5 Ways to Use AI to Engage High School Readers
Artificial Intelligence in the Classroom
As high school students dive into the world of literature and culture, they often find themselves grappling with complex themes and unfamiliar language that can make the experience feel daunting. But what if there was a way to use cutting-edge technology to make these subjects more engaging and accessible? Enter AI, a powerful tool that can bring literature and culture to life in new and exciting ways. By harnessing the power of AI, educators and students can unlock new insights, explore hidden connections, and discover fresh perspectives on the texts that have shaped our world. In this article, we’ll explore five ways that AI can be used to make literature and culture more engaging for high school readers, and highlight ideas for using this exciting technology in the classroom.
1. “Walk in Their Shoes”: Connecting Literary Themes to Themed Footwear
The AP College Board requires students to demonstrate their ability to analyze the relationship between text and image in an effective and meaningful way. In this engaging lesson, students explore the connections between a literary text and a themed shoe. First, students are introduced to a variety of footwear that has been designed with a particular theme or concept in mind, such as shoes inspired by superheroes, sports icons, or cultural traditions. Next, students make connections between the image of the shoe and the text, analyzing how the themes, motifs, and symbols in the text are reflected in the design of the shoe. Through this fun and interactive lesson, students develop their critical thinking and analytical skills, while also gaining a deeper appreciation for the ways in which literature and fashion can intersect and influence one another.
2. “Time Travel Through a Pop-Up City”: Creating a Historic City in 3D
In AP Spanish Literature, one of the colonial texts that students read is Segunda Carta de Relación, or Second Letter of Relation, written by Hernán Cortés during his conquest of Mexico in the early 16th century. One of the cities that is prominently featured in the letter is Tenochtitlán, which is the capital of the Aztec Empire and is now modern-day Mexico City. Cortés describes the city in great detail, including its impressive infrastructure and architecture, the elaborate marketplaces and canals, and the religious practices of the Aztec people. In this lesson, students write descriptive prompts based on text descriptions such as those in Cortés’ letter in AI software such as DALL-E or Midjourney to create their own 3D pop-up book of a historic city.
3. “Stitching Our Stories”: Creating Arpilleras to Represent Contemporary Themes
Arpilleras are colorful and textured textiles that originated in Chile during a period of political upheaval in the 1970s. Women would create arpilleras to document their experiences of social and political conflict, and these textiles became a powerful form of resistance and storytelling.
AP Spanish Language and Literature are built around six contemporary themes. In this lesson, students learn about the history and significance of arpilleras and analyze how the arpilleras represent the AP Spanish Language Theme Global Challenges.
4. “Poetic images”: Bringing Figurative Language to Life
Poetry can be a challenging genre for students to understand due to its use of figurative language and complex literary devices. However, incorporating visual images into lessons can help students to better comprehend and appreciate poetry. Images can provide a concrete representation of abstract concepts or themes, making them more accessible to students. Additionally, images can enhance the emotional impact of a poem, helping students to connect with the message on a deeper level. Here is an image I created using AI to bring to life García Lorca’s Prendimiento de Antonito en Camborio en el camino a Sevilla to help students to visualize the setting and the emotions evoked by the poem. By incorporating images into poetry lessons, teachers can help students develop a deeper understanding and appreciation of this complex and beautiful genre.
5. “Reimagining Literary Legends: Creating Images of Authors as Young Adults”
Who cares about all these old texts and old authors? This is a gap that teachers need to bridge for students in AP Spanish Literature where some of the texts date back to Medieval times. I used AI to create posters for my AP Spanish Literature students of key authors in their youth. I found that visualizing the authors as being close to their age helped students find their writing and ideas more relatable. This is Emilia Pardo Bazán, a Spanish writer, scholar and critic of strong character and presence, at 27 years of age.
To learn more about using AI in the classroom, World Language teaching and other topics, follow me on Linkedin: https://www.linkedin.com/in/evelyn-galindo-phd-06308a2a/
