Innovation and Imagination · Lesson 4
Students remix artwork with AI — full lesson guide in development.
45 minutes 
Open lesson slides
The written lesson guide for Art Remix — activity description, learning targets, standards, materials, and learner variability supports — is still in development and will be added soon.
In the meantime, the slide deck is complete: use the slide-by-slide guide below, which pairs each slide with its speaker notes.
The lesson deck with its speaker notes — what to say and what to do on each slide, with suggested timing. Slide numbers match the deck in Google Slides.
Say
This slide includes quick links to today’s lesson materials.
Do
Teacher-facing slide. Before class, open the Lesson 4 materials and prepare the AI-generated image choices, student activity sheets, drawing paper, and coloring materials. This slide can be skipped when presenting to students.
1 min
Say
Today is our final Fractal lesson. We’re going to bring together several things we’ve practiced: using technology as inspiration, making our own artistic choices, reinterpreting images, and thinking carefully about artwork through critique.
Do
Teacher-facing divider slide to help gauge lesson pacing: Warm Up and Art Critique Review (about 10 min), Art Remix Activity (about 17 min), Self-Critique (10 min), and Closing (5 min). This slide can be skipped when presenting to students.
No speaker notes for this slide.
1 min
Say
We’ll start by remembering what art critique is. Then you’ll choose an AI-generated image and reinterpret it in an art style of your choice. Finally, you’ll step into the role of an art critic and critique the artwork you created.
2 min
Say
Here are the four steps we practiced last time. First, Describe: What do I actually see? Then, Analyze: How did the artist organize the artwork? What choices do I notice about color, shape, space, pattern, or composition? Next, Interpret: What might the artwork mean? What does it make me think or feel? Finally, Evaluate: What do I think about the artwork, and why? Today, instead of critiquing someone else’s work, you’ll use these same four steps to look carefully at something you created.
Do
Point to each part of the cycle as you review it. Keep this review quick because students practiced each step more deeply in Lesson 3
No speaker notes for this slide.
1 min
Say
Here’s today’s challenge: You’ll start with an image created by AI, but you will decide what happens next. You’ll choose an image, choose an artistic style, and reinterpret that image through your own decisions. Then you’ll critique your finished artwork. The AI-generated image is your starting point, not your final artwork.
1 min
Say
Here’s today’s challenge: You’ll start with an image created by AI, but you will decide what happens next. You’ll choose an image, choose an artistic style, and reinterpret that image through your own decisions. Then you’ll critique your finished artwork. The AI-generated image is your starting point, not your final artwork.
1 min
Say
Here’s today’s challenge: You’ll start with an image created by AI, but you will decide what happens next. You’ll choose an image, choose an artistic style, and reinterpret that image through your own decisions. Then you’ll critique your finished artwork. The AI-generated image is your starting point, not your final artwork.
1 min
Say
Remember that artists can reinterpret the same subject in many different ways. Look at this starting image. Here it has been reimagined through different approaches: assemblage, pop art, geometric art, pixel art, and quilting. The subject may stay similar, but the artist changes the materials, shapes, colors, patterns, textures, and level of detail. Which version changes the original the most? What artistic choices make it feel different?
Do
Take 2–3 observations. Emphasize that there is no single correct way to reinterpret an image. Students are making choices about what to keep, what to change, and how to represent the idea.
2 min
Say
Lets look at two other reinterpretations or remixing. Take 2–3 observations. Emphasize that there is no single correct way to reinterpret an image. Students are making choices about what to keep, what to change, and how to represent the idea.
2 min
Say
Why would an artist critique their own artwork? Critiquing your own work helps you slow down and notice the choices you made. It helps you explain your ideas, think about what is working, and decide what you might do differently next time. Artists don’t only make things. They also reflect on why they made particular choices and how those choices affect what viewers see and experience.
1 min
Say
Here are some of the AI-generated images you might use as inspiration. Notice that they are very different. You might be drawn to the subject, colors, shapes, mood, or even something strange about the image. You do not need to copy the image exactly. Choose one that gives you an idea you want to work with.
3 min
Say
First, choose one artwork that you and your partner want to work with.Then give your new piece a title and briefly record why you chose the original artwork. Before you start gluing, study the image together and identify the features you think are most important. As you build, record the first five steps of your process. Those steps become part of your algorithm.
Do
Distribute the Co-Create Art with Shapes handout. Emphasize that partners complete one handout together. If students are stuck, you can share the Geometric Portrait Art How To Slide guide
1 min
Say
If you need ideas while you work, use these examples as reminders of some different ways an image can be reinterpreted. You don’t have to reproduce one of these exactly. Think about the features of the style that you want to borrow and then make your own decisions.
Do
Keep this slide projected during work time as a visual reference.
10 min
Say
Now change roles. You’ve been the artist; now become the art critic of your own artwork.Use the four steps we practiced. Start with Describe. Pretend you have never seen your artwork before. What can you objectively see? Then Analyze. What choices did you make about things like color, shape, pattern, placement, or composition? Next, Interpret. What meaning, mood, idea, or feeling comes through in your artwork? Finally, Evaluate. What do you think works well? What might you change if you created another version? There aren’t right answers here. The goal is to look carefully at your own artistic choices and explain your thinking.
Do
Distribute or direct students to the self-art critique portion of the handout. Circulate and prompt students to be specific. Encourage them to point to evidence in their artwork rather than giving one-word responses.
3 min
Say
Let’s bring together the big ideas from today—and really from Fractal as a whole.Technology can give us new ways to create, but the tool does not make every artistic decision for us. Today, everyone could start with the same AI-generated image and still create something different because you chose what to keep, change, emphasize, simplify, and communicate. We also learned that there can be many representations of the same idea. Pixel art, quilts, geometric art, coding, and AI tools can all become different ways of creating and communicating. And artists do more than create. They observe, make choices, experiment, reflect, and explain their thinking. Art critique gives us a process for doing that.
3 min
Say
Thinking back over the the lsat three expeditions we have experimented with pixel art, geometric abstraction, drawn shapes, cut paper, experimented with code blocks and AI prompts to name a few. We have learned that artists anc computer programmer share some important things in common like pattern finding and debugging and iterating on design. What is one thing that you think you might use again in your everyday life or in this class and why?
No speaker notes for this slide.
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