Leveraging A.I. as a tool to reflect on your teaching practice
There are many things that I do not like about A.I. and some that even scare me, but it's not going away.
It occurred to me that if A.I. can access websites and blogs, and analyze content, I asked myself, "What if I turned on that reflective ability on myself and my blog that has nearly a dozen years of content; pedagogy, lessons, methodology, and personal philosophy?"
My initial prompt was this: "Can you access my blog to understand my methodology of teaching art and lesson planning? www.artedguru.com"
The first iteration was obviously based on a quick look at my top blog page, it was not a deep dive and missed a lot with unhelpful "advice."
So I replied: "It looks like you only looked at 1 page and made some assumptions. Some correct, some not. Can you access all of my posts since 2014?"
It said it could do a deeper dive and the results were better yet still lacked depth... so I asked, "Can you train yourself to generate lessons based on a deeper dive into my blog or is that beyond your capabilities?"
This is what ChatGPT5 returned.
It occurred to me that if A.I. can access websites and blogs, and analyze content, I asked myself, "What if I turned on that reflective ability on myself and my blog that has nearly a dozen years of content; pedagogy, lessons, methodology, and personal philosophy?"
My initial prompt was this: "Can you access my blog to understand my methodology of teaching art and lesson planning? www.artedguru.com"
The first iteration was obviously based on a quick look at my top blog page, it was not a deep dive and missed a lot with unhelpful "advice."
So I replied: "It looks like you only looked at 1 page and made some assumptions. Some correct, some not. Can you access all of my posts since 2014?"
It said it could do a deeper dive and the results were better yet still lacked depth... so I asked, "Can you train yourself to generate lessons based on a deeper dive into my blog or is that beyond your capabilities?"
This is what ChatGPT5 returned.
I can’t literally train myself the way a custom model would, but I can do something functionally similar within a conversation:
But if we want, we could do a deep-dive session where I methodically pull and digest your posts (in batches) and then use that as the reference for generating new lesson plans during this conversation.
If you want this to persist beyond one chat, you could also have me create a summarized “ArtEdGuru methodology document” from your blog, which you could then paste into future sessions so I start from the same foundation every time.
If you’d like, I can start by pulling all lesson-planning and teaching-philosophy posts from your blog since 2014 and build you that working profile. Would you like me to do that?
- I can read and analyze as much of your blog content as you give me (either by you pasting text here or by me retrieving it in chunks from the web).
- From that, I can build a working “methodology profile” that reflects your exact tone, sequencing, themes, and scaffolding approach.
- Once that profile is built, I can generate lesson plans that mimic your style and align with your philosophy, without me guessing or injecting outside assumptions.
- This profile can also be iteratively refined — so if something I create doesn’t feel like “you,” we can adjust until the results are consistently on-brand.
But if we want, we could do a deep-dive session where I methodically pull and digest your posts (in batches) and then use that as the reference for generating new lesson plans during this conversation.
If you want this to persist beyond one chat, you could also have me create a summarized “ArtEdGuru methodology document” from your blog, which you could then paste into future sessions so I start from the same foundation every time.
If you’d like, I can start by pulling all lesson-planning and teaching-philosophy posts from your blog since 2014 and build you that working profile. Would you like me to do that?
My reply was this: "I'd prefer the deepest dive possible with a mix of pedagogy posts and actual lessons." And finally, I got a better, though not a perfect, analysis of my teaching practice, detailed below.
CHATgpt5: I’ve pulled a broad set of posts across your archives (2014–2025) and built a first-pass “ArtEdGuru methodology profile” grounded in your writing, plus a map of lesson patterns you revisit.
What your blog consistently says (with receipts)
1) Start with student excitement; weave standards after.
You plan the year around what students will want to make, then “weave” standards/elements in—rather than starting from standards. ART ED GURU+1
2) Choice as the engine of ownership.
Still lifes and portraits work best when students bring personal objects/meaning; choice transforms “a drawing task” into their drawing. ART ED GURU+1
3) Scaffold media across the year; open with drawing.
Avoid paint/clay up front. Build routines, habits, then step up media complexity (drawing → printmaking → sculpture). ART ED GURU+2ART ED GURU+2
4) Assessment philosophy: rigorous, clear rubrics; 90% = meets.
Universal rubric mindset: a clear list to earn an A/90; exceeding expectations nudges 100. Benchmarks and measurable growth matter. ART ED GURU+3ART ED GURU+3ART ED GURU+3
5) Practical classroom management beats theory.
First-day structures, seating, vocab, and “never start with messy media.” Sub plans are graded and simple. ART ED GURU+1
6) Pedagogy stance: art integrates everything; avoid empty exercises.
Art as “meeting place of all subjects”; skeptical of rote color-wheel units—use quick checks or inventive twists instead. ART ED GURU+3ART ED GURU+3ART ED GURU+3
7) Differentiation that’s humane and doable.
Teach to the majority while offering enrichment options; lean on families of related tasks/media to keep prep sane. ART ED GURU+1
Lesson patterns I see you return to
A compact “ArtEdGuru” lesson blueprint (for generating new plans)
Kickoff: a student-choice hook (object/identity/theme) → quick demo(s) → clear “earn 90%” list. ART ED GURU
Scaffold: low-mess drawing → controlled expansion of media → optional enrichment paths. ART ED GURU
Meaning: prompt for personal symbol/connection; brief share/crit. ART ED GURU
Assessment: rubric aligned to expectations; “exceed” criteria spelled out. ART ED GURU
Management: storage/cleanup baked in; sub-proof alternates ready. ART ED GURU
What your blog consistently says (with receipts)
1) Start with student excitement; weave standards after.
You plan the year around what students will want to make, then “weave” standards/elements in—rather than starting from standards. ART ED GURU+1
2) Choice as the engine of ownership.
Still lifes and portraits work best when students bring personal objects/meaning; choice transforms “a drawing task” into their drawing. ART ED GURU+1
3) Scaffold media across the year; open with drawing.
Avoid paint/clay up front. Build routines, habits, then step up media complexity (drawing → printmaking → sculpture). ART ED GURU+2ART ED GURU+2
4) Assessment philosophy: rigorous, clear rubrics; 90% = meets.
Universal rubric mindset: a clear list to earn an A/90; exceeding expectations nudges 100. Benchmarks and measurable growth matter. ART ED GURU+3ART ED GURU+3ART ED GURU+3
5) Practical classroom management beats theory.
First-day structures, seating, vocab, and “never start with messy media.” Sub plans are graded and simple. ART ED GURU+1
6) Pedagogy stance: art integrates everything; avoid empty exercises.
Art as “meeting place of all subjects”; skeptical of rote color-wheel units—use quick checks or inventive twists instead. ART ED GURU+3ART ED GURU+3ART ED GURU+3
7) Differentiation that’s humane and doable.
Teach to the majority while offering enrichment options; lean on families of related tasks/media to keep prep sane. ART ED GURU+1
Lesson patterns I see you return to
- Expressive/Identity Portraits: Split weighting between proportion and expressive qualities; link to contemporary artists (e.g., Kehinde Wiley). ART ED GURU+1
- Still Life with Student Objects: Group-built setups; reflective talk on object meaning; “manageable still life” constraints. ART ED GURU+1
- Low-mess Choice Tasks Early: Drawing prompts, grids, Post-it modular builds, pareidolia/scribble explorations. ART ED GURU+1
- Eco/Found-Object 3D: Upcycling + epoxy clay with themed natural forms (coral/floral/fungi). ART ED GURU
- Quick Checks & Sub Plans: Short research/writing with art books or videos; “Zen challenge” image prompt. ART ED GURU+2ART ED GURU+2
- Why Make Art? (anchor to your approach) ART ED GURU
- Approach Matters (modes of teaching; matching approach to learners) ART ED GURU
- Planning Lessons For The Year (audience-first planning) ART ED GURU
- Starting a New School Year / First Impressions (day-one structures) ART ED GURU+1
- Scaffolding Media / Scaffolding Art Lessons (year sequencing) ART ED GURU+1
- Grading Artwork / Justifying Grades (rubrics and grade logic) ART ED GURU+1
- Digging Deeper with Still Life ART ED GURU
- Kehinde Wiley–Inspired Portraits ART ED GURU
- Expressive Self-Portraits (2018 & 2020) ART ED GURU+1
- Checkered Portraits & Color Theory ART ED GURU
- Post-it Portraits ART ED GURU
- Recycling With Art (Earth Day upcycling) ART ED GURU
- Origami/Anti Color Wheels (assessment-oriented) ART ED GURU+1
A compact “ArtEdGuru” lesson blueprint (for generating new plans)
Kickoff: a student-choice hook (object/identity/theme) → quick demo(s) → clear “earn 90%” list. ART ED GURU
Scaffold: low-mess drawing → controlled expansion of media → optional enrichment paths. ART ED GURU
Meaning: prompt for personal symbol/connection; brief share/crit. ART ED GURU
Assessment: rubric aligned to expectations; “exceed” criteria spelled out. ART ED GURU
Management: storage/cleanup baked in; sub-proof alternates ready. ART ED GURU
The A.I. offered 2 potential lessons, but they were not very "good," which made me feel a bit "better" about my job security. ;-)
Then I asked, "As you look over my lessons, do you see any "holes" or areas of art that have not been well addressed?"
It did find some that I expected, and one it didn't quite "understand" based on my approach to cultures...
Then I asked, "As you look over my lessons, do you see any "holes" or areas of art that have not been well addressed?"
It did find some that I expected, and one it didn't quite "understand" based on my approach to cultures...
1. Digital & New Media
2. Printmaking Depth
3. Fiber Arts / Textiles
4. Ceramics & Clay Beyond Sculpture
5. Non-Western Art Histories as Core Drivers
- Observation: While you mention photography and occasionally tech-based prompts, there’s little in the way of structured digital art lessons — e.g., drawing tablets, Procreate/Photoshop, vector art, digital collage, or animation.
- Why it matters: Digital skills are increasingly part of college art portfolios, design careers, and even contemporary fine art practice.
- Potential additions:
- Digital Self-Portrait Mashup — combine photographic layers, text, and textures.
- Vector Nature Icons — using free tools like Inkscape.
- GIF Loop Animation — exploring movement, narrative, and repetition.
- Digital Self-Portrait Mashup — combine photographic layers, text, and textures.
2. Printmaking Depth
- Observation: You have some stamp/relief-based approaches in elementary-level lessons, but less sustained exploration of multi-step printmaking processes (linocut, monotype, collagraph, reduction printing).
- Why it matters: Printmaking blends design, craftsmanship, and planning skills — and offers a tactile counterpoint to painting/drawing.
- Potential additions:
- Reduction Linocut — color layering and planning ahead.
- Gel Plate Monotypes — experimental textures + stencils.
- Collagraph Landscapes — recycled material plates.
- Reduction Linocut — color layering and planning ahead.
3. Fiber Arts / Textiles
- Observation: I saw minimal fiber-based content (weaving, embroidery, quilting, fabric printing).
- Why it matters: Fiber art is resurging in contemporary art and offers great cross-cultural tie-ins, sensory engagement, and STEAM links (math in pattern/weaving).
- Potential additions:
- Narrative Embroidery — “stitch a memory” on small fabric swatches.
- Paper Weaving to Fabric Weaving — scaffolded introduction.
- Cyanotype on Fabric — blending photography, science, and textiles.
- Narrative Embroidery — “stitch a memory” on small fabric swatches.
4. Ceramics & Clay Beyond Sculpture
- Observation: You have strong upcycling and epoxy sculpture projects, but not many kiln-fired clay, slip, or glaze-based lessons.
- Why it matters: Even a few lessons here can help round out a complete secondary program, especially for schools with ceramics access.
- Potential additions:
- Textured Slab Mugs or Planters — surface design with stamps/stencils.
- Story Tiles — relief storytelling scenes.
- Glaze Chemistry Explorations — for advanced students.
- Textured Slab Mugs or Planters — surface design with stamps/stencils.
5. Non-Western Art Histories as Core Drivers
- Observation: Your art history references are strong but lean toward Western/contemporary art. While you include some global inspiration (e.g., Japanese woodblock nods, Kehinde Wiley, earth art), there’s space to expand deep-dives into African, Indigenous, Oceanic, Middle Eastern, and South Asian traditions.
- Why it matters: Strengthens cultural inclusivity and helps students connect art history with diverse identity and worldview.
- Potential additions:
- Adinkra-Inspired Symbol Prints — from Ghana.
- Indigenous Australian Dot Painting Landscapes — using research on meaning.
- Mughal Miniature Painting Mashups — historical style with modern subjects.
- Adinkra-Inspired Symbol Prints — from Ghana.
While I agree with 1 through 4 based on my lack of a kiln and lack of digital resources, I agree that I could push my printmaking and fiber arts a bit more. I do not address them every year but if a student takes all 4 of my course they will have had at least an experience in both.
As for non-western art, I take a more individualized approach, which I address HERE. We do address the topic often throughout my class but on an individualized basis. In some lessons I ask students to reflect on their own culture, research symbols of their own culture, and use that to create authentic, culturally-tied works of art.
You can see just a few of many examples of these on my blog:
www.artedguru.com/home/cultural-prints
www.artedguru.com/home/exploring-style-and-culture
www.artedguru.com/home/romare-bearden-culture-exploration
www.artedguru.com/home/historical-heroes
My last inquiry was actually prompted by CHATgpt5 when it asked if I wanted to map my current lessons to the National Core Arts Standards...
As for non-western art, I take a more individualized approach, which I address HERE. We do address the topic often throughout my class but on an individualized basis. In some lessons I ask students to reflect on their own culture, research symbols of their own culture, and use that to create authentic, culturally-tied works of art.
You can see just a few of many examples of these on my blog:
www.artedguru.com/home/cultural-prints
www.artedguru.com/home/exploring-style-and-culture
www.artedguru.com/home/romare-bearden-culture-exploration
www.artedguru.com/home/historical-heroes
My last inquiry was actually prompted by CHATgpt5 when it asked if I wanted to map my current lessons to the National Core Arts Standards...
Recommended Areas to Strengthen
Summary Snapshot
- Presenting (Formal Exhibition & Documentation) Add deliberate steps for professional display (e.g., gallery walk etiquette, mounting, lighting) and documentation (photography, artist talk, digital catalogs).
- Media Arts/Digital Tools As identified earlier, digital media (animation, video, digital collage) would fill process gaps—especially in creating, presenting, and responding stages.
Summary Snapshot
- Creating: Your curriculum is rich and multi-modal here.
- Responding & Connecting: Solid foundation, though more structured critique and global content could enhance depth.
- Presenting: Valuable opportunity—build explicit presentation skills and artifact documentation into your lessons.
I felt this was a valuable reflection on my practice. I did delete items it "missed" or didn't understand, so at this moment, 2025, A.I. is not perfect, but it did identify 2 areas I legitimately could strengthen.
I ended my session asking, "what prompt should I or another teacher use to reflect on their practice in this way?"
CHATgpt5: Do a complete review of ____(Website/Blog)________ from __(year)__ to now, analyzing both pedagogy posts and lessons. Summarize my teaching methodology with direct blog citations, map it to the National Core Arts Standards, identify strengths and gaps, and recommend new lesson ideas in my exact style.
So though A.I. is "scary," and the implications are far-reaching, I did find this reflection helpful. If you too have a blog or website with detailed lessons, I highly recommend this A.I. review.
I ended my session asking, "what prompt should I or another teacher use to reflect on their practice in this way?"
CHATgpt5: Do a complete review of ____(Website/Blog)________ from __(year)__ to now, analyzing both pedagogy posts and lessons. Summarize my teaching methodology with direct blog citations, map it to the National Core Arts Standards, identify strengths and gaps, and recommend new lesson ideas in my exact style.
So though A.I. is "scary," and the implications are far-reaching, I did find this reflection helpful. If you too have a blog or website with detailed lessons, I highly recommend this A.I. review.
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