Letters | Will the machines take over our art and music in a Web3 world?
- Readers discuss why art and music generators threaten original productions, small-class teaching for Hong Kong, and professional development of STEM teachers
The birth of Web3 is promoting more art generated by machines – rather than people. While artists have the creative ability to break with tradition, with machine-generated films and music, the computer merely follows the algorithm and pattern. The beauty of uncertainty and variety cannot be found in Web3.
For instance, artificial intelligence company Cinelytic offers studios such as Warner Bros big data to calculate the profit potential of a script. Similar technologies are used by Netflix, Disney and the like to optimise profits and minimise risks. But following the database is only likely to push the production of films on hot topics and music with popular chords. This will ultimately lower the variety of art offered.
And then there are the art and music generators. EulerBeats, a non-fungible token (NFT) initiative, emphasises AI-generated music NFTs including its Futura series, which allows select NFT holders to create remix NFTs. Async allows users to “mint” music by combining digital profile pictures known as PFPs, with no musical knowledge needed. And Melos encourages remixes of an original song.
This has its attractions for those who prefer to tweak existing music, rather than invest potentially more resources, time and labour in making music from scratch. Commercially speaking, despite the high price tags for a few recent digital projects, machine-generated art usually costs a lot less than art laboriously made by hand, especially in the long run.
The thing is, businesses tend to prefer investing in lower-budget projects; they are seen as lower risk. And this is bad news for original productions. A drop in the volume and quality of original productions will also mean poorer recreations, forming a vicious circle. Web3 may look like it is driving creative production but it is really threatening to erode production values and quality in the long run.
There is still much uncertainty about Web3, between its short-term conceptualisations and long-term awareness. The question is, can we strike a balance between machine-generated art and human-generated art?
Bonnie Lee, Fo Tan
For more confident, curious learners, switch to small-class teaching
This is especially as students’ Chinese and English have not improved very much since 2012, when the Diploma of Secondary Education replaced the Hong Kong Certificate of Education Examination and A-levels as the city’s university entrance examinations.
Small-class teaching means individual students are more easily noticed by teachers, who have more time to get to know them and understand their skills, weaknesses and learning preferences. This would help schools create a more engaging environment where personalised learning can help students achieve their personal goals.
Children are most likely to become confident learners in an environment where they feel secure enough to express themselves without fear of judgment. Small classes can provide a happy, calm and stimulating environment where students can develop at their own pace under the guidance of teachers.
Small-class teaching also nurtures curiosity. Students can pursue and find answers to their own questions, inquiries not planned by teachers but which often lead to genuine, meaningful conversations. By keeping classes small, teachers can spend more time on the topics that interest students, encouraging them to become active participants in their learning.
In turning to small-class teaching, there is every chance that education in Hong Kong can be greatly improved for every child.
Pages Ng, Tuen Mun
Professional development of STEM teachers should be approached systemically
As a former schoolteacher myself, I have observed how simulations not only help students grasp concepts more easily, but start to shift classroom instruction towards student-centred, active learning. Such approaches nurture interest and curiosity, develop scientific and critical thinking skills, and foster student ownership of learning.
However, simulations are most effective when intentionally paired with student-centred, active learning strategies. The adoption of such strategies in maths and science classes may be new for some teachers and learners. At times, it can feel impossible to teach all of the content expected in annual exams in ways that make room for student exploration.
I would encourage educational leaders across Hong Kong to consider establishing systemic approaches to meet the discipline-specific professional development needs of STEM teachers. Teaching and learning maths and science is a challenging task, but it can be made much easier when using vetted resources and evidence-based approaches.
Dr Rebecca Vieyra, associate director of Global Initiatives, PhET Interactive Simulations, University of Colorado Boulder
