How an art / drama / music teacher (postsecondary) can use AI, task by task

I work as an art / drama / music teacher (postsecondary). Part of my job is to explain and demonstrate artistic techniques.

Context: We use Learning management system LMS and Blackboard Learn; the work draws on fine arts, history and archeology and philosophy and theology.
Topic: [describe]
Students: [level]

Plan the lecture outline, sources and discussion questions. Include timings, a realistic practice scenario from my work, and a short check for understanding with answers.

I work as an art / drama / music teacher (postsecondary). Part of my job is to initiate, facilitate, and moderate classroom discussions.

Context: We use Learning management system LMS and Blackboard Learn; the work draws on fine arts, history and archeology and philosophy and theology.
Topic or reading: [describe]
Class: [level, size]

Write an opening question, follow-ups that go deeper, ways to bring in quiet students, and a wrap-up.

I work as an art / drama / music teacher (postsecondary). Part of my job is to evaluate and grade students' class work, performances, projects, assignments, and papers.

Context: We use Learning management system LMS and Blackboard Learn; the work draws on fine arts, history and archeology and philosophy and theology.
Assignment: [paste the prompt and rubric]
Sample work: [paste one anonymized submission]

Apply the rubric to the sample with reasons for each score and draft feedback. Then suggest a comment bank for common issues.

I work as an art / drama / music teacher (postsecondary). Part of my job is to prepare students for performances, exams, or assessments.

Context: We use Learning management system LMS and Blackboard Learn; the work draws on fine arts, history and archeology and philosophy and theology.
Student need: [topic, exam, performance]
Time: [minutes]

Plan a diagnostic question, targeted practice and a confidence check. Include timings, a realistic practice scenario from my work, and a short check for understanding with answers.

I work as an art / drama / music teacher (postsecondary). Part of my job is to prepare and deliver lectures to undergraduate or graduate students on topics such as acting techniques, fundamentals of music, and art history.

Context: We use Learning management system LMS and Blackboard Learn; the work draws on fine arts, history and archeology and philosophy and theology.
Topic: [describe]
Students: [level]

Plan the lecture outline, sources and discussion questions. Include timings, a realistic practice scenario from my work, and a short check for understanding with answers.

I work as an art / drama / music teacher (postsecondary). Part of my job is to keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.

Context: The work draws on fine arts, history and archeology and philosophy and theology.
Event: [training, conference, professional meeting]
What I want from it: [skills, contacts, answers]

Prepare a primer on the main topics, 5 questions to ask, and a one-page template for notes and actions.

I work as an art / drama / music teacher (postsecondary). Part of my job is to plan, evaluate, and revise curricula, course content, course materials, and methods of instruction.

Context: We use Microsoft Excel and Course management system software; the work draws on fine arts, history and archeology and philosophy and theology.
Course: [subject, level]
Evidence: [paste grades, evaluations, completion rates, feedback]

Identify topics students struggle with, what's working, and 3 concrete revisions to content or methods. Show your working step by step and give spreadsheet formulas so I can reproduce the numbers.

I work as an art / drama / music teacher (postsecondary). Part of my job is to compile, administer, and grade examinations, or assign this work to others.

Context: We use Learning management system LMS and Blackboard Learn; the work draws on fine arts, history and archeology and philosophy and theology.
Course and unit: [subject, level]
Outcomes to test: [what learners should know or do]

Draft a short assessment: mixed question types, an answer key, a marking rubric, and how results map to outcomes.

I work as an art / drama / music teacher (postsecondary). Part of my job is to keep students informed of community events, such as plays and concerts.

Context: We use Microsoft Excel; the work draws on fine arts, history and archeology and philosophy and theology.
Activity: [performance group, events]
Students: [describe]

Plan schedule and communication. Lay it out as a table with steps, owner, timing and what could go wrong, then list the decisions I still need to make.

I work as an art / drama / music teacher (postsecondary). Part of my job is to select and obtain materials and supplies, such as textbooks and performance pieces.

Context: We use DOC Cop and iParadigms Turnitin; the work draws on fine arts, history and archeology and philosophy and theology.
Course: [subject, level]
Needs: [textbook, lab equipment, budget, accessibility]

Suggest criteria and candidate materials to evaluate. I'll verify every title exists. Give sources I can check and say clearly when you're unsure.

I work as an art / drama / music teacher (postsecondary). Part of my job is to organize performance groups and direct their rehearsals.

Context: We use Microsoft Excel; the work draws on fine arts, history and archeology and philosophy and theology.
Activity: [performance group, events]
Students: [describe]

Plan schedule and communication. Lay it out as a table with steps, owner, timing and what could go wrong, then list the decisions I still need to make.

I work as an art / drama / music teacher (postsecondary). Part of my job is to provide professional consulting services to government or industry.

Context: The work draws on fine arts, history and archeology and philosophy and theology.
Topic: [curriculum, methods, policy]
Audience: [educators, government]

Write recommendations with evidence. Use plain language, one everyday analogy, and the questions people are most likely to ask with short answers.