| Activity | Square | Discipline |
|---|
| Create a “creator’s logbook” documenting your ideation, AI tool choices, iterations, and emotional response to AI’s involvement. | Create | Arts |
| Plan and create a multimedia project (e.g., music video or animation) using at least three AI tools in the workflow. | Design | Arts |
| Create a mixed-media AI-assisted artwork exploring the concept of “creativity vs. automation.” | Assemble | Arts |
| Curate a mini-gallery of AI-generated artworks, with accurate fact-based labels explaining medium, process, and input used. | Generate | Arts |
| Evaluate how well a text-to-image AI tool followed a detailed script or storyboard, and suggest workflow improvements. | Judge | Arts |
| Students critique AI-generated works based on aesthetic theory (e.g., formalism vs. expressionism) in a group critique format. | Determine | Arts |
| Modify input parameters for a text-to-image generator and analyze how the visual output changes. | Integrate | Arts |
| Dissect AI-supported annotation tools and compare how they affect the interpretation of historical documents. | Integrate | Humanities |
| Deconstruct how different AI models interpret a prompt like "peace" or "chaos" and analyze outcomes. | Differentiate | Arts |
| Break down AI-generated persuasive texts to determine the rhetorical strategy used. | Differentiate | Humanities |
| Analyze metadata from an AI-generated image and annotate potential ethical red flags (e.g., training data issues). | Select | Arts |
| Use two different AI tools with the same prompt for a creative output in your chosen modality and document your experience, thought processes, and preferences during each stage of AI output. | Use | Arts |
| Follow instructor-provided guides to generate voiceovers for animations using AI, then test for clarity and tone. | Carry Out | Arts |
| Students create a collage using AI tools, basing it on a conceptual theme (e.g., “decay” or “nostalgia”). | Provide | Arts |
| Students create AI-generated personas for a dialogue about social justice, then reflect on the alignment of personas with known ethical theories. | Provide | Humanities |
| Use AI-generated filters in Adobe tools to re-edit an old design or image, documenting what was changed and why. | Respond | Arts |
| Use AI to generate a piece of music or art, then write a reflection on the steps taken throughout the process: what prompts, edits, or instructions were given to the AI tool to create the final output? | Clarify | Arts |
| Break down how a chatbot constructs a dialogue using temperature, tone, and persona settings—then teach it to a peer. | Clarify | Humanities |
| Compare how three different AI tools interpret the same visual prompt, then chart the style differences and speculate why. | Classify | Arts |
| Students use AI to search for examples of AI metaphors in fiction or nonfiction, then present how each example frames AI conceptually. | Classify | Humanities |
| Watch a video created by an AI video generator, then write a short explanation of how the AI created visual transitions or effects. | Summarize | Arts |
| Use an AI art platform and list all features available in the tool; then match them to their creative applications in a worksheet. | List | Arts |