Generative Artificial Intelligence (GAI) technologies open new frontiers for designing engaging, gamified educational experiences, particularly in the field of arts education. Although GAI is rapidly transforming creative industries, its pedagogical potential in secondary schools remains underexplored. This paper presents a pedagogical framework grounded in a research-creation-action methodology that leverages GAI tools to create interactive, interartistic learning environments aligned with the “Arts and Multimedia” curriculum in Quebec (Canada). Four problem-based, gamified learning scenarios were developed using tools such as ChatGPT and OpenArt, enabling students to become active participants in interdisciplinary artmaking, even without traditional artistic skills. These learning situations integrate core gamification principles, such as challenge, feedback, creative loops, and narrative immersion, to foster student engagement, critical thinking, and emotional involvement. Beyond artistic production, this work positions GAI as both a creative collaborator and a driver of inclusive, AI-enhanced digital education. It contributes to the growing field of game-based pedagogy by illustrating how generative technologies can democratize access to creative expression and empower learners as codesigners of meaningful digital artifacts. The proposed classroom practices also address the ethical, emotional, and cognitive dimensions of human-AI collaboration in education.