Utilising AI in music education

This image is a perfect reflection of what I imagine AI to be- I don't know how to describe why, but it just is.

This week’s class focused on the role of artificial intelligence in music education, and it left me with a lot to think about. We explored software like Suno, which can generate entire songs from just a prompt. While the technology is undeniably impressive, I couldn’t help feeling conflicted. On one hand, it opens up possibilities for students who may not have the technical skills or training to create music in traditional ways. It can offer a quick way to experiment with sounds and ideas, and that could be really useful in a classroom setting to spark creativity or support students with accessibility needs. But on the other hand, it also feels like a shortcut that risks taking away the learning process entirely.

What stood out to me most was watching the YouTube video "A Manifesto for Future AIs, made by today’s AIs, mimicking great human minds" by Nobody and the Computer. I found it incredibly unnerving. There was something eerie about hearing AI imitate some of the most influential thinkers in human history, almost as if it was trying to take ownership of the human voice. It made me question how far is too far when it comes to relying on machines, especially in something as deeply human as music and education.

Personally, I’m not very comfortable with using AI in my own creative practice or in teaching. As someone who works as a Student Learning Support Officer at my old high school, I’ve already seen how many students are leaning heavily on AI tools like ChatGPT to complete their assignments. Instead of using these tools to support their thinking or improve their writing, I often see students relying on them to do the thinking for them. It worries me that AI might be contributing to a culture of laziness or intellectual disengagement. Students aren’t developing the critical thinking and problem-solving skills that are essential in life, especially in creative subjects like music where personal voice and expression are key.

That said, I don’t think AI is all bad. Like any tool, it depends on how it’s used. There could be ways to incorporate it meaningfully into music education, especially to help scaffold learning or introduce students to new genres and styles they might not explore otherwise. But I think it’s important to approach AI with caution and strong boundaries. As educators, we need to make sure it’s used as a support, not a replacement, and that it doesn’t replace the value of genuine creative effort or inquiry.

Overall, this class made me reflect on the ethics of AI, not just in music, but in education more broadly. It reinforced my belief that while technology can offer exciting new tools, it should never replace the core purpose of education - to foster curiosity, creativity, and independent thinking.