Some time ago, I had the privilege of speaking with Professor Ryan Patton about digital and art education. He shared many fascinating insights—read them below.

Ryan Patton is an associate professor and undergraduate program director of Art Education at Virginia Commonwealth University (VCU). With a career spanning over two decades, Ryan has become a leading voice in exploring the dynamic intersection of technology and art education. His research and teaching delve into the evolving role of digital media, human-computer interaction, and the ethical and educational implications of integrating artificial intelligence (AI) into the arts and education. In this interview, Ryan reflects on digital art education's past, present, and future, offering valuable insights into how technology shapes the way we learn and create.

Interview

Tomi: Ryan, thank you for joining me. Could you start by introducing yourself and sharing a bit about your background?

Ryan: Of course. I’m Ryan Patton, an associate professor of art education at Virginia Commonwealth University, where I also serve as the art education department chair. My journey in digital art education began around 2000, just as digital media was becoming mainstream. At the time, it felt innovative and somewhat niche, but over the last 24 years, it has become so integrated into our daily lives that we almost take it for granted. It’s been fascinating to witness this evolution firsthand and reflect on how our ways of learning and interacting with technology have changed.

Tomi: From your perspective, what have been the most significant shifts in our relationship with digital media over the years?

Ryan: One major shift is how our motivations and the ways we interact with digital media have evolved. When I started working in this field, there was a sense of optimism—a belief that technology would bring us together, democratize access to information, and foster creativity. Over time, this has shifted. Today, technology feels more commercialized and even invasive, with surveillance becoming a significant concern. The rise of AI has added new layers to this conversation. It’s no longer just about access to information but also about how AI processes that information and interacts with us.

Tomi: You’ve mentioned AI a few times. How do you see its role in art education today?

Ryan: AI has incredible potential to transform art education, but it comes with challenges. On one hand, it can serve as a powerful collaborator, enabling students to create and explore in ways that weren’t possible before. On the other hand, if we rely too much on AI, we risk losing essential learning opportunities. For example, when teaching coding in STEAM education, I emphasize the importance of understanding the process—not just using AI to generate solutions. If students skip the learning and problem-solving steps, they miss out on the critical thinking skills that are so valuable in education and beyond.

Tomi: That’s an important point. How do you help students navigate this balance between using AI as a tool and maintaining critical engagement?

Ryan: I try to instill a mindset of active participation. I often use the analogy of group projects—no one wants to be the person who lets others take credit for the work they didn’t do. It’s the same with AI. If we let AI do everything, we lose the chance to struggle, learn, and grow. One way I encourage critical engagement is through a project I call “culture jamming.” Students use tools like Photoshop or even AI platforms to create works that critique societal norms or make a political statement. This pushes them to think deeply about their choices and the impact of their creations, whether in a physical or virtual space.

Tomi: Can you give an example of a culture-jamming project that resonated with students?

Ryan: Sure. One student created a satirical parking sign that replaced the image of a tow truck with toes—like feet. It was humorous but also made a statement about the frustrations of urban parking. On the other end of the spectrum, another student designed a poster critiquing the objectification of women in advertising. They replaced fashion models with images of hamburgers and placed the poster in a bus stop, mimicking the environment where such ads are usually seen. These projects allow students to engage with the medium while addressing topics they’re passionate about, fostering both creativity and critical thinking.

Tomi: How do you address the doom-and-gloom perspective that often accompanies discussions about technology and its societal impact?

Ryan: It’s a challenge, but I try to frame skepticism as a productive starting point. While it’s easy to feel overwhelmed by issues like surveillance and commercialization, these concerns can drive meaningful inquiry and innovation. For example, I encourage students to explore the ethical implications of the tools they use. This often leads to rich discussions about the choices we make and the kind of world we want to create. Even in moments of skepticism or frustration, there’s an opportunity to learn and push boundaries.

Tomi: You’ve been a strong advocate for integrating coding and making into art education. Have your views on this evolved over time?

Ryan: Absolutely. I still believe in the importance of coding and making, but I’m increasingly focused on how these practices intersect with AI. For example, AI tools can now automate many tasks that once required detailed coding knowledge. While this is convenient, it raises questions about what we gain and lose in the process. Should we prioritize understanding the underlying systems, or is it enough to conceptualize a project and let the AI handle the details? These are the kinds of questions I explore with my students, emphasizing the importance of both conceptual knowledge and hands-on skills.

Tomi: Looking ahead, what do you think the future of art education will look like in relation to technology?

Ryan: I believe the future lies in fostering a deeper understanding of human-computer interaction. As AI, VR, and other technologies continue to evolve, the challenge will be to maintain a balance—leveraging these tools to enhance creativity while staying grounded in critical, hands-on engagement. We need to teach students not just how to use these tools but also how to question their impact on society and their own lives. Ultimately, it’s about empowering learners to make thoughtful, informed choices in a rapidly changing digital landscape.

Some book and article tips from Ryan:

Mollick, E. (2024) Co-Intelligence: Living and Working with AI
Haidt, J. (2024) The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness
Fisher, A. W. (2020). The play in the system: The art of parasitical resistance. Duke University Press.
Knochel, A. D. & Patton, R. M. (2015). If art education then critical digital making: Computational thinking and creative code. Studies in Art Education, 57(1), 21-38.

Thank you Ryan for the interview!