In recent years, Artificial Intelligence Generated Content (AIGC) technology has gradually been applied in the educational field, bringing new possibilities to traditional art teaching. Secondary school art creation teaching has long faced challenges such as insufficient student creativity stimulation and homogenized teaching content. AIGC can rapidly generate diverse visual materials, providing innovative tools for teaching. Through case analysis, literature research, and observations of teaching practices, this paper explores the specific application scenarios of AIGC in secondary school art classrooms and the ethical challenges it faces. The study found that AIGC can assist students in conceiving ideas by generating theme-related images, for example, by using style transfer techniques to broaden creative thinking, while also providing tiered learning support for students with varying abilities. The use of this technology may lead to copyright disputes, such as whether AI-generated content qualifies as original work, and issues such as the decline in students’ practical skills due to over-reliance on technology. The randomness of AIGC outputs also presents potential conflicts with the cultivation of humanistic values in art education. Based on this, the study recommends clarifying the tool nature of AIGC in teaching, designing curriculum norms in conjunction with copyright regulations, and balancing technological efficiency with artistic expression through teacher guidance, ultimately achieving effective integration of technology assistance and art education.