This study introduced generative AI into the curriculum of an art college and investigated the apprehensions some art and art students and creators have about this technology. Prior to implementing the curriculum changes, a survey was conducted to assess students’ initial perceptions of generative AI. The curriculum was modified to incorporate generative AI tools such as Adobe Firefly and Stable Audio into existing courses. This study investigated how students’ attitudes and understanding change as they actively engage with AI in the creative process. The results showed that, with hands-on experience, initial apprehension arising from unfamiliarity with the generative AI was reduced and transformed into a more sensitive understanding of the potentials and limitations of the generative AI, and new technical and psychological considerations emerged. This paper argues that it is important for art and fine arts students to become familiar with generative AI. It is not meant to replace traditional skills, but as a means to understand its capabilities and impact on the creative landscape. The study concludes by proposing future curriculum development focused on advanced AI applications, ethical considerations, and legal frameworks aimed at equipping students with the skills necessary to navigate the evolving intersection of AI and the arts.