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Abstract

This Original Teaching Activity (OTA) introduces students to the biases embedded in AI-generated art, drawing from feminist critiques of the male gaze (Mulvey, 1975) and Emanuele Arielli’s artificial gaze (2024). AI technologies, often assumed to be neutral, frequently reproduce and amplify societal inequalities related to gender, race, and class. This activity engages students in a hands-on exploration of these biases by prompting AI art generators, analyzing the results, and reflecting on the implications of algorithmic bias. Through structured exercises, students compare their expectations with AI-generated images, identifying patterns of stereotyping and erasure. Classroom discussions focus on how AI’s aesthetic choices reinforce cultural norms, shaping public perception and representation. A real-world extension of the activity, conducted with the nine-year-old daughter of one of the authors, further underscores how AI reproduces hypersexualized and racialized imagery, even in child-friendly contexts. By integrating feminist pedagogy and media literacy, this OTA encourages students to critically engage with technology as both consumers and creators. The activity is adaptable across disciplines, including sociology, communication, and women’s and gender studies, making it a versatile tool for exploring the intersection of AI, representation, and social justice. Ultimately, it fosters critical inquiry into the ethical and cultural dimensions of digital media, encouraging students to challenge the biases embedded in emerging technologies.

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