Slide 7: Caught in the Act: an Aesthetic Response
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Concept of "Caught in the Act" in academic integrity.
Shift towards "Caught in the Arts."
Trusting felt responses over punitive mindsets.
Engaging AI as a powerful ally for creativity and exploration.
Slide 7: Caught in the Act: an Aesthetic Response
Slide 7: Caught in the Act: an Aesthetic Response
Script: Let's begin with the concept of "Caught in the Act." This phrase reflects a "Gotcha" style approach to academic integrity, where the use of AI is often seen as an offense, strictly regulated by academic rules. Instead of this punitive mindset, I propose we shift towards being "Caught in the Arts."
Aesthetic Response:
Definition: An aesthetic response refers to the personal, often profound reaction one has to an artistic act or an artwork, which is typically associated with beauty.
Characteristics: This response originates from the body and is characterized by being soul-stirring, moving, touching, or breathtaking. It involves an immediate and emotional reaction to an artwork or creative process.
Example: Feeling deeply moved or emotionally touched upon seeing a powerful painting or hearing a beautiful piece of music.
Quote: "An aesthetic response refers to a distinct response to an artistic act or an artwork that we associate with beauty. The response has a bodily origin. When the response is profound and soul-stirring, we describe it as 'moving,' 'touching,' or 'breathtaking.'" (Principles and Practice of Expressive Arts Therapy, p. 137)
The trend has been to search for legal-type violations. Instead, I suggest we trust our felt responses. Some submitted materials leave us feeling empty, which is a significant indicator. If a document makes us feel sick, anguished, or void, we need to question what is happening. What is our felt response telling us? Similarly, we may encounter a piece of AI-generated artwork from a client with a disability, or another type of art that brings us joy. What’s going on here, and how can we nurture such possibilities? Rather than viewing AI as a threat, we should thoughtfully and creatively integrate these tools into our academic practices. This approach fosters deep, meaningful engagement with AI, transforming it from a potential source of misconduct into a powerful ally for creativity and exploration. To further understand and address these feelings, it's essential to talk to people in the know—other faculty members and experts in the field. Engaging in conversations with colleagues can provide valuable insights and help us navigate the complex landscape of AI integration in education and therapy.
https://s.mj.run/_XXqguXY8js https://s.mj.run/6v74wqopTz8 https://s.mj.run/jWwki7ZVLWw Slide 7: Caught in the Act: an Aesthetic Response Script: Let's begin with the concept of "Caught in the Act." This phrase reflects a "Gotcha" style approach to academic integrity, where the use of AI is often seen as an offense, strictly regulated by academic rules. Instead of this punitive mindset, I propose we shift towards being "Caught in the Arts." Aesthetic Response: Definition: An aesthetic response refers to the personal, often profound reaction one has to an artistic act or an artwork, which is typically associated with beauty. Characteristics: This response originates from the body and is characterized by being soul-stirring, moving, touching, or breathtaking. It involves an immediate and emotional reaction to an artwork or creative process. Example: Feeling deeply moved or emotionally touched upon seeing a powerful painting or hearing a beautiful piece of music. Quote: "An aesthetic response refers to a distinct response to an artistic act or an artwork that we associate with beauty. The response has a bodily origin. When the response is profound and soul-stirring, we describe it as 'moving,' 'touching,' or 'breathtaking.'" (Principles and Practice of Expressive Arts Therapy, p. 137) The trend has been to search for legal-type violations. Instead, I suggest we trust our felt responses. Some submitted materials leave us feeling empty, which is a significant indicator. If a document makes us feel sick, anguished, or void, we need to question what is happening. What is our felt response telling us? Similarly, we may encounter a piece of AI-generated artwork from a client with a disability, or another type of art that brings us joy. What’s going on here, and how can we nurture such possibilities? Rather than viewing AI as a threat, we should thoughtfully and creatively integrate these tools into our academic practices. This approach fosters deep, meaningful engagement with AI, transforming it from a potential source of misconduct into a powerful ally for creativity and exploration. To further understand and address these feelings, it's essential to talk to people in the know--other faculty members and experts in the field. Engaging in conversations with colleagues can provide valuable insights and help us navigate the complex landscape of AI integration in education and therapy. --chaos 10 --ar 1:2 --style raw --weird 3000
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