This study investigates the perspectives of gifted high school students regarding music and visual artworks produced by artificial intelligence, with a specific focus on aesthetics, creativity, originality, and emotional impact. Employing a qualitative research design, data were collected through personal information forms, multiple-choice questionnaires, and semi-structured interviews. The study group consisted of 16 students formally identified as gifted in the fields of visual arts, music, or general intellectual ability, ensuring demographic and disciplinary diversity. Data were analyzed using content analysis, categorizing findings under four main themes: aesthetic value, originality, emotional impact, and creativity. The results indicate that while students generally evaluated the aesthetic dimensions of AI-generated works positively, they criticized the lack of detail and emotional depth. Participants perceived AI’s creative capacity as limited, emphasizing the superiority of human-made artworks in terms of originality. Specifically, students noted that although AI demonstrates competence in certain formal aspects, it fails to evoke the same emotional resonance as human-created works. Overall, the study concludes that AI remains limited in artistic production regarding deep meaning and emotional expression. However, participants also acknowledged the opportunities AI offers; adopting a forward-looking perspective, they highlighted its potential in art education to support creative discovery and expand the imagination.

Keywords: Artificial Intelligence, Art, Gifted Students, Music, Visual Arts