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The Edge

The world is changing. Is higher ed ready to change with it? Senior Writer Scott Carlson helps you better understand higher ed’s accelerating evolution. Delivered every Wednesday. To read this newsletter as soon as it sends, sign up to receive it in your email inbox.

April 9, 2025
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From: Scott Carlson

Subject: The Edge: What AI could mean for art colleges

I’m Scott Carlson, a senior writer at The Chronicle covering higher ed and where it’s going. This week, I explore how AI’s ability to create images is affecting the production of art — and what art colleges are telling students about their craft and their futures.

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I’m Scott Carlson, a senior writer at The Chronicle covering higher ed and where it’s going. This week, I explore how AI’s ability to create images is affecting the production of art — and what art colleges are telling students about their craft and their futures.

‘New pathways’

Last week, I went to see the 4K restoration of Hayao Miyazaki’s masterpiece Princess Mononoke in a shabby big-chain IMAX theatre in the Baltimore suburbs. After throwing down $150 for tickets and concessions for four, we sat through 20 minutes of blaring soft-drink ads and trailers for Hollywood’s latest formulaic offerings — including a Jack Black/Jason Momoa vehicle based on the videogame Minecraft and a shot-for-shot live-action remake of How to Train Your Dragon (a movie only 15 years old).

Then the theater darkened to reveal Miyazaki’s strange and gorgeous tale: Prince Ashitaka, the scion of a dying clan that lives in harmony with nature, becomes fatally infected by a hateful demonic spirit. He goes on a quest to find the source of his possession and to mend a rift between nature and man, in a world filled with humans hungry for the raw materials of the forest and the giant animal gods fighting to protect it. The film’s action is unsettlingly violent, its landscapes intricately layered, its imagery often dreamlike — and all of it was drawn by hand by the animators at Studio Ghibli, which Miyazaki founded. Miyazaki himself drew or retouched 80,000 of the film’s 144,000 animation cells, working to the point of exhaustion.

I realized that I may have been engaging in a dying tradition: Enjoying art out in public with other people — and enjoying art made by people.

Last week, OpenAI released a new ChatGPT-4o feature allowing anybody to make images of themselves, of famous sports stars, of bawling deportees (one of many images created by the Trump administration), all in Miyazaki’s iconic anime style. The internet trend raised questions about how the technology would transform the work of animators — and I wondered what art colleges are telling students about their craft and their futures.

Deborah Obalil, the president and executive director of the Association of Independent Colleges of Art & Design, says she has heard reactions that run the gamut “from complete fear that this is going to replace what they do and how they’ve learned to do things to excitement at another toy to play with.”

When photography was invented, painters decried the mechanical process of capturing an image. “You would have thought you were reading about AI today,” Obalil says. Obviously, photography hasn’t replaced painting as an art form, but has become an art form in itself. The same thing could happen with AI — the distinction being whether artists “insert themselves into the process” to manipulate images in unexpected ways, she says. “They’re not simply putting in a prompt, getting an image, and then presenting that as their own work.”

Obalil says that art-and-design institutions are responding to AI in various ways, depending on the discipline. “Some faculty are embracing AI and encouraging students to experiment,” she points out, while others allow using AI as part of the research process but do not allow AI images in final work. “The same way large language models will hallucinate and return false information, image generators can return designs that are impossible to construct. That matters a lot in some disciplines and not at all in others. Like other technological changes, curriculum will evolve as industry expectations do.”

What AI means for copyright, how artists get paid, and whether they can control the use of their unique artistic style is a whole other matter. When shown an early version of AI animation in a 2016 documentary, Miyazaki famously told the dumbfounded software developers that he felt “utterly disgusted” by the computer’s rendering, calling it “an insult to life itself.” Sam Altman, the CEO of OpenAI, who did not ask Studio Ghibli for permission to mimic its aesthetic (and who has a history of using images and likenesses without permission), called ChatGPT’s image generator a “net win” for society that allows more people to create.

Issues of ownership and payment aren’t new to artists, either — and they’re complicated. Artists are often the people who are “pushing the edge” of copyright, says Obalil, borrowing images or sounds and remixing them into new statements, new pictures, new music.

People will always paint, draw, or otherwise create for personal expression and satisfaction. If AI shuts down some routes to a career for artists — particularly around the production of images for commercial use — perhaps artists will find other ways to get paid for their work, by convening people and creating community or helping people heal.

“There’s a growing recognition, particularly on the medical and mental-health side, of the impacts on us as humans in positively creating and engaging with art and other creative forms, and I think that is going to continue to grow,” says Obalil. “There’ll be new pathways that open up, as perhaps some of the more production-related artistic pathways don’t necessarily close down, but shrink as an employment piece.”

More About AI in Education

AI is in the news constantly, so a digest of AI news related to college and learning may become a regular part of these off-week Edge columns.

Check out David Hatami’s report about developing an AI policy at an institution, from Harvard Business Publishing Education. Instructors are sometimes left to police students’ AI use on their own. “When institutions fail to provide clear guidance for responsible adoption of AI technologies, they fail both to encourage consistency across the institution and to reinforce responsible engagement with AI on both faculty and student levels,” writes Hatami, a former academic administrator and consultant on AI ethics. “A comprehensive AI policy doesn’t just tell students (and faculty) what they can or cannot do; rather, it provides institutional consistency and a structured approach for how the entire campus can responsibly engage with AI.”

Our own Beth McMurtrie wrote an article about whether college graduates should be AI literate. She opens with a student who had come to rely on AI for his coursework and studying, but didn’t realize that the technology was making his learning passive, leading to below-average grades in chemistry.

The long-term effects of that lack of thinking could be profound: Kemi Jona, the vice provost for online education and digital innovation at the University of Virginia, who appeared in last week’s Edge column on skills, has been posting information on LinkedIn about “cognitive offloading” and the effects of AI on brain atrophy.

Michael B. Horn and Bob Moesta, two authors of Job Moves: 9 Steps for Making Progress in Your Career, say in Time that AI may be making job searches more difficult for everyone, with employers using AI to screen candidates and candidates retooling their résumés to try to get past the AI filters. Overall, they say, the vast majority of hires are still done through personal connections, in the hidden job market. “The goal should be to become a self-aware individual who understands what opportunities are out there, recognizes what they bring to the table, and demonstrates real interest in others. That will, in turn, set you apart as someone worth recommending by those whom others trust — which is something AI can’t do.”

Finally, will AI kill research at the university? “It is so much easier to pump stuff out in this technological environment that the gating mechanisms we have used for half a century cannot hold,” writes Chris Berg, a professor of economics at RMIT University, in Australia. “Research managers are going to have to radically redefine how they assess research productivity or simply submit to a world where academic research is much lower status.”

Want to read more?

Got a tip you’d like to share or a question you’d like me to answer? Let me know at scott.carlson@chronicle.com. If you have been forwarded this newsletter and would like to see past issues, find them here. To receive your own copy, free, register here. Follow me on LinkedIn.

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