This paper presents a methodology for exploring the potential of artificial intelligence in supporting divergent thinking within academic arts education. Thirteen students from Rome Fine Arts Academy engaged with excerpts from Shakespeare's "Hamlet," using artificial intelligence (AI) tools such as Kobi, Chat GPT, and Midjourney to develop interpretations and derivative artworks through a structured yet flexible exploration process. Preliminary findings highlight positive participant engagement, with evidence pointing to the emergence of divergent thinking. Participants' feedback revealed a significant distinction between their experiences with AI tools like Chat GPT and the features of °'°Kobi, suggesting that interactions with °'°Kobi facilitate easier creative exploration and engagement. The workshop's methodology provides a comprehensive framework for integrating AI-assisted tools with focus groups and collaborative educational work through artistic expression. [For the full proceedings, see ED665357.]