Allan Alach – Why Schools Need to Focus on Art to Counteract AI – The Daily Blog

One of the many distressing things about the conservative approach to education consisting of a relentless focus on the basics (Reading, Mathematics and Writing) is the neglect of Art as a valuable means of expression.  This has been particularly so over the period of the last two National led governments, when subjects such as Art, Science and Social Studies have been downgraded and forced into ever reducing teaching time due to the dictate to spend an hour on each of the basic subjects.

As any parent will know, children love being able to draw, paint and construct – the quickest way to entertain a couple of my younger grandchildren is to put out pens, paints, paper, etc and let them loose.

Why then, are schools forced to limit this in classrooms? As the following article sets out, there are benefits to art that are less attainable by other methods.

The Big Picture: 5 Things AI Can’t Teach, But Art Can

‘Artificial Intelligence (AI) is changing schools and classrooms in remarkable ways. Students can generate images, get help with assignments, and receive feedback—all within seconds. Art teachers can use AI to whip up a lesson plan, adapt an assignment, or compile a rubric to streamline their prep time. As we model how to use AI appropriately as a tool to support human creativity, it’s important to be mindful of the skills it simply cannot replace in the art room.’

It is vital that children develop the skills to work in all curriculum areas, independent of AI. The aim of education is to develop children’s brains, their cognitive development,  and their practical skills. AI offers the easy way out, resulting in results that enable children to ‘achieve’ but that does nothing for their brains.

Focussing on Art brings the following benefits.

‘1. Art teaches fine motor skills.

According to Michigan State University, art strengthens fine motor skills through painting and drawing, which develop the muscles needed for writing and other controlled movements. Art lessons naturally provide students with hands-on opportunities to build these skills and boost hand strength. The art room connects students with vital learning beyond clicking and swiping.’

That seems pretty basic to me. Might even help with the one hour of writing!

‘2. Art teaches students to slow down.

A recent study found that frequent AI usage was correlated with a preference for quick solutions. Students are accustomed to instant gratification through fast answers, immediate images, and short attention spans. They get easily discouraged when learning doesn’t come quickly or easily, and when they need to think critically or persevere over a longer duration of time.

In contrast, the art room asks students to slow down, observe, practice, and revise. Art gives students the opportunity to work through challenges, which is why more educators are finding that centering learning around the arts creates space for students to relax, stay present, and make meaningful connections.’

This is especially important now that AI is upon us, with children seeking instant results. Given the preponderance of AI created images being labelled as ‘art’ (clearly they are not art in any way) it is important that children develop real artistic skills.

‘3. Art teaches students to embrace their hidden strengths.

Personalized algorithms reinforce students’ existing interests by showing them more of what they already engage with. However, scrolling doesn’t bring lasting fulfillment or a sense of purpose to students’ lives. When students play in art and discover newfound passions and skills, it results in improved mental health, a hopeful direction for their future, and stronger relationships. The art classroom gives students the opportunity to explore a part of themselves that an algorithm never could.’

The current obsession with using standards, these days often using online algorithms, to assess the value of children’s learning and expression is of dubious validity at best. How do children develop originality and creativity if their output has to fit predetermined criteria? How do you define originality and creativity? How do you measure these? How would you use an algorithm to rate a Picasso painting?

‘4. Art teaches students to put a personal touch on their work.

‘The art room encourages students to make choices, solve problems, revise outcomes, and create something personal. The creative process reminds students that human ideas and thinking still matter. Teaching students to value their process and decision-making also shows that the value of art lies not just in the finished product, but in the work that happens behind the scenes along the way.’

Indeed. There is so much in this statement, that goes way beyond just art. These skills are applicable in so many ways and in fact, other than having competency in the basics (which can be achieved far quicker than the mandated three hour blocks) one could argue that this is the ultimate purpose of education. Substitute other curriculum areas, such as Science, for art, and the statement retains its power. 

‘5. Art teaches students to show craftsmanship.

Students can generate a picture or snap a photo in seconds, and if they don’t like it, they can delete it and make another. It may feel pointless to spend time and effort creating their own when imagery is instant and disposable. The art room challenges students to respect materials, pay attention to details, and ensure work is clean and precise. The result? Fantastic artwork and, more importantly, students who take real pride in what they made.’

Substitute writing for art, and again this rings true, especially these days when an AI can produce written work on demand that is functionally correct, but lacking in any imagination or creativity.

‘We know that AI is here to stay. It has several benefits and can help both art teachers and students when used appropriately. 

However, it’s crucial that we continue to advocate for the important skills that only develop in the art room. Slowing down, persevering, thinking critically, and improving fine motor capabilities are all lifelong skills that students need to be career-ready. As technology advances, so does our need for human experiences. That’s the bigger picture—and why art is essential now more than ever.’

Back in the ‘good old days’ Art advisers were employed to go into schools to assist with the teaching of Art.  These people had artistic credentials of their own, like potter Barry Brickell, artist John Bevan Ford, who was my Art lecturer at Teachers College, and my mentor Bruce Hammonds.

The best known name promoting Art in education was Gordon Tovey.

‘Gordon was to become one of the most influential people in the history of New Zealand education, and to lead a revolution in the teaching of art and craft in schools in New Zealand and the South Pacific.’

As you read the following selected sections, ponder on the difference between this, and the cultural and educational desert imposed on schools by Erica Stanford.

‘By 1936 Gordon was head of the art department in Dunedin, where his influence on some of New Zealand’s most renowned artists such as Doris Lusk, Alan Howie, and Colin McCahon began in earnest. His enduring belief in the importance of fostering children’s creativity and the role of the teacher in facilitating this led him to take up a position in the art department of the Dunedin Teachers College in 1941.

Gordon worked hard to change the fundamental way that art was taught in schools, and benefitted from the receptiveness of the reformist educational and political context under Education and then Prime Minister Peter Fraser and the 1935-1949 Labour Government.’

I’ve highlighted the educational vision of the first Labour Government before.

‘Insights Gordon gained about teaching traditional arts and crafts in Samoa and the Cook Islands were put to good use in New Zealand where there were growing concerns about the achievement standards and well-being of Māori students. Gordon wanted students to gain an appreciation of art from both Māori and Pakeha perspectives and ensured young Māori artists were trained as arts advisors alongside their Pakeha counterparts.

He also encouraged the teachers to be engaged in their own creative practice, and established mentoring programmes for the arts advisors, many of whom were first generation contemporary Māori artists like John Bevan Ford, Sandy Adsett, Cliff Whiting and Para Matchitt.’

And:

“The Department of Arts and Crafts also realised another of Gordon’s visions, the publication of a series of educational booklets with supplementary films, recordings and courses which ensured creativity, and in particular Māori arts and crafts, permeated the New Zealand school curriculum. These books included ‘Art and Craft for the South Pacific’, ‘The Arts of the Māori’, and ‘The Arts of New Zealand Children’.”

Not an algorithm in sight. No achievement standards.

‘When Gordon came to the Department of Education, classrooms were drab and colourless. When he left they were ablaze with colour, buzzing with activity and alive with crafts…..Two generations of New Zealanders have reason to be grateful to him and their children’s children will bear some imprint of his hand, though they may never hear his name.’

Let’s rephrase that:

When Erica came to Education, classrooms were ablaze wth colour, buzzing with activity and alive with crafts. When Erica left Education, classrooms were drab and colourless.

In the 1950s teacher Elwyn Richardson ran a classroom in the far north that developed Tovey’s vision. His book ‘In the Early World,’ and subsequent movie, gained him international renown.

‘In the Early World is the story of Oruaiti, New Zealand’s Experimental School of 1953-1961. From a one-roomed school in the remote Far North of New Zealand, Elwyn Richardson became a radical and internationally-renowned teacher. This video, narrated by Elwyn himself, includes an explanation of his philosophy of integration and moving footage of his students and their artwork.’

What kind of classroom environments do you want your children to experience?

What kind of educational experiences do you want your child to experience?

Could a 2026 Elwyn Richardson teach in today’s ‘knowledge based’ and structured learning environment?

No.