ABSTRACT

This study qualitatively examined high school students’ meaning-making processes in a generative AI-based music and video creation program at a vocational high school in Seoul. The 15-session program was defined as a single case, and fourteen students were analyzed as embedded units. Data included activity reflection sheets, prompt logs, and creative outputs, and were analyzed using reflexive thematic analysis (RTA). The findings show that the experience was not limited to technical convenience; it unfolded through the interaction of emotional responses, aesthetic judgment, relationship perception, and creative agency. Using text prompts, students verbalized internal auditory imagery and refined their judgment criteria through repeated comparison and selection of multiple outputs. By selecting, editing, and making final decisions, they also reconfigured their self-perception as creators. These results suggest that generative AI-based creative education should be understood as a learning process centered on ‘judgment experiences’ accumulated through comparison, selection, and adjustment.

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