easy button.  

The best feature of ChatGPT for me - it gives me a place to start.  It’s not a finished product, and it’s not formatted with nice graphics, but it does ease the anxiety when starting something completely new instead of staring at a blank google doc screen.

I’ve used ChatGPT more like a websearch for this episode.  Is it the same as google? Not quite. It’s developed to be more conversational style, so you’re not inundated with tons of website links that could or could not help.  It sifts and filters through it all, but in the end, it’s still just a computer.  It’s still missing a lot of context, and it’s not going to be a simple copy and paste.  

On the other hand, that’s good news. It means a school still needs to have a living, breathing teacher in the classroom - Someone that has learned from experiences and knows their content inside and out.  

I hope you’ve enjoyed this episode as we asked ChatGPT lots of questions and prompts regarding fine arts education.  Please find us on the web at faecc.org.  Send us an email at faecchost@gmail.com, and add us on Twitter, at faecchost.

I look forward to your comments, questions and suggestions.  This is your host Eric Sanford with Fine Art Educator Coaching Clinics. 

Until next time, I wish you peace and blessings.