Generative AI-Assisted Art Appreciation and Printmaking Practice: An APR-Based Classroom Case Study with Non-Art Students

Abstract

This article mainly explores how generative artificial intelligence (GenAI) can be integrated into the teaching of art appreciation in
higher vocational education, expanding students' visual exploration space while enhancing their subjectivity and artistic practice ability. The
research adopts a classroom case study design, with the public elective course "Art Appreciation" as the research scenario. The participants are
non-art major students from the first to the third year of university. In the course, GenAI is mainly used for knowledge expansion, visual conception, exploration of themes and styles, as well as generation of visual references. The course requires students to evaluate, select, modify
and adjust the visual materials generated with the assistance of AI, and ultimately transform the relevant visual possibilities into physical print
works. Quantitative data were analyzed through descriptive statistics, while qualitative materials included students' reflections, explanations
of their works, as well as discussions and evaluations of their works. The results show that GenAI can expand students' visual possibilities,
but it does not replace their aesthetic judgments. In printmaking practice, when students are confronted with objective limitations such as
technology and materials, they will proactively adjust and transform visual information. Reflective activities help students present their artistic
decisions and learning processes. Research shows that in the APR framework of "appreciation - practice - reflection", by integrating student
subjectivity with physical art practice, GenAI can serve as an exploratory resource with clear boundaries and become an auxiliary tool in art
appreciation teaching in higher vocational education.