This article explores the creation of the Basquiat Pedagogy Framework (BPF) and its accompanying AI tool, the BPF-GPT, using ChatGPT-4o from OpenAI. By employing a single-subject qualitative methodology, the study captures the emotional and intellectual experiences involved in integrating AI into educational framework development. Utilizing the ChatGPT platform for creating GPTs, the research emphasizes the transformative potential of AI for personalized education. It highlights how AI can empower educators, particularly new teachers and those without formal teaching training, to develop tailored curricula and bridge gaps in content knowledge and pedagogy. This tool ensures that every student — not just those in special education — can benefit from individualized education plans (IEPs) created using the IEP-GPT.
The intersection of artificial intelligence (AI) and education has opened new avenues for creating customized educational frameworks. This article reflects on the process of developing the Basquiat Pedagogy Framework (BPF) using ChatGPT-4o from OpenAI, emphasizing the transformative potential of AI in tailoring curriculum development to meet the unique needs of specific schools and communities. This study aims to share insights and methodologies to empower educators to leverage AI for educational innovation.
Methodology
Using a single-subject qualitative research approach, this study documents the iterative process of developing the Basquiat Pedagogy Framework (BPF) with ChatGPT-4o. Data was collected through detailed documentation of interactions with the AI, reflective journals, and emotional responses. The data collection was facilitated by the automatic saving of interactions by ChatGPT-4o, enabling comprehensive documentation of brainstorming sessions and iterative development. Established qualitative research methodologies from Creswell and Poth (2016) and Silverman (2020) were combined with insights from Black scholars emphasizing culturally relevant pedagogies.
Incorporating Insights from Black Scholars
Bell hooks’ (1994) work on engaged pedagogy guided the development of the BPF, emphasizing love and community in education to foster mutual growth among educators and students. Gloria Ladson-Billings’ (1995) concept of culturally relevant pedagogy ensured the BPF addressed the socio-cultural contexts of students in under-resourced schools. Sylvia Wynter’s (1994) exploration of the sociogenic principle and decolonizing knowledge provided a critical lens for the BPF, aiming to redefine humanity and challenge structural inequalities. James Baldwin’s (1963) reflections on the role of education in the liberation of oppressed communities influenced the BPF’s focus on fostering critical consciousness and social justice.
Integrating the Vision of Jean-Michel Basquiat
Jean-Michel Basquiat, a pioneering Black artist, serves as an inspiration for the BPF. Basquiat’s work is renowned for its depth, social commentary, and ability to convey complex themes through a blend of text, symbols, and imagery (Emmerling, 2003). His art reflects his experiences as a Black man in America, addressing themes of identity, racism, and cultural heritage. By centering the BPF around Basquiat’s legacy, the framework aims to create an educational experience that is both culturally resonant and intellectually stimulating. Incorporating Basquiat’s vision emphasizes the importance of integrating art and cultural expression into education, fostering a holistic and inclusive learning environment.
Supporting New Teachers and Bridging Knowledge Gaps
AI can significantly benefit new teachers and those entering the profession without formal training in teaching and learning. By using AI tools like the BPF-GPT, these educators can bridge gaps in content knowledge and pedagogy. The AI offers assistance at all levels of teaching experience, providing support when coaches are unavailable or when teachers need to differentiate instruction for students with disabilities or those who are intellectually gifted. This technology empowers educators to engage with AI for real-time guidance and tailored instructional strategies, enhancing their effectiveness and confidence in the classroom.
Brainstorming and Content Organization
To ensure the content was thorough and well-organized, I used ChatGPT-4o to brainstorm directly into its interface. This approach allowed me to randomly input thoughts, which the AI then organized within the context of the information provided. I included snippets about authors and scholars I wanted to cite and relied on ChatGPT-4o to structure and expand on these ideas accurately. To delve deeper into specific areas, I created specialized GPTs tailored to various content areas such as wellness practices, education, and racial theory. These GPTs included references from trusted scholars, enabling a comprehensive and nuanced development of the BPF.
Engaging with the Basquiat Pedagogy Framework GPT (BPF GPT) for Educators
The Basquiat Pedagogy Framework GPT (BPF GPT) is a powerful tool designed to help educators create personalized and effective educational frameworks tailored to the unique needs of their students and schools. Below is a comprehensive guide on how educators can engage with the BPF GPT.
Setting Up the BPF GPT
Access the Platform: Visit the provided access link and create an account or log in to the BPF GPT platform.
Customization: Use the setup instructions to customize the GPT to your specific educational context, such as your school’s socio-economic and cultural background, demographics, and community specifics.
Inputting Student Data
Student Profiles: Create detailed profiles for each student, including learning styles, strengths, challenges, known disabilities, social impacts, and other relevant data.
Assessment Data: Input data from assessments, known demographics, and any other pertinent information to help the GPT provide accurate and personalized recommendations.
Developing Educational Frameworks
Individualized Education Plans (IEPs) for All Students: Use the BPF GPT to generate customizable IEP templates that include goals, strategies, and accommodations tailored to each student’s profile. This ensures that every student, not just those in special education, benefits from a personalized education plan. Regularly update the IEPs based on new data and observations to ensure they remain effective and relevant.
Behavior Plans: Develop behavior goals and intervention strategies that address individual student needs and classroom dynamics.
Curriculum Development: Create differentiated instructional materials and activities that cater to the diverse learning styles and needs of students. Develop comprehensive curriculum frameworks that integrate cultural relevance, transformative education principles, and community-specific contexts.
Insights and DiscoveriesFramework and Prompt Synergy: The study revealed that the effectiveness of ChatGPT-4o is significantly influenced by the quality and specificity of the prompts used. Detailed prompts led to more accurate and contextually relevant outputs, demonstrating the importance of precision in AI interactions.
Documentation and Reflection: The documentation of the entire process provided a valuable record that can be shared and replicated by others. Reflective practice helped in recognizing the contributions of AI to the framework’s development and understanding the potential for broader applications.
Implications for Curriculum Development: The ability to create tailored curriculum frameworks using AI can revolutionize education by addressing the unique needs of individual schools and communities. This approach can bypass traditional administrative constraints, empowering educators to design and implement context-specific educational strategies.
Conclusion
The process of developing the Basquiat Pedagogy Framework using ChatGPT-4o underscores the transformative potential of AI in education. By documenting this journey and sharing the insights gained, I aim to inspire and equip educators to leverage AI for creating customized, community-centric educational frameworks that address the unique needs of their students. This approach can revolutionize education, particularly for historically marginalized communities, by providing personalized support and fostering a more equitable and effective educational system. The integration of AI in curriculum development is not just about technology but about rethinking and reimagining education to better serve all students.
Please contact Eli Davis if you are interested in a PD on creating the IEP-GPT or exploring how to incorporate OpenAI GPTs in your education systems.
References
Baldwin, J. (1963). The Fire Next Time. Dial Press.
Chen, L., & Liu, Z. (2021). Emotional aspects of human-AI interaction. Journal of AI Research, 59, 123-145.
Creswell, J. W., & Poth, C. N. (2016). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). Sage Publications.
Emmerling, L. (2003). Jean-Michel Basquiat 1960-1988. Taschen.
Freire, P. (2000). Pedagogy of the Oppressed (30th anniversary ed.). Continuum.
Hammond, Z. L. (2015). Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Corwin Press.
hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. *American Educational Research Journal.
Eli Davis is a dedicated special education teacher and Ph.D. student at the University of South Carolina, where he researches healing from historical racial traumas. Passionate about social justice and working with predominantly Black and Brown students from low socioeconomic backgrounds, Davis creates transformative relationships with his students and colleagues. He also develops student leadership groups and employs a growth mindset, guiding his pedagogical practices with behavioral epigenetics and healing.
Davis was named a Champion of Equity – Special Education Teacher in the 2024 Excellence in Equity Awards. Read more about him here.