Artistic Robots: Empowering Children’s Creativity Through Social Robotics in Art Education

Abstract: How can social robots empower children to become creators, not just consumers, of technology and art? Our educational program Kunstzinnige Robots explores precisely that question. In a unique collaboration between the WailSalutem Foundation and the Cobra Museum of Modern Art in Amstelveen (NL), we developed a hands-on workshop for primary school students, integrating art history, social robotics, and generative AI. Children explore modern art through a guided museum tour, then engage with a programmable robotic arm, the "Picasso Robot", that generates visual artworks based on their input, supported by AI tools such as DALL·E-3. The workshop fosters digital literacy, creative confidence, and computational thinking. This paper presents our approach to co-creative human-robot interaction (HRI) within STEAM education, emphasizing empowerment, inclusion, and the role of robots as social enablers)

Keywords: STEAM, Robotics, ART, AI, Education, Co-Creation, Design Thinking.

I-Introduction

The integration of technology into education is accelerating, yet the gap between creative expression and technical literacy remains wide, particularly for young learners. Our initiative, Kunstzinnige Robots, addresses this gap by combining art education with robotics and artificial intelligence (AI). In this paper, we describe the development and impact of the Picasso Robot Workshop, where children co-create digital and physical artworks with the help of a social robot.

The aim is not only to teach technical skills but also to empower students to see themselves as creators of technology. Through this hands-on, inclusive, and culturally enriched experience, children gain access to future-relevant skills and new forms of expression.

II-Background and Related Work

The use of robots in education has grown significantly in recent years, particularly within the framework of STEAM (Science, Technology, Engineering, Arts, and Mathematics). Research in human-robot interaction (HRI) increasingly explores the social and creative potential of robots beyond traditional task-based roles.

Projects such as Van Gogh Museum's art-science curriculum (in partnership with ASML) and studies in AI-assisted creativity illustrate a growing interest in cross-disciplinary education. However, few initiatives directly place children in the role of co-creators with robots, especially in art-focused contexts For example, the head margin in this template measures proportionately more than is customary. This measurement and others are deliberate, using specifications that anticipate your paper as one part of the entire proceedings, and not as an independent document. Please do not revise any of the current designation.

III-Methodology

The Picasso Robot Workshop was conducted with students aged 10–16 at the Cobra Museum. The methodology follows a three-part structure:

1. Art Exploration: Students begin with a guided museum tour focused on Picasso and the Cobra movement.

2. Creative Co-Creation with Robot: Children use a programmable robotic arm, the Picasso Robot, to generate art with support from AI.

3. Reflection and Sharing: Children present their creations and reflect on their experiences.

We used a mixed-methods approach to collect qualitative and quantitative data through observation, interviews, and surveys.

IV-Results and Observations

Our preliminary findings show increased engagement, improved creative confidence, and positive social perception of the robot. Educator feedback was enthusiastic, citing stronger motivation and digital curiosity among students. Over 80% reported increased confidence using technology after the workshop.

V-Discussion

The Picasso Robot serves not as a replacement for human creativity but as an enabler of expression. Its design emphasizes interaction, conversation, and imagination over imitation. We propose that co-creative, culturally relevant robotics education offers a powerful path to inclusion and agency in the classroom.

VI-Conclusion

The Picasso Robot Workshop demonstrates how integrating art, robotics, and AI can empower young learners. As AI transforms society, it is vital to give children the tools to shape that future creatively and critically.

VII-Acknowledgments

We thank the Cobra Museum of Modern Art for their enthusiastic collaboration and the participating students and teachers for their energy and feedback.

[1]     https://www.vangoghmuseum.nl/en/about/news-and-press/press-releases/van-gogh-museum-and-asml-develop-new-teaching-materials-about-art-and-science

[2]     M. Resnick, "Lifelong Kindergarten," MIT Press, 2017.

[3]     K. Dautenhahn, "Socially intelligent robots," Phil. Trans. R. Soc. B, 2007.

[4]     DALL·E-3 by OpenAI, https://openai.com/dall-e

[5]     R. & W. Kherrazi, "STEAMConf2023 Experience Report," WailSalutem, 2023.

[6]     https://www.linkedin.com/embed/feed/update/urn:li:ugcPost:7116690808166047744