AI in Music Education Source List

Zotero Report zotero://report/library/items?itemKey=KACCM9ZF,NPUFBPZ6,JUQ...
A decision-support system for assessing the function of machine learning and

artificial intelligence in music education for network games
Item Type Journal Article
Author Zou Hong Yun
Author Yasser Alshehri
Author Noha Alnazzawi
Author Ijaz Ullah
Author Salma Noor
Author Neelam Gohar
Abstract With the impressive enhancement and development of computer technology, artificial
intelligence (AI) and machine learning (ML) are implemented in every field of life.
Music is one of these sectors where AI and ML have been applied and gained traction
in recent years. Both AI and ML are cutting-edge fields that are utilized to create and
manipulate sounds in games, music, and other applications. Innovative and
sophisticated approaches based on AI and machine learning are being used to improve
music teaching. Furthermore, by employing these methods, the sounds in games can be
made more efficient and effective. Evaluation of the role of AI and ML in music
education is one of the most difficult and challenging areas for teaching and learning
researchers due to the use of these approaches. The Fuzzy Analytical Hierarchy
Process (Fuzzy AHP) approach was used to assess the role of AI and machine learning
in music instruction. Fuzzy AHP is a basic and straightforward way of making better
decisions based on criteria and options. In the proposed study, we used Fuzzy AHP to
determine the weightages of seven criteria and five alternatives. When we tested these
paradigms, we got good results that let us move forward and improve the principles
and framework for AI and ML to help music education grow creatively.
Date 2022-10-01
Language en
Library Catalog Springer Link
URL https://doi.org/10.1007/s00500-022-07401-4
Accessed 9/16/2023, 12:05:28 PM
Volume 26
Pages 11063-11075
Publication Soft Computing
DOI 10.1007/s00500-022-07401-4
Issue 20
Journal Abbr Soft Comput
ISSN 1433-7479
Date Added 9/16/2023, 12:05:28 PM
Modified 9/16/2023, 12:05:28 PM
Tags:
Music education, Machine learning, AI, Computer game, Fuzzy AHP, Intelligent approach
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Attachments
Full Text PDF
A different paradigm in music education: Re-examining the profession

Item Type Book
Author David A. Williams
Abstract A Different Paradigm in Music Education is a "let’s consider some possibilities" book.
Instead of a music methods book, it is a look at where the music education profession is
and how music teachers might improve what it is we do. It is about change. It is about
questioning the current music education paradigm, especially regarding its exclusive role
as the only model. The intent is to help pre-service and in-service music educators
consider new modes of pedagogical thought that will allow us to broaden our reach in
schools and better help students develop as creative musicians across their lifespan. The
book includes an overview of several opportunities and course examples that would
make music education more relevant and meaningful, especially for students that are not
interested in our traditional performance offerings. The author wishes to stimulate
discussions, with the goal for the music education profession to grow and mature.
Date 2019-03-25
Short Title A different paradigm in music education
Extra DOI: 10.4324/9780429199806
Place New York
Publisher Routledge
ISBN 978-0-429-19980-6
# of Pages 126
Date Added 9/22/2023, 5:09:06 PM
Modified 9/25/2023, 11:12:52 PM
Attachments
Williams - 2019 - Societal Change.pdf
Application and study of musical artificial intelligence in music education field

Author SiYuan Yuan
Abstract Artificial Intelligence (AI) is one of the fastest-growing key technologies in the history
of human science and technology in the past half-century, and remarkable
achievements have been made in the fields of robotics, language identification, image
identification, natural language processing, and expert systems, etc. In this paper, the
status quo of the general lack of AI basic knowledge in postgraduates at conservatories
of music and art is analyzed. The necessity of offering popular science courses of
“Music and AI” is pointed out. The interdisciplinary research findings in the field of
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AI and music education are expounded, classified and summarized, and the contents of
popular science course “Music and Artificial Intelligence” are proposed and described
in detail.
Date Apr 2020
Language English
Library Catalog ProQuest
URL https://www.proquest.com/docview/2557272343/abstract/D359801536B344C1PQ/1
Accessed 9/17/2023, 10:19:15 PM
Rights © 2020. This work is published under http://creativecommons.org/licenses/by/3.0/ (the
“License”). Notwithstanding the ProQuest Terms and Conditions, you may use this
content in accordance with the terms of the License.
Extra Number: 032033 Place: Bristol, United Kingdom Publisher: IOP Publishing
Volume 1533
Publication Journal of Physics: Conference Series
DOI 10.1088/1742-6596/1533/3/032033
Issue 3
ISSN 17426588
Date Added 9/17/2023, 10:19:15 PM
Modified 9/22/2023, 7:46:06 PM
Tags:
Artificial intelligence, Education, Music education, Music, Expert systems, Interdisciplinary studies,
Natural language processing, Physics, Robotics
Attachments
Full Text PDF
Are they ready to teach with technology? An investigation of technology

instruction in music teacher education programs
Author Marshall Haning
Abstract The purpose of this research was to investigate the type, quantity, and effects of
technology instruction currently being provided to undergraduate music education
majors. Undergraduate participants (n = 46) at 10 degree-granting institutions
completed an online survey on the technology instruction received during their
undergraduate degree programs and their plans for future technology implementation
in their classrooms. Participants’ responses indicated that 63% had taken a required
technology course during their undergraduate degree program. Required technology
courses were most commonly taught by the college/school/department of music, with
music notation software and sound mixing and editing applications being the most
common topics covered. Participants indicated that more technology instruction in
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instructional and student-centered applications was desired, with 43% of participants

indicating that they did not feel prepared to effectively use technology in their future
teaching positions.
Date 2016-06-01
Language en
Short Title Are They Ready to Teach With Technology?
Library Catalog SAGE Journals
URL https://doi.org/10.1177/1057083715577696
Accessed 9/10/2023, 2:28:02 PM
Extra Publisher: SAGE Publications Inc
Volume 25
Pages 78-90
Publication Journal of Music Teacher Education
DOI 10.1177/1057083715577696
Issue 3
ISSN 1057-0837
Date Added 9/10/2023, 2:28:02 PM
Modified 9/11/2023, 7:04:39 PM
Attachments
SAGE PDF Full Text
Are you ready for artificial Mozart and Skrillex? An experiment testing
expectancy violation theory and AI music
Author Joo Wha Hong
Author Qiyao Peng
Author Dmitri Williams
AbstractThis study employs an experiment to test assessments of music composed by artificial
intelligence. We examined the influence of (a) met or unmet expectations about
artificial intelligence (AI)-composed music, (b) whether the music is better or worse
than expected, and (c) the genre of the evaluation of music using a 2 (expectancy
violation vs confirmation) × 2 (positive vs negative evaluation) × 2 (electronic dance
music vs classical) design. The relationship between the belief about creative AI and
the music evaluation was also analyzed. Participants (n = 299) in an online survey
listened to a randomly assigned music piece. The acceptance of creative AI was found
to have a positive relationship with the assessment of AI-composed music. A two-way
interaction between the expectancy violation and its valence, and a three-way
interaction between the expectancy violation, its valence, and the genre of music were
found. Implications for Expectancy Violation Theory and AI applications are
discussed.
Date 2021-07-01
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Language en
Short Title Are you ready for artificial Mozart and Skrillex?
URL https://doi.org/10.1177/1461444820925798
Accessed 9/10/2023, 5:40:26 PM
Extra Publisher: SAGE Publications
Volume 23
Pages 1920-1935
Publication New Media & Society
DOI 10.1177/1461444820925798
Issue 7
ISSN 1461-4448
Date Added 9/10/2023, 5:40:26 PM
Modified 9/10/2023, 5:40:26 PM
Attachments
SAGE PDF Full Text
Artificial intelligence and future of teaching and learning: Insights and

recommendations
Item Type Report
Author U.S. Department of Education, Office of Educational Technology
Abstract The U.S. Department of Education (Department) is committed to supporting the use of
technology to improve teaching and learning and to support innovation throughout
educational systems. This report addresses the clear need for sharing knowledge and
developing policies for “Artificial Intelligence,” a rapidly advancing class of
foundational capabilities which are increasingly embedded in all types of educational
technology systems and are also available to the public. We will consider “educational
technology” (edtech) to include both (a) technologies specifically designed for
educational use, as well as (b) general technologies that are widely used in educational
settings. Recommendations in this report seek to engage teachers, educational leaders,
policy makers, researchers, and educational technology innovators and providers as
they work together on pressing policy issues that arise as Artificial Intelligence (AI) is
used in education.
Date May 2023
Language en
Library Catalog Zotero
URL https://tech.ed.gov/files/2023/05/ai-future-of-teaching-and-learning-report.pdf
Place Washington, DC
Date Added 9/27/2023, 12:49:41 PM
Modified 10/6/2023, 5:06:08 PM
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Attachments
Cardona et al. - Artificial Intelligence and the Future of Teaching and Learning.pdf
Artificial intelligence: overview, recent advances, and considerations for the 118th
congress
Item Type Report
Author Laurie A. Harris
Abstract Artificial intelligence (AI)—a term generally thought of as computerized systems that
work and react in ways commonly thought to require intelligence—can encompass a
range of technologies, methodologies, and application areas, such as natural language
processing, facial recognition, and robotics. The concept of AI has existed for decades,
with the term first being coined in the 1950s, followed by alternating periods of much
development and lulls in activity and progress.
Date August 4, 2023
URL https://crsreports.congress.gov/product/pdf/R/R47644/2
Report Number R47644
Institution Congressional Research Service
Date Added 10/2/2023, 8:35:43 PM
Modified 10/2/2023, 8:42:53 PM
Attachments
2.pdf
Automatic composition of Guzheng (Chinese Zither) music using long short-term

memory network (LSTM) and reinforcement learning (RL)
Author Shuling Chen
Author Yong Zhong
Author Ruxu Du
Abstract In recent years, with the advance of Artificial Intelligence, automatic music
composition has been demonstrated. However, there are many music genres and music
instruments. For a same piece of music, different music instruments would produce
different effects. Invented some 2500 years ago, Guzheng is one of the oldest music
instruments in China and the world. It has distinct timbres and patterns that cannot be
duplicated by other music instruments. Therefore, it is interesting to see whether AI
can compose Guzheng music or alike. In this paper we present a method that can
automatically compose and play Guzheng music. First, we collect a number of existing
Guzheng music pieces and convert them into Music Instrument Digital Interface
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format. Second, we use these data to train a Long Short-Term Memory (LSTM)
network and use the trained network to generate new Guzheng music pieces. Next, we
use the Reinforcement Learning to optimize the LSTM network by adding special
Guzheng playing techniques. Comparing to the existing AI methods, such as LSTM
and Generative Adversary Network, our new method is more effective in capturing the
characteristics of Guzheng music. According to the evaluations from skilled Guzheng
players and general audiences, our Guzheng music is very close to the real Guzheng
music. The presented method can also be used to automatically compose the music of
other Chinese music instruments.
Date 2022-09-22
Language en
Library Catalog www.nature.com
URL https://www.nature.com/articles/s41598-022-19786-1
Accessed 9/9/2023, 9:27:44 PM
Rights 2022 The Author(s)
Extra Number: 15829 Publisher: Nature Publishing Group
Volume 12
Publication Scientific Reports
DOI 10.1038/s41598-022-19786-1
Journal Abbr Sci Rep
ISSN 2045-2322
Date Added 9/9/2023, 9:27:44 PM
Modified 9/18/2023, 9:54:41 PM
Tags:
Computational science, Computer science, Information technology
Attachments
Full Text PDF
Becoming intellectually fearless

Item Type Book Section
Editor Thomas A. Regelski
Editor J. Terry Gates
Author Anthony J. Palmer
Abstract Based on topics that frame the debate about the future of professional music education,
this book explores the issues that music teachers must confront in a rapidly shifting
educational landscape. The book aims to challenge thought and change minds. It
presents a star cast of internationally prominent thinkers in and beyond music
education. These thinkers deliberately challenge many time-worn traditions in music
education with regard to musicianship, culture and society, leadership, institutions,
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interdisciplinarity, research and theory, and curriculum. This is the first book to
confront these issues in this way. This unique book has emerged from fifteen years of
international dialog by The MayDay Group, an organization of more than 250 music
educators from over 20 countries who meet yearly to confront issues in music teaching
and learning.
Date 2009
Library Catalog ProQuest Ebook Central
URL http://ebookcentral.proquest.com/lib/bu/detail.action?docID=511214
Accessed 9/22/2023, 6:21:04 PM
Extra DOI: 10.1007/978-90-481-2700-9
Place Dordrecht, NETHERLANDS, THE
Publisher Springer Netherlands
ISBN 978-90-481-2700-9
Pages 123-136
Book Title Music education for changing times: guiding visions for practice
Date Added 9/22/2023, 6:21:04 PM
Modified 9/25/2023, 11:14:38 PM
Tags:
Educational change., Music -- Instruction and study -- Philosophy., School music -- Instruction and study
-- Philosophy.
Attachments
Palmer - 2009 - Becoming intellectually fearless.pdf

ProQuest Ebook Snapshot
Better by you, better than me? ChatGPT3 as writing assistance in students' essays
Item Type Preprint
Author Zeljana Basic
Author Ana Banovac
Author Ivana Kruzic
Author Ivan Jerkovic
Abstract Aim: To compare students' essay writing performance with or without employing
ChatGPT-3 as a writing assistant tool. Materials and methods: Eighteen students
participated in the study (nine in control and nine in the experimental group that used
ChatGPT-3). We scored essay elements with grades (A-D) and corresponding
numerical values (4-1). We compared essay scores to students' GPTs, writing time,
authenticity, and content similarity. Results: Average grade was C for both groups; for
control (2.39, SD=0.71) and for experimental (2.00, SD=0.73). None of the predictors
affected essay scores: group (P=0.184), writing duration (P=0.669), module (P=0.388),
and GPA (P=0.532). The text unauthenticity was slightly higher in the experimental
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group (11.87%, SD=13.45 to 9.96%, SD=9.81%), but the similarity among essays was
generally low in the overall sample (the Jaccard similarity index ranging from 0 to
0.054). In the experimental group, AI classifier recognized more potential AI-
generated texts. Conclusions: This study found no evidence that using GPT as a
writing tool improves essay quality since the control group outperformed the
experimental group in most parameters.
Date 2023-02-09
Library Catalog arXiv.org
URL http://arxiv.org/abs/2302.04536
Accessed 9/10/2023, 3:25:27 PM
Extra arXiv:2302.04536 [cs]
DOI 10.48550/arXiv.2302.04536
Repository arXiv
Date Added 9/10/2023, 3:25:27 PM
Modified 9/22/2023, 7:07:28 PM
Tags:
Computer Science - Artificial Intelligence, Computer Science - Computers and Society, Computer Science
- Human-Computer Interaction
Attachments
arXiv Fulltext PDF

arXiv.org Snapshot
Can we afford these affordances? GarageBand and the double-edged sword of the
digital audio workstation
Author Adam Bell
Abstract The proliferation of computers, tablets, and smartphones has resulted in digital audio
workstations (DAWs) such as GarageBand in being some of the most widely
distributed musical instruments. Positing that software designers are dictating the
music education of DAW-dependent music-makers, I examine the fallacy that music-
making applications such as Apple’s GarageBand are “easy.” It is of the utmost
importance that the music educator be able to critically assess how DAWs such as
GarageBand influence the decisions of music-makers. Based on J.J. Gibson’s concept
of the affordance, I provide a framework with which to evaluate music-making
programs using the criteria of presumptions, privileges, provisions, protections, and
preventions.
Date 2015-01-01
Short Title Can we afford these affordances?
Library Catalog ResearchGate
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URL http://act.maydaygroup.org/articles/Bell14_1.pdf
Volume 14
Pages 44-65
Publication Action, Criticism, and Theory for Music Education
Journal Abbr Action, Criticism, and Theory for Music Education
Date Added 10/2/2023, 6:58:47 PM
Modified 10/2/2023, 6:59:38 PM
Attachments
Full Text PDF

ResearchGate Link
Collaborative reflection-on-action as a catalyst for change in middle-level general

music
Author Stephanie Cronenberg
Author Anqi Tang
Abstract Lack of relevancy, administrative support, collegial support, and time are just a few of
the many barriers that prevent practicing music teachers from accessing relevant
professional development (PD) and taking steps to improve their practice. Quality
music education PD should help teachers transform practice to improve student
learning. Some characteristics of impactful PD include long-term engagement, teacher-
to-teacher collaboration, and context-specific classroom implementation and
documentation. In this intrinsic case study, we examined the role of a collaborative PD
group designed to guide music teachers in using the reflection-on-action cycle to make
improvements in their middle-level general music practice. Results from this project
suggest that the reflection-on-action cycle is useful for PD projects that focus on
improving classroom practice and empowering teachers with autonomy and choice.
Teacher-to-teacher collaboration may also support teacher resilience during project
difficulties.
Date 2023-10-01
Language en
URL https://doi.org/10.1177/10570837231163248
Accessed 9/23/2023, 8:19:38 AM
Volume 33
Pages 31-51
DOI 10.1177/10570837231163248
Issue 1
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ISSN 1057-0837
Date Added 9/23/2023, 8:19:38 AM
Modified 10/2/2023, 8:13:09 PM
Attachments
SAGE PDF Full Text
Consumers and artificial intelligence: An experiential perspective

Author Stefano Puntoni
Author Rebecca Walker Reczek
Author Markus Giesler
Author Simona Botti
Abstract Artificial intelligence (AI) helps companies offer important benefits to consumers,
such as health monitoring with wearable devices, advice with recommender systems,
peace of mind with smart household products, and convenience with voice-activated
virtual assistants. However, although AI can be seen as a neutral tool to be evaluated
on efficiency and accuracy, this approach does not consider the social and individual
challenges that can occur when AI is deployed. This research aims to bridge these two
perspectives: on one side, the authors acknowledge the value that embedding AI
technology into products and services can provide to consumers. On the other side, the
authors build on and integrate sociological and psychological scholarship to examine
some of the costs consumers experience in their interactions with AI. In doing so, the
authors identify four types of consumer experiences with AI: (1) data capture, (2)
classification, (3) delegation, and (4) social. This approach allows the authors to
discuss policy and managerial avenues to address the ways in which consumers may
fail to experience value in organizations’ investments into AI and to lay out an agenda
for future research.
Date 2021-01-01
Language en
Short Title Consumers and Artificial Intelligence
URL https://doi.org/10.1177/0022242920953847
Accessed 9/10/2023, 5:27:41 PM
Volume 85
Pages 131-151
Publication Journal of Marketing
DOI 10.1177/0022242920953847
Issue 1
ISSN 0022-2429
Date Added 9/10/2023, 5:27:41 PM
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Modified 9/15/2023, 8:18:58 PM
Attachments
SAGE PDF Full Text
Creativity in generative musical networks: Evidence from two case studies

Author Rodrigo F. Cádiz
Author Agustín Macaya
Author Manuel Cartagena
Author Denis Parra
Abstract Deep learning, one of the fastest-growing branches of artificial intelligence, has
become one of the most relevant research and development areas of the last years,
especially since 2012, when a neural network surpassed the most advanced image
classification techniques of the time. This spectacular development has not been alien
to the world of the arts, as recent advances in generative networks have made possible
the artificial creation of high-quality content such as images, movies or music. We
believe that these novel generative models propose a great challenge to our current
understanding of computational creativity. If a robot can now create music that an
expert cannot distinguish from music composed by a human, or create novel musical
entities that were not known at training time, or exhibit conceptual leaps, does it mean
that the machine is then creative? We believe that the emergence of these generative
models clearly signals that much more research needs to be done in this area. We
would like to contribute to this debate with two case studies of our own: TimbreNet, a
variational auto-encoder network trained to generate audio-based musical chords, and
StyleGAN Pianorolls, a generative adversarial network capable of creating short
musical excerpts, despite the fact that it was trained with images and not musical data.
We discuss and assess these generative models in terms of their creativity and we show
that they are in practice capable of learning musical concepts that are not obvious
based on the training data, and we hypothesize that these deep models, based on our
current understanding of creativity in robots and machines, can be considered, in fact,
creative.
Date 2021
Short Title Creativity in Generative Musical Networks
Library Catalog Frontiers
URL https://www.frontiersin.org/articles/10.3389/frobt.2021.680586
Accessed 9/9/2023, 9:44:53 PM
Extra Number: 680586
Volume 8
Pages Article 680586
Publication Frontiers in Robotics and AI
DOI 10.3389/frobt.2021.680586
ISSN 2296-9144
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Date Added 9/9/2023, 9:44:53 PM

Modified 9/15/2023, 12:10:24 PM
Attachments
Full Text PDF
Critiquing the critical: The casualties and paradoxes of critical pedagogy in music
education
Author Juliet Hess
Abstract In the twenty-first century, many music education scholars seek to re-conceptualize
music education toward social justice. Critical pedagogy is at the fore-front of this
shift. However, as teachers aim toward equity through employing critical pedagogy,
some undesired effects of using this teaching approach may arise. In this paper, I
consider the problematic side of critical pedagogy and ask two important questions:
Are there any restrictions or limits placed on who can enact critical pedagogy in music
education? And are there any so-called “casualties” of critical pedagogy in music
education or in education more generally? To consider these questions philosophically,
I employ a critical race lens to explore tenets of critical pedagogy and their
applications to music education, as illustrated in the ideas and practices of four
elementary music teachers who strove to challenge dominant paradigms of music
education. By examining critical pedagogy in music education with a critical lens, I
seek to illuminate the philosophical complexities and paradoxes of engaging critical
pedagogy in the classroom.
Date Fall 2017
Language English
Short Title Critiquing the critical
URL https://www.proquest.com/docview/1941287551/abstract/7EF4DBA7775F4CFAPQ/1
Accessed 9/17/2023, 10:22:05 PM
Rights Copyright Indiana University Press Fall 2017
Extra Num Pages: 21 Place: Bloomington, United States Publisher: Indiana University Press
Volume 25
Pages 171-191
Publication Philosophy of Music Education Review
DOI 10.2979/philmusieducrevi.25.2.05
Issue 2
ISSN 10635734
Date Added 9/17/2023, 10:22:05 PM
Modified 9/18/2023, 8:00:59 PM
Tags:
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Racism, Learning, Music education, Music, Students, Classism, Education--Teaching Methods And
Curriculum, Oppression, Pedagogy, Philosophy, Social justice, Teaching methods
Attachments
Full Text PDF
Curriculum philosophy and theory for music education praxis

Item Type Book
Author Thomas A. Regelski
Abstract Curriculum Philosophy and Theory for Music Education Praxis is offered for advanced
pre-service music education students, in-service teachers, and doctoral students.
“Curriculum” is often poorly understood by music teachers. It also is a typically
ignored topic in their teacher training where emphasis is on “methods,” but without
prior planning of the musical goals those methods supposedly serve. The basic
question of curriculum planning in this book, “What of all that could be taught is most
worth learning?,” is not usually what teachers usually have in mind. In any case, too
often their answers are not supportable by the rigorous philosophical and theoretical
scholarship of this monograph. The result is the present anarchy of “programs” that
fails to promote pragmatic and long-lasting results. This leads to the ever-growing
“legitimation crisis” that advertises the aesthetic benefits of music education in
schools. However, since these benefits are vague and intangible, music teachers
constantly must engage in “advocacy” of their “programs.” This scholarly monograph
accepts that pre- and in-service readers can understand the challenges of curriculum
planning. It begins with a brisk survey of philosophies of music and music education
inherited from the Greeks—included because they too often still dominate
contemporary music teaching in negative ways. Then more recent and substantial
bases of music curriculum and praxis theory of music and music education are
examined as alternatives for planning curriculum built on intellectually substantial
philosophical and theoretical grounds. The study concludes with a model curriculum
based on recent praxis theory where musical and educational benefits are evident to
students, administrators, and taxpayers and lead to “artful” living through music.
Date 2021-09-16
Language en
Library Catalog DOI.org (Crossref)
URL https://academic.oup.com/book/39095
Accessed 9/22/2023, 8:27:11 PM
Extra DOI: 10.1093/oso/9780197558690.001.0001
Publisher Oxford University Press
ISBN 978-0-19-755869-0 978-0-19-755873-7
Edition 1
Date Added 9/22/2023, 8:27:11 PM
Modified 10/6/2023, 5:03:22 PM
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Attachments
9780197558690.001.0001
Dance to your own drum: Identification of musical genre and individual dancer
from motion capture using machine learning
Author Emily Carlson
Author Pasi Saari
Author Birgitta Burger
Author Petri Toiviainen
Abstract Machine learning has been used to accurately classify musical genre using features
derived from audio signals. Musical genre, as well as lower-level audio features of
music, have also been shown to influence music-induced movement, however, the
degree to which such movements are genre-specific has not been explored. The current
paper addresses this using motion capture data from participants dancing freely to
eight genres. Using a Support Vector Machine model, data were classified by genre
and by individual dancer. Against expectations, individual classification was notably
more accurate than genre classification. Results are discussed in terms of embodied
cognition and culture.
Date 2020-03
Short Title Dance to your own drum
Library Catalog EBSCOhost
URL https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=141822078&
site=ehost-live&scope=site
Accessed 9/10/2023, 6:34:23 PM
Extra Publisher: Routledge
Volume 49
Pages 162-177
Publication Journal of New Music Research
DOI 10.1080/09298215.2020.1711778
Issue 2
ISSN 09298215
Date Added 9/10/2023, 6:34:23 PM
Modified 9/10/2023, 6:34:23 PM
Tags:
DANCE, embodied cognition, machine learning, MACHINE learning, Motion capture, MOTION capture
(Human mechanics), MUSICAL form, SUPPORT vector machines
Attachments
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Carlson et al. - 2020 - Dance to your own drum Identification of musical .pdf
Deep learning for music generation: challenges and directions

Author Jean-Pierre Briot
Author François Pachet
Abstract In addition to traditional tasks such as prediction, classification and translation, deep
learning is receiving growing attention as an approach for music generation, as
witnessed by recent research groups such as Magenta at Google and CTRL (Creator
Technology Research Lab) at Spotify. The motivation is in using the capacity of deep
learning architectures and training techniques to automatically learn musical styles
from arbitrary musical corpora and then to generate samples from the estimated
distribution.However, a direct application of deep learning to generate content rapidly
reaches limits as the generated content tends to mimic the training set without
exhibiting true creativity. Moreover, deep learning architectures do not offer direct
ways for controlling generation (e.g., imposing some tonality or other arbitrary
constraints). Furthermore, deep learning architectures alone are autistic automata
which generate music autonomously without human user interaction, far from the
objective of interactively assisting musicians to compose and refine music. Issues such
as control, structure, creativity and interactivity are the focus of our analysis. In this
paper, we select some limitations of a direct application of deep learning to music
generation and analyze why the issues are not fulfilled and how to address them by
possible approaches. Various examples of recent systems are cited as examples of
promising directions.
Date 2020-02-01
Language en
Short Title Deep learning for music generation
Accessed 10/2/2023, 11:37:02 PM
Volume 32
Pages 981-993
Publication Neural Computing and Applications
DOI 10.1007/s00521-018-3813-6
Issue 4
Journal Abbr Neural Comput & Applic
ISSN 1433-3058
Date Added 10/2/2023, 11:37:02 PM
Modified 10/2/2023, 11:37:02 PM
Tags:
Deep learning, Music, Challenges, Control, Creativity, Directions, Generation, Interactivity, Structure
16 of 56 10/6/2023, 6:11 PM
Attachments
Full Text PDF
Design and validation of a music technology course for initial music teacher
education based on the TPACK framework and the project-based learning
approach
Author Jesús Tejada
Author Tomás Thayer Morel
Abstract This project outlines a design for, and presents an evaluation and validation of, an
information and communication technology (ICT) training course on an initial teacher
education programme for pre-service music teachers at a Spanish University. The
primary objective was to improve initial teacher education in music technology
through a course design with two key components: (1) constructivist learning through
collaborative projects (PBL) and (2) the technological pedagogical content knowledge
(TPACK) integration framework. The course saw students carry out four real-life
projects, three of which involved the elaboration of educational material through the
exclusive use of musical technology, and one of which involved an ICT research
project. Results were obtained through an end-product evaluation and a self-
assessment questionnaire and indicated that the course was well received and highly
valued by the participants. In their self-assessment responses, students spoke of the
academic value of the course, a confidence in their own skills, their willingness to use
ICTs in future teaching contexts, the importance of ICTs in their degree programme,
the fact that the course surpassed their expectations in terms of achievement (a fact
corroborated through data triangulation in the end-product evaluation) and the
transferability of the knowledge acquired to the music classroom. Finally, they
provided suggestions for potential improvements to the course.
Date 2019-12-01
Language en
URL https://intellectdiscover.com/content/journals/10.1386/jmte_00008_1
Accessed 9/10/2023, 2:58:38 PM
Volume 12
Pages 225-246
Publication Journal of Music, Technology & Education
DOI 10.1386/jmte_00008_1
Issue 3
ISSN 1752-7066, 1752-7074
Date Added 9/10/2023, 2:58:38 PM
Modified 9/10/2023, 2:58:38 PM
Attachments
17 of 56 10/6/2023, 6:11 PM
Full Text
Designing with and for youth: A participatory design research approach for
critical machine learning education.
Author Golnaz Arastoopour Irgens
Author Ibrahim Adisa
Author Cinamon Bailey
Author Hazel Vega Quesada
Abstract As big data algorithm usage becomes more ubiquitous, it will become critical for all
young people, particularly those from historically marginalized populations, to have a
deep understanding of data science that empowers them to enact change in their local
communities and globally. In this study, we explore the concept of critical machine
learning: integrating machine learning knowledge content with social, ethical, and
political effects of algorithms. We modified an intergenerational participatory design
approach known as cooperative inquiry to co-design a critical machine learning
educational program with and for youth ages 9 - 13 in two after-school centers in the
southern United States. Analyzing data from cognitive interviews, observations, and
learner artifacts, we describe the roles of children and researchers as meta-design
partners. Our findings suggest that cooperative inquiry and meta-design are suitable
frameworks for designing critical machine learning educational environments that
reflect children’s interests and values. This approach may increase youth engagement
around the social, ethical, and political implications of large-scale machine learning
algorithm deployment.
Date 2022/10/01
Language English
Short Title Designing with and for Youth
Library Catalog go-gale-com.ezproxy.bu.edu
URL https://go.gale.com/ps/i.do?p=AONE&sw=w&issn=14364522&v=2.1&it=r&
id=GALE%7CA730948443&sid=googleScholar&linkaccess=abs
Accessed 9/10/2023, 3:45:07 PM
Extra Publisher: International Forum of Educational Technology & Society
Volume 25
Pages 126-142
Publication Educational Technology & Society
DOI 10.30191/ETS.202210_25(4).0010
Issue 4
ISSN 14364522
Date Added 9/10/2023, 3:45:07 PM
Modified 10/6/2023, 5:01:01 PM
Attachments
18 of 56 10/6/2023, 6:11 PM
Irgens et al. - 2022 - Designing with and for Youth A Participatory Desi.PDF
Education in the era of generative artificial intelligence (AI): Understanding the

potential benefits of ChatGPT in promoting teaching and learning
Author David Baidoo-Anu
Author Leticia Owusu Ansah
Abstract Since its maiden release into the public domain on November 30, 2022, ChatGPT
garnered morethan one million subscribers within a week. The generative AI tool
⎼ChatGPT took the world bysurprise with it sophisticated capacity to carry out
remarkably complex tasks. The extraordinaryabilities of ChatGPT to perform complex
tasks within the field of education has caused mixedfeelings among educators as this
advancement in AI seems to revolutionize existing educationalpraxis. This review
article synthesizes recent extant literature to offer some potential benefits ofChatGPT
in promoting teaching and learning. Benefits of ChatGPT include but are not limited
topromotion of personalized and interactive learning, generating prompts for formative
assessmentactivities that provide ongoing feedback to inform teaching and learning
etc. The paper alsohighlights some inherent limitations in the ChatGPT such as
generating wrong information,biases in data training which may augment existing
biases, privacy issues etc. The study offersrecommendations on how ChatGPT could
be leveraged to maximize teaching and learning.Policy makers, researchers, educators
and technology experts could work together and startconversations on how these
evolving generative AI tools could be used safely and constructivelyto improve
education and support students’ learning.
Date 2023-01-25
Language en
Short Title Education in the era of generative artificial intelligence (AI)
Library Catalog Social Science Research Network
URL https://papers.ssrn.com/abstract=4337484
Accessed 10/2/2023, 11:41:38 PM
Extra number: 4337484
Volume 7
Pages 52-62
Publication Journal of AI
DOI 10.2139/ssrn.4337484
Issue 1
Date Added 10/2/2023, 11:41:38 PM
Modified 10/2/2023, 11:43:41 PM
Tags:
ChatGPT, Generative AI, Education, Teaching and Learning
19 of 56 10/6/2023, 6:11 PM
Attachments
Full Text PDF
Effects of individual factors on perceived emotion and felt emotion of music:

Based on machine learning methods
Author Liang Xu
Author Xin Wen
Author Jiaming Shi
Author Shutong Li
Author Yuhan Xiao
Author Qun Wan
Author Xiuying Qian
Abstract Music emotion information is widely used in music information retrieval, music
recommendation, music therapy, and so forth. In the field of music emotion
recognition (MER), computer scientists extract musical features to identify musical
emotions, but this method ignores listeners’ individual differences. Applying machine
learning methods, this study formed relations among audio features, individual factors,
and music emotions. We used audio features and individual features as inputs to
predict the perceived emotion and felt emotion of music, respectively. The results
show that real-time individual features (e.g., preference for target music and
mechanism indices) can significantly improve the model’s effect, and stable individual
features (e.g., sex, music experience, and personality) have no effect. Compared with
the recognition models of perceived emotions, the individual features have greater
effects on the recognition models of felt emotions.
Date 2021-09-01
Language en
Short Title Effects of individual factors on perceived emotion and felt emotion of music
URL https://doi.org/10.1177/0305735620928422
Accessed 9/10/2023, 5:53:09 PM
Extra Publisher: SAGE Publications Ltd
Volume 49
Pages 1069-1087
Publication Psychology of Music
DOI 10.1177/0305735620928422
Issue 5
ISSN 0305-7356
Date Added 9/10/2023, 5:53:09 PM
Modified 9/10/2023, 5:53:11 PM
20 of 56 10/6/2023, 6:11 PM
Attachments
SAGE PDF Full Text
Ethical guidelines on the use of artificial intelligence (AI) and data in teaching
and learning for educators
Item Type Report
Author Directorate-General for Education, Youth, Sport and Culture
Abstract These ethical guidelines on AI and data usage in teaching and learning are designed to
help educators understand the potential that the applications of AI and data usage can
have in education and to raise awareness of the possible risks so that they are able to
engage positively, critically and ethically with AI systems and exploit their full
potential.
Date 2022
Language eng
Library Catalog Publications Office of the European Union
Call Number NC-07-22-649-EN-N
URL https://data.europa.eu/doi/10.2766/153756
Accessed 9/27/2023, 12:53:13 PM
Extra DOI:10.2766/153756
Place LU
Institution Publications Office of the European Union
Date Added 9/27/2023, 12:53:13 PM
Modified 10/2/2023, 8:43:01 PM
Attachments
Directorate-General for Education - 2022 - Ethical guidelines on the use of artificial intelligence (AI)
and data in teaching and learning for .pdf
Examining science education in ChatGPT: An exploratory study of generative

artificial intelligence
Author Grant Cooper
Abstract The advent of generative artificial intelligence (AI) offers transformative potential in
the field of education. The study explores three main areas: (1) How did ChatGPT
answer questions related to science education? (2) What are some ways educators
could utilise ChatGPT in their science pedagogy? and (3) How has ChatGPT been
utilised in this study, and what are my reflections about its use as a research tool? This
exploratory research applies a self-study methodology to investigate the technology.
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Impressively, ChatGPT’s output often aligned with key themes in the research.
However, as it currently stands, ChatGPT runs the risk of positioning itself as the
ultimate epistemic authority, where a single truth is assumed without a proper
grounding in evidence or presented with sufficient qualifications. Key ethical concerns
associated with AI include its potential environmental impact, issues related to content
moderation, and the risk of copyright infringement. It is important for educators to
model responsible use of ChatGPT, prioritise critical thinking, and be clear about
expectations. ChatGPT is likely to be a useful tool for educators designing science
units, rubrics, and quizzes. Educators should critically evaluate any AI-generated
resource and adapt it to their specific teaching contexts. ChatGPT was used as a
research tool for assistance with editing and to experiment with making the research
narrative clearer. The intention of the paper is to act as a catalyst for a broader
conversation about the use of generative AI in science education.
Date 2023-06-01
Language en
Short Title Examining Science Education in ChatGPT
URL https://doi.org/10.1007/s10956-023-10039-y
Accessed 9/9/2023, 9:11:18 PM
Volume 32
Pages 444-452
Publication Journal of Science Education and Technology
DOI 10.1007/s10956-023-10039-y
Issue 3
Journal Abbr J Sci Educ Technol
ISSN 1573-1839
Date Added 9/9/2023, 9:11:18 PM
Modified 9/11/2023, 6:56:42 PM
Tags:
ChatGPT, Digital technologies, Generative artificial intelligence and science education, Large language
models
Attachments
Full Text PDF
Generative adversarial network for musical notation recognition during music

teaching
Author Na Li
Editor Baiyuan Ding
22 of 56 10/6/2023, 6:11 PM
Abstract In order to improve the quality and efficiency of music teaching, we try to automate
the teaching of music notation. With the addition of computer vision technology and
note recognition algorithms, we improve the generative adversarial network to enhance
the recognition accuracy and efficiency of music short scores. We adopt an embedded
matching structure based on adversarial neural networks, starting from generators and
discriminators, respectively, to unify generators and discriminators from the note input
side. Each network layer is then laid out according to a cascade structure to preserve
the different layers of note features in each convolutional layer. Residual blocks are
then inserted in some network layers to break the symmetry of the network structure
and enhance the ability of the adversarial network to acquire note features. To verify
the efficiency of our method, we select monophonic spectrum, polyphonic spectrum,
and miscellaneous spectrum datasets for validation. The experimental results
demonstrate that our method has the best recognition accuracy in the monophonic
spectrum and the miscellaneous spectrum, which is better than the machine learning
method. In the recognition efficiency of note detail information, our method is more
efficient in recognition and outperforms other deep learning methods.
Date 2022
Language English
URL https://www.proquest.com/docview/2678217770/abstract/4FF87E549B2C48D8PQ/1
Accessed 9/14/2023, 8:41:39 PM
Rights Copyright © 2022 Na Li. This is an open access article distributed under the Creative
Commons Attribution License (the “License”), which permits unrestricted use,
distribution, and reproduction in any medium, provided the original work is properly
cited. Notwithstanding the ProQuest Terms and Conditions, you may use this content
in accordance with the terms of the License. https://creativecommons.org/licenses
/by/4.0/
Extra Number: 8724688 Place: New York, United Kingdom Publisher: Hindawi Limited
Volume 2022
Publication Computational Intelligence and Neuroscience
DOI 10.1155/2022/8724688
ISSN 16875265
Date Added 9/14/2023, 8:41:39 PM
Modified 9/15/2023, 8:15:54 PM
Tags:
Education, Neural networks, Software, Musical performances, Algorithms, Computers--Artificial
Intelligence, Deep learning, Generative adversarial networks, Machine learning, Music, Academic grading,
Accuracy, Blues music, Computer vision, Datasets, Discriminators, Efficiency, Embedded structures,
Generators, Music festivals, Musical notation, Musicians & conductors, Recognition, Research
methodology, Students
Attachments
Full Text PDF
23 of 56 10/6/2023, 6:11 PM
Generative artificial intelligence and copyright law

Item Type Report
Author Christopher T. Zirpoli
Abstract Innovations in artificial intelligence (AI) are raising new questions about how
copyright law principles such as authorship, infringement, and fair use will apply to
content created or used by AI. So-called “generative AI” computer programs—such as
Open AI’s DALL-E and ChatGPT programs, Stability AI’s Stable Diffusion program,
and Midjourney’s self-titled program—are able to generate new images, texts, and
other content (or “outputs”) in response to a user’s textual prompts (or “inputs”). These
generative AI programs are trained to generate such outputs partly by exposing them to
large quantities of existing works such as writings, photos, paintings, and other
artworks. This Legal Sidebar explores questions that courts and the U.S. Copyright
Office have begun to confront regarding whether generative AI outputs may be
copyrighted and how generative AI might infringe copyrights in other works.
Date September 29, 2023
URL https://crsreports.congress.gov/product/pdf/LSB/LSB10922/6
Report Number LSB10922
Report Type Legal Sidebar
Date Added 10/2/2023, 8:56:05 PM
Modified 10/2/2023, 8:57:37 PM
Attachments
6.pdf
Generative artificial intelligence in education, part one: The dynamic frontier

Author Yu-Chang Hsu
Author Yu-Hui Ching
Abstract Generative artificial intelligence (GenAI), such as ChatGPT, has taken the world by
storm. ChatGPT attracted 1 million users in 5 days and 100 million users in 2 months
since its launch in November 2022. In this first article of a two-part series, we discuss
the overall dynamic frontier of GenAI, its potential uses and benefits in education,
essential abilities in the age of GenAI, and the corresponding issues and concerns of
this new technology. In the next article of this series, we will expand upon the
discussion of the dynamic frontier of GenAI to examine various aspects related to
GenAI in education in international contexts.
Date 2023-07-01
Language en
Short Title Generative Artificial Intelligence in Education, Part One
24 of 56 10/6/2023, 6:11 PM

Accessed 9/14/2023, 8:35:43 PM
Volume 67
Pages 603-607
Publication TechTrends
DOI 10.1007/s11528-023-00863-9
Issue 4
Journal Abbr TechTrends
ISSN 1559-7075
Date Added 9/14/2023, 8:35:43 PM
Modified 9/15/2023, 8:08:34 PM
Tags:
ChatGPT, OpenAI, GenAI in education, Generative artificial intelligence
Attachments
Full Text PDF
Generative artificial intelligence: overview, issues, and questions for congress

Item Type Report
Author Laurie A. Harris
Abstract Generative artificial intelligence (GenAI) refers to AI systems, in particular those using
machine learning (ML) and trained on large volumes of data, that are able to generate
new content. In contrast, other AI systems may have a primary goal of classifying data,
such as facial recognition image data, or making decisions, such as those used in
autonomous vehicles. GenAI systems, when prompted (often by a user inputting text),
can create various outputs, including text responses (e.g., OpenAI’s ChatGPT and
Google’s Bard), images (e.g., Stability AI’s Stable Diffusion and Midjourney’s self-
titled program), videos, computer code, or music. The recent public release of many
GenAI tools, and the race by companies to develop ever-more powerful models, have
generated widespread discussion of their capabilities, potential concerns with their use,
and debates about their governance and regulation. This CRS InFocus describes the
development and uses of GenAI, concerns raised by the use of GenAI tools, and
considerations for Congress. For additional considerations related to data privacy, see
CRS Report R47569, Generative Artificial Intelligence and Data Privacy: A Primer, by
Kristen E. Busch.
Date June 9, 2023
URL https://crsreports.congress.gov/product/pdf/IF/IF12426/3
Report Number IF12426
25 of 56 10/6/2023, 6:11 PM
Report Type In Focus

Date Added 10/2/2023, 8:44:22 PM
Modified 10/2/2023, 8:50:51 PM
Attachments
3.pdf
Hacking, disability, and music education

Author a. p. bell
Author D. Bonin
Author H. Pethrick
Author A. Antwi-Nsiah
Author B. Matterson
Abstract The purpose of our study was to examine how hacking – as discussed and displayed by
participants of Monthly Music Hackathon NYC – could inform making music education
practices more accessible and inclusive, if at all, for people with disabilities. Free and
open to the public, Monthly Music Hackathon NYC hosts non-competitive community-
based events in which participants – musicians, educators, coders, and
software/hardware designers from beginner to expert – work on projects collaboratively
over the course of a day to address real-world problems posed by stakeholders in their
communities. Our research team consisting of the principal investigator and two research
assistants attended and videorecorded the events of Monthly Music Hackathon NYC’s
‘Music AccessAbility’ hackathon. In this article, we detail what constitutes hacking at
this event and how participants approached hacking disability. We discuss the potential
of hacking in music education to create a more accessible and inclusive field, and the
importance of championing a disability-led design model as the ethical way forward.
Date 2020
URL https://journals-sagepub-com.ezproxy.bu.edu/doi/full/10.1177/0255761420930428
Accessed 10/2/2023, 11:25:56 PM
Volume 38
Pages 657-672
Publication International Journal of Music Education
DOI 10.1177/0255761420930428
Issue 4
Date Added 10/2/2023, 11:25:13 PM
Modified 10/2/2023, 11:32:26 PM
Tags:
Music education, Accessibility, Disabilty, Hackathon, Hacking, Music Technology
26 of 56 10/6/2023, 6:11 PM
Attachments
Hacking, disability, and music education - adam patrick bell, David Bonin, Helen Pethrick, Amanda
An.pdf
Hacking, disability, and music education - adam patrick bell, David Bonin, Helen Pethrick, Amanda
Antwi-Nsiah, Brent Matterson, 2020
Snapshot
Snapshot
Innovative music education: Using an AI-based flipped classroom

Author Hua Zhen Lv
Abstract It is essential to develop and research new teaching methods in the era of online
education. In this regard, one of the promising methods could be the flipped classroom
model built on artificial intelligence (AI). The study aimed to determine the impact of
flipped classroom teaching using a stylus-driven intelligent learning system on
students’ level of knowledge in the piano course and the degree of their involvement in
the musical education process. The Mann-Whitney method was used to compare the
results of the two groups to determine whether there were statistically significant
differences in their results. The participants were 118 students from Lishui University.
In particular, the students from the experimental group showed significantly higher
results (Mean = 19.73) than those from the control group (Mean = 16.03), which
proved the effectiveness of the proposed AI-based flipped classroom piano learning
model and had statistical significance (z = −2.43; p = .01). The mean score of
participants’ engagement in piano learning using an experiential flipped classroom
approach was 3.54 (SD = 1.07), which allowed concluding that the developed approach
contributed to their involvement in educational progress. Further relevant research can
be devoted to the development of new integrated teaching methods, creating
alternative AI systems, and exploring the impact of new teaching methods on
indicators of motivation, cognitive load, student self-regulation, etc. The present
findings can be useful in the introduction of the developed teaching method into music
education to improve learning outcomes and contribute to students’ involvement.
Date 2023-04-27
Language en
Short Title Innovative music education
Accessed 9/17/2023, 10:18:21 PM
Publication Education and Information Technologies
DOI 10.1007/s10639-023-11835-0
Journal Abbr Educ Inf Technol
ISSN 1573-7608
Date Added 9/17/2023, 10:18:21 PM
27 of 56 10/6/2023, 6:11 PM
Modified 9/17/2023, 10:18:21 PM
Tags:
Artificial intelligence, Music education, Piano, Academic performance, Flipped classroom, Intelligent
learning systems, involvement
Attachments
Full Text PDF
Intelligent interactive piano teaching

Author Dong Lu
Abstract Interactive learning environments have become important components for teaching
pianists, which determines the relevance of the research topic. The study was
conducted in Faculty of Piano of the Shenyang Conservatory of Music, and 87 first-
year undergraduates participated in it. A positive effect of interactive teaching aids on
professional skills development in pianists, including the psychophysiological
component of performing skills, was revealed. The novelty of the study is the
theoretical substantiation of the influence of interactive learning environments on
pianists’ professional skills, which can be used for professional selection and
improving the quality of musicians’ training.
Date 2022-10-13
Language en
URL https://doi.org/10.1177/02557614221127714
Accessed 9/10/2023, 5:23:49 PM
DOI 10.1177/02557614221127714
ISSN 0255-7614
Date Added 9/10/2023, 5:23:49 PM
Modified 9/15/2023, 12:24:49 PM
Attachments
SAGE PDF Full Text
Jukebox: a generative model for music

Item Type Preprint
28 of 56 10/6/2023, 6:11 PM
Author Prafulla Dhariwal

Author Heewoo Jun
Author Christine Payne
Author Jong Wook Kim
Author Alec Radford
Author Ilya Sutskever
Abstract We introduce Jukebox, a model that generates music with singing in the raw audio
domain. We tackle the long context of raw audio using a multi-scale VQ-VAE to
compress it to discrete codes, and modeling those using autoregressive Transformers.
We show that the combined model at scale can generate high-fidelity and diverse songs
with coherence up to multiple minutes. We can condition on artist and genre to steer
the musical and vocal style, and on unaligned lyrics to make the singing more
controllable. We are releasing thousands of non cherry-picked samples at
https://jukebox.openai.com, along with model weights and code at https://github.com
/openai/jukebox
Date 2020-04-30
Short Title Jukebox
Accessed 9/22/2023, 4:59:47 PM
Extra arXiv:2005.00341 [cs, eess, stat]
DOI 10.48550/arXiv.2005.00341
Repository arXiv
Date Added 9/22/2023, 4:59:47 PM
Modified 9/22/2023, 5:14:13 PM
Tags:
Computer Science - Machine Learning, Computer Science - Sound, Electrical Engineering and Systems
Science - Audio and Speech Processing, Statistics - Machine Learning
Attachments
arXiv Fulltext PDF

arXiv.org Snapshot
Large language models in education: A focus on the complementary relationship

between human teachers and ChatGPT
Author Jaeho Jeon
Author Seongyong Lee
29 of 56 10/6/2023, 6:11 PM
Abstract Artificial Intelligence (AI) is developing in a manner that blurs the boundaries between
specific areas of application and expands its capability to be used in a wide range of
applications. The public release of ChatGPT, a generative AI chatbot powered by a
large language model (LLM), represents a significant step forward in this direction.
Accordingly, professionals predict that this technology will affect education, including
the role of teachers. However, despite some assumptions regarding its influence on
education, how teachers may actually use the technology and the nature of its
relationship with teachers remain under-investigated. Thus, in this study, the
relationship between ChatGPT and teachers was explored with a particular focus on
identifying the complementary roles of each in education. Eleven language teachers
were asked to use ChatGPT for their instruction during a period of two weeks. They
then participated in individual interviews regarding their experiences and provided
interaction logs produced during their use of the technology. Through qualitative
analysis of the data, four ChatGPT roles (interlocutor, content provider, teaching
assistant, and evaluator) and three teacher roles (orchestrating different resources with
quality pedagogical decisions, making students active investigators, and raising AI
ethical awareness) were identified. Based on the findings, an in-depth discussion of
teacher-AI collaboration is presented, highlighting the importance of teachers’
pedagogical expertise when using AI tools. Implications regarding the future use of
LLM-powered chatbots in education are also provided.
Date 2023-05-02
Language en
Short Title Large language models in education
Accessed 9/9/2023, 9:08:52 PM
Publication Education and Information Technologies
DOI 10.1007/s10639-023-11834-1
Journal Abbr Educ Inf Technol
ISSN 1573-7608
Date Added 9/9/2023, 9:08:52 PM
Modified 9/9/2023, 9:09:13 PM
Tags:
AIEd, Artificial intelligence, Chatbot, ChatGPT, Human–computer interaction, Large language model,
Large language model-powered chatbot
Attachments
Full Text PDF
Listening without ears: Artificial intelligence in audio mastering

30 of 56 10/6/2023, 6:11 PM
Author Thomas Birtchnell

Abstract Since the inception of recorded music there has been a need for standards and
reliability across sound formats and listening environments. The role of the audio
mastering engineer is prestigious and akin to a craft expert combining scientific
knowledge, musical learning, manual precision and skill, and an awareness of cultural
fashions and creative labour. With the advent of algorithms, big data and machine
learning, loosely termed artificial intelligence in this creative sector, there is now the
possibility of automating human audio mastering processes and radically disrupting
mastering careers. The emergence of dedicated products and services in artificial
intelligence-driven audio mastering poses profound questions for the future of the
music industry, already having faced significant challenges due to the digitalization of
music over the past decades. The research reports on qualitative and ethnographic
inquiry with audio mastering engineers on the automation of their expertise and the
potential for artificial intelligence to augment or replace aspects of their workflows.
Investigating audio mastering engineers' awareness of artificial intelligence, the
research probes the importance of criticality in their labour. The research identifies
intuitive performance and critical listening as areas where human ingenuity and
communication pose problems for simulation. Affective labour disrupts speculation of
algorithmic domination by highlighting the pragmatic strategies available for humans
to adapt and augment digital technologies.
Date 2018-07-01
Language en
Short Title Listening without ears
URL https://doi.org/10.1177/2053951718808553
Accessed 9/10/2023, 5:48:13 PM
Volume 5
Publication Big Data & Society
DOI 10.1177/2053951718808553
Issue 2
ISSN 2053-9517
Date Added 9/10/2023, 5:48:13 PM
Modified 9/18/2023, 9:51:33 PM
Attachments
SAGE PDF Full Text
Machine learning classification of regional Swiss yodel styles based on their

melodic attributes
Author Yannick Wey
31 of 56 10/6/2023, 6:11 PM
Author Cornelia Metzig

Abstract A classification of wordless yodel melodies from five different regions in Switzerland
was made. For our analysis, we used a total of 217 yodel tunes from five regions,
which can be grouped into two larger regions, central and north-eastern Switzerland.
The results show high accuracy of classification, therefore confirming the existence of
regional differences in yodel melodies. The most salient features, such as rhythmic
patterns or intervals, demonstrate some of the key differences in pairwise comparisons,
which can be confirmed by a postanalysis survey of the relevant scores.
Date 2021-01-01
Language en
URL https://doi.org/10.1177/20592043211004497
Accessed 9/10/2023, 6:40:01 PM
Volume 4
Publication Music & Science
DOI 10.1177/20592043211004497
ISSN 2059-2043
Date Added 9/10/2023, 6:40:01 PM
Modified 9/15/2023, 12:27:23 PM
Attachments
SAGE PDF Full Text
Machine learning in context, or learning from LANDR: Artificial intelligence and

the platformization of music mastering
Author Jonathan Sterne
Author Elena Razlogova
Abstract This article proposes a contextualist approach to machine learning and aesthetics,
using LANDR, an online platform that offers automated music mastering and that
trumpets its use of supervised machine learning, branded as artificial intelligence (AI).
Increasingly, machine learning will become an integral part of the processing of sounds
and images, shaping the way our culture sounds, looks, and feels. Yet we cannot know
exactly how much of a role or what role machine learning plays in LANDR. To
parochialize the machine learning part of what LANDR does, this study spirals in from
bigger contexts to smaller ones: LANDR’s place between the new media industry and
the mastering industry; the music scene in their home city, Montreal, Quebec; LANDR
use by DIY musicians and independent engineers; and, finally, the LANDR interface
and the sound it produces in use. While LANDR claims to automate the work of
mastering engineers, it appears to expand and morph the definition of mastering itself:
it devalues people’s aesthetic labor as it establishes higher standards for recordings
online. And unlike many other new media firms, LANDR’s connection to its local
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music scene has been essential to its development, growth, and authority, even as they
have since moved on from that scene, and even as the relationship was never fully
reciprocal.
Date 2019-04-01
Language en
Short Title Machine Learning in Context, or Learning from LANDR
URL https://doi.org/10.1177/2056305119847525
Accessed 9/10/2023, 5:49:40 PM
Volume 5
Publication Social Media + Society
DOI 10.1177/2056305119847525
Issue 2
ISSN 2056-3051
Date Added 9/10/2023, 5:49:40 PM
Modified 9/15/2023, 8:34:29 PM
Attachments
SAGE PDF Full Text
Machine songs IV: The menace of mechanical music

Author John Philip Sousa
Abstract Sweeping across the country with the speed of a transient fashion in slang or Panama
hats, political war cries or popular novels, comes now the mechanical device to sing
for us a song or play for us a piano, in substitute for human skill, intelligence, and soul.
Only by harking back to the day of the roller skate or the bicycle craze, when sports of
admitted utility ran to extravagance and virtual madness, can we find a parallel to the
way in which these ingenious instruments have invaded every community in the land.
And if we turn from this comparison in pure mechanics to another which may fairly
claim a similar proportion of music in its soul, we may observe the English sparrow,
which, introduced and welcomed in all innocence, lost no time in multiplying itself to
the dignity of a pest, to the destruction of numberless native song birds, and the
invariable regret of those who did not stop to think in time.
Date 1993
Short Title Machine Songs IV
Library Catalog JSTOR
URL https://www.jstor.org/stable/3680566
Accessed 9/14/2023, 10:34:49 PM
Extra original-date: 1906 Publisher: The MIT Press
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Volume 17
Pages 14-18
Publication Computer Music Journal
DOI 10.2307/3680566
Issue 1
ISSN 0148-9267
Date Added 9/14/2023, 10:34:49 PM
Modified 10/6/2023, 5:02:18 PM
Attachments
18ab3aba9fe7aa1502a55cd049333659_MIT21M_380F09_read02_sousa.pdf
JSTOR Full Text PDF
Music, resistance, and humane vibrations

Author Ebru Tuncer Boon
Editor Iris M. Yob
Editor Estelle R. Jorgensen
Abstract In May 2013, Istanbul exploded in a new wave of sounds as forms of protest: evening
choruses of pots and pans from balconies. It was a call. This rapidly growing sound
communication, which involved millions of people, fueled and reflected waves of
demonstrations in Turkey that came to be known as the Gezi Uprising. The initial
purpose of the movement was to protest the government’s urban development plan for
Istanbul’s Gezi Park, which is in the center of the city’s main commercial and tourist
district and is one of the last green spaces in the city. When authorities announced they
Date 2020
Library Catalog JSTOR
URL https://www.jstor.org/stable/j.ctvxcrxmm.8
Accessed 9/22/2023, 6:45:05 PM
Extra DOI: 10.2307/j.ctvxcrxmm.8
Publisher Indiana University Press
ISBN 978-0-253-04690-1
Pages 66-76
Book Title Humane music education for the common good
Date Added 9/22/2023, 6:45:05 PM
Modified 9/25/2023, 11:19:22 PM
Attachments
JSTOR Full Text PDF
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MusicLM: Generating music from text

Item Type Preprint
Author Andrea Agostinelli
Author Timo I. Denk
Author Zalán Borsos
Author Jesse Engel
Author Mauro Verzetti
Author Antoine Caillon
Author Qingqing Huang
Author Aren Jansen
Author Adam Roberts
Author Marco Tagliasacchi
Author Matt Sharifi
Author Neil Zeghidour
Author Christian Frank
Abstract We introduce MusicLM, a model generating high-fidelity music from text descriptions
such as "a calming violin melody backed by a distorted guitar riff". MusicLM casts the
process of conditional music generation as a hierarchical sequence-to-sequence
modeling task, and it generates music at 24 kHz that remains consistent over several
minutes. Our experiments show that MusicLM outperforms previous systems both in
audio quality and adherence to the text description. Moreover, we demonstrate that
MusicLM can be conditioned on both text and a melody in that it can transform
whistled and hummed melodies according to the style described in a text caption. To
support future research, we publicly release MusicCaps, a dataset composed of 5.5k
music-text pairs, with rich text descriptions provided by human experts.
Date 2023-01-26
Short Title MusicLM
Accessed 9/7/2023, 9:16:05 PM
Extra arXiv:2301.11325 [cs, eess]
DOI 10.48550/arXiv.2301.11325
Repository arXiv
Date Added 9/7/2023, 9:16:05 PM
Modified 9/15/2023, 12:12:51 PM
Tags:
AI MusicLM Google Music Computer, Computer Science - Machine Learning, Computer Science -
Sound, Electrical Engineering and Systems Science - Audio and Speech Processing
Notes:
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Comment: Supplementary material at https://google-research.github.io/seanet/musiclm/examples and

https://kaggle.com/datasets/googleai/musiccaps
Attachments
arXiv Fulltext PDF

arXiv.org Snapshot
No one true way: Music education without redemptive truth

Editor Thomas A. Regelski
Editor J. Terry Gates
Author Wayne D. Bowman
Abstract Based on topics that frame the debate about the future of professional music education,
this book explores the issues that music teachers must confront in a rapidly shifting
educational landscape. The book aims to challenge thought and change minds. It
presents a star cast of internationally prominent thinkers in and beyond music
education. These thinkers deliberately challenge many time-worn traditions in music
education with regard to musicianship, culture and society, leadership, institutions,
interdisciplinarity, research and theory, and curriculum. This is the first book to
confront these issues in this way. This unique book has emerged from fifteen years of
international dialog by The MayDay Group, an organization of more than 250 music
educators from over 20 countries who meet yearly to confront issues in music teaching
and learning.
Date 2009
Library Catalog ProQuest Ebook Central
URL http://ebookcentral.proquest.com/lib/bu/detail.action?docID=511214
Accessed 9/22/2023, 6:11:50 PM
Extra DOI: 10.1007/978-90-481-2700-9
Place Dordrecht, NETHERLANDS, THE
Publisher Springer Netherlands
ISBN 978-90-481-2700-9
Pages 3-12
Book Title Music education for changing times: guiding visions for practice
Date Added 9/22/2023, 6:11:50 PM
Modified 9/25/2023, 11:19:25 PM
Tags:
Educational change., Music -- Instruction and study -- Philosophy., School music -- Instruction and study
-- Philosophy.
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Attachments
Bowman - 2009 - No One True Way Music Education Without Redemptive Truth.pdf
ProQuest Ebook Snapshot
On the use of AI for generation of functional music to improve mental health

Author Duncan Williams
Author Victoria J. Hodge
Author Chia-Yu Wu
Abstract Increasingly music has been shown to have both physical and mental health benefits
including improvements in cardiovascular health, a link to reduction of cases of
dementia in elderly populations, and improvements in markers of general mental well-
being such as stress reduction. Here, we describe short case studies addressing general
mental well-being (anxiety, stress-reduction) through AI-driven music generation.
Engaging in active listening and music-making activities (especially for at risk age
groups) can be particularly beneficial, and the practice of music therapy has been
shown to be helpful in a range of use cases across a wide age range. However, access
to music-making can be prohibitive in terms of access to expertize, materials, and cost.
Furthermore the use of existing music for functional outcomes (such as targeted
improvement in physical and mental health markers suggested above) can be hindered
by issues of repetition and subsequent over-familiarity with existing material. In this
paper, we describe machine learning approaches which create functional music
informed by biophysiological measurement across two case studies, with target
emotional states at opposing ends of a Cartesian affective space (a dimensional
emotion space with points ranging from descriptors from relaxation, to fear). Galvanic
skin response is used as a marker of psychological arousal and as an estimate of
emotional state to be used as a control signal in the training of the machine learning
algorithm. This algorithm creates a non-linear time series of musical features for sound
synthesis “on-the-fly”, using a perceptually informed musical feature similarity model.
We find an interaction between familiarity and perceived emotional response. We also
report on subsequent psychometric evaluation of the generated material, and consider
how these - and similar techniques - might be useful for a range of functional music
generation tasks, for example, in nonlinear sound-tracking such as that found in
interactive media or video games.
Date 2020
Library Catalog Frontiers
URL https://www.frontiersin.org/articles/10.3389/frai.2020.497864
Accessed 9/9/2023, 9:22:25 PM
Volume 3
Publication Frontiers in Artificial Intelligence
DOI 10.3389/frai.2020.497864
ISSN 2624-8212
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Date Added 9/9/2023, 9:22:25 PM

Modified 9/22/2023, 7:41:37 PM
Attachments
Full Text PDF
Reconstructing music education through ICT

Author Jonathan Savage
Abstract Cain, 2004, p.\n Learning to play a musical instrument is a long process towards
mastery of that instrument and the controlling of its sound to match the prescriptions of
a musical score or the constraints of a particular musical genre. Subject associations,
the networks of schools associated with each university's initial teacher training and
databases of materials such as the Teacher Training Resource Bank (www.ttrb.ac.uk)
all have an important part to play here in challenging conservative practices and
allowing innovative accounts of educational practice to be disseminated more widely.
Date Nov 2007
Language English
URL https://www.proquest.com/docview/213138906/abstract/20DCAE5D0FFB43E7PQ/1
Accessed 9/14/2023, 10:38:45 PM
Rights Copyright Manchester University Press Nov 2007
Extra Num Pages: 13 Place: Manchester, United Kingdom Publisher: Sage Publications Ltd.
Pages 65-77
Publication Research in Education
DOI 10.7227/RIE.78.6
Issue 78
ISSN 00345237
Date Added 9/14/2023, 10:38:45 PM
Modified 9/15/2023, 8:21:26 PM
Tags:
Education, ࿟
࿡ No DOI found, Cultural change, Immigration, Learning, Music education, Musical
࿠
instruments, Musical performances, Secondary schools, Teacher education, Teachers, Teaching
Attachments
Full Text PDF
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Rethinking music teacher education

Author David J. Elliott
Abstract The inaugural issues of ]MTE take us straight to the heart of the matter. Future music
teachers ought to receive a broad general education. Amen. Teacher education must
make an important place for critical thinking. Amen. Music education majors should
be excellent music-makers. Amen! Preservice instruction ought to include the study
of"world musics." Amen. (Si, Oui, Ja, Da!) Music teachers must learn to integrate
computer technology into music instruction. Amen. Innovative teachers ought to direct
field experiences. Amen. Future music teachers should be conversant with a wide
range of research methods. Amen. Absent from the mantra, however, is an orienting
concept of expertise in music education. How can we best describe what the expert
music teacher knows? And what, if anything, can we say about the development of this
expertise? The purpose of this discussion is to outline a broad philosophical concept of
what expert music teaching involves and requires.
Date 1992-09-01
Language en
URL https://doi.org/10.1177/105708379200200103
Accessed 9/10/2023, 5:10:26 PM
Volume 2
Pages 6-15
DOI 10.1177/105708379200200103
Issue 1
ISSN 1057-0837
Date Added 9/10/2023, 5:10:26 PM
Modified 10/6/2023, 4:52:58 PM
Attachments
SAGE PDF Full Text
Soundtrap usage during COVID-19: A machine-learning approach to assess the

effects of the pandemic on online music learning
Author David H Knapp
Author Bryan Powell
Author Gareth D Smith
Author John C Coggiola
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Author Matthew Kelsey

Abstract The COVID-19 pandemic prompted a sudden rethinking of how music was taught and
learned. Prior to the pandemic, the web-based digital audio workstation Soundtrap
emerged as a leading platform for creating music online. The present study examined
the growth of Soundtrap’s usage during the COVID-19 pandemic. Using machine-
learning methods, we analyzed anonymized user data from Soundtrap’s 1.6 million
educational users in the United States to see if the pandemic affected Soundtrap’s
education user base and, if so, to what extent. An exploratory data analysis
demonstrated a large increase in Soundtrap’s user base beyond five standard deviations
beginning in March 2020. A subsequent changepoint analysis identified March 17,
2020, as the day this shift occurred. Finally, we created a SARIMAX model using data
prior to March 17 to forecast expected growth. This model was unable to account for
user growth after March 17, showing highly anomalous growth rates outside of the
model’s confidence interval. We discuss how this shift affects music education
practices and what it portends for our field. In addition, we explore the role of machine
learning and artificial intelligence as a method for research in the music education
field.
Date 2023-02-24
Language en
Short Title Soundtrap usage during COVID-19
URL https://doi.org/10.1177/1321103X221149374
Accessed 9/9/2023, 10:49:26 PM
Publication Research Studies in Music Education
DOI 10.1177/1321103X221149374
ISSN 1321-103X
Date Added 9/9/2023, 10:49:26 PM
Modified 9/15/2023, 8:12:55 PM
Attachments
SAGE PDF Full Text
Students’ voices on generative AI: perceptions, benefits, and challenges in higher

education
Author Cecilia Ka Yuk Chan
Author Wenjie Hu
Abstract This study explores university students’ perceptions of generative AI (GenAI)
technologies, such as ChatGPT, in higher education, focusing on familiarity, their
willingness to engage, potential benefits and challenges, and effective integration. A
survey of 399 undergraduate and postgraduate students from various disciplines in
Hong Kong revealed a generally positive attitude towards GenAI in teaching and
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learning. Students recognized the potential for personalized learning support, writing
and brainstorming assistance, and research and analysis capabilities. However,
concerns about accuracy, privacy, ethical issues, and the impact on personal
development, career prospects, and societal values were also expressed. According to
John Biggs’ 3P model, student perceptions significantly influence learning approaches
and outcomes. By understanding students’ perceptions, educators and policymakers
can tailor GenAI technologies to address needs and concerns while promoting effective
learning outcomes. Insights from this study can inform policy development around the
integration of GenAI technologies into higher education. By understanding students’
perceptions and addressing their concerns, policymakers can create well-informed
guidelines and strategies for the responsible and effective implementation of GenAI
tools, ultimately enhancing teaching and learning experiences in higher education.
Highlights This study focuses on the integration of generative AI (GenAI)
technologies, like ChatGPT, into higher education settings.
Date Dec 2023
Language English
Short Title Students’ voices on generative AI
URL https://www.proquest.com/docview/2838106797/abstract/9F67B460CE304791PQ/1
Accessed 9/9/2023, 9:19:48 PM
Rights © The Author(s) 2023. This work is published under http://creativecommons.org
/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions,
you may use this content in accordance with the terms of the License.
Extra Number: 43 Place: Heidelberg, Netherlands Publisher: Springer Nature B.V.
Volume 20
Publication International Journal of Educational Technology in Higher Education
DOI 10.1186/s41239-023-00411-8
Issue 1
Date Added 9/9/2023, 9:19:48 PM
Modified 9/18/2023, 9:52:53 PM
Tags:
ChatGPT, Advantages, AI literacy, Generative AI, Holistic competencies, Risks, Student perception
Attachments
Full Text PDF
Technology use in high school aural skills instruction

Author Nathan O Buonviri
Author Andrew S Paney
41 of 56 10/6/2023, 6:11 PM
Abstract In this study, we investigated the use of digital technology for aural skills instruction in
Advanced Placement Music Theory (APMT) classes in the United States. Our research
questions focused on which technologies teachers use for aural skills, how they
incorporate them, and what influences their decisions to use them. We created, piloted,
and distributed a survey electronically to a stratified sample by state of 866 instructors.
Participants who completed the survey (N = 317, response rate = 36%) were current
APMT teachers representing 48 states. Of the 91% of respondents who used digital
technologies for teaching aural skills, 93% used websites, 47% used software
programs, and 38% used mobile apps. Participants incorporated technology for student
practice outside class (93%) and during class (78%), and to present new material
during class (55%). Of those who did not use technologies (n = 29), 41% cited lack of
funds and 34% cited lack of class time. Participants noted that technology can provide
extra practice for students and customization for their needs, but that students’ lack of
access and limitations of the programs may temper these benefits. Implications for
pedagogical practice and music teacher training are discussed.
Date 2020-08-01
Language en
URL https://doi.org/10.1177/0255761420909917
Accessed 9/17/2023, 10:16:42 PM
Volume 38
Pages 431-440
DOI 10.1177/0255761420909917
Issue 3
ISSN 0255-7614
Date Added 9/17/2023, 10:16:42 PM
Modified 9/17/2023, 10:16:42 PM
Attachments
SAGE PDF Full Text
Technology-enhanced creativity in K-12 music education: A scoping review

Author Chi Kai Lam
Abstract This scoping review addresses internationally published empirical studies on the
subject of technology-enhanced creativity. The study aims to identify the types of
technological tools used to enhance students’ creativity and examine how
technological tools can support students’ creativity in K-12 music education. This
review selected and analyzed 17 studies published from 1987 to 2022 in peer-reviewed
journals using a rigorous five-stage scoping framework. Data extraction and analysis
were conducted in Covidence. The results revealed eight types of technological tools
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used to enhance creativity in the music classroom, in which sequencer software and
GarageBand were the most commonly used type of technological tools and
applications respectively. Technology’s support for creativity was also discussed from
the perspectives of Lubart’s four roles of computers: (a) computer as nanny, (b)
computer as pen-pal, (c) computer as coach, and (d) computer as colleague. The results
showed a dearth of research on how technology can become students’ partners to help
them generate creative ideas. Based on the findings, this review concluded with
implications and recommendations for future research.
Date 2023-08-21
Language en
Short Title Technology-enhanced creativity in K-12 music education
URL https://doi.org/10.1177/02557614231194073
Accessed 9/10/2023, 5:44:10 PM
DOI 10.1177/02557614231194073
ISSN 0255-7614
Date Added 9/10/2023, 5:44:10 PM
Modified 9/15/2023, 12:24:55 PM
Attachments
SAGE PDF Full Text
Technology-mediated learning theory

Author Matt Bower
Abstract Abstract Technology-enhanced learning research, such as that relating to the use of
online technologies in formal learning contexts, is sometimes criticised for being
under-theorised. This paper draws together areas of research and theory that have
previously been somewhat separately treated, to support the integrated analysis and
research of situations where technology mediates learning. First, key areas of research
and theory relating to technology-mediated learning are introduced, along with their
associated conceptual underpinnings and assumptions, in terms of premises. These
areas are then explained with relation to one another regarding how they can be used to
holistically understand learning in contexts where technology mediates learning. The
implications of the theoretical concepts are discussed in terms of the future conduct of
technology-mediated learning research, as well as the scope and conditions under
which the theorisations apply.
Date 2019-05
Library Catalog bera-journals-onlinelibrary-wiley-com.ezproxy.bu.edu (Atypon)
URL https://bera.journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.12771
Accessed 10/2/2023, 11:39:10 PM
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Extra Publisher: John Wiley & Sons, Ltd

Volume 50
Pages 1035-1048
Publication British Journal of Educational Technology
DOI 10.1111/bjet.12771
Issue 3
ISSN 0007-1013
Date Added 10/2/2023, 11:39:10 PM
Modified 10/2/2023, 11:39:38 PM
Attachments
Bower - 2019 - Technology-mediated learning theory.pdf
The AI generation gap: Are Gen Z students more interested in adopting generative
AI such as ChatGPT in teaching and learning than their Gen X and Millennial
Generation teachers?
Item Type Preprint
Author Cecilia Ka Yuk Chan
Author Katherine K. W. Lee
Abstract This study aimed to explore the experiences, perceptions, knowledge, concerns, and
intentions of Gen Z students with Gen X and Gen Y teachers regarding the use of
generative AI (GenAI) in higher education. A sample of students and teachers were
recruited to investigate the above using a survey consisting of both open and closed
questions. The findings showed that Gen Z participants were generally optimistic
about the potential benefits of GenAI, including enhanced productivity, efficiency, and
personalized learning, and expressed intentions to use GenAI for various educational
purposes. Gen X and Gen Y teachers acknowledged the potential benefits of GenAI
but expressed heightened concerns about overreliance, ethical and pedagogical
implications, emphasizing the need for proper guidelines and policies to ensure
responsible use of the technology. The study highlighted the importance of combining
technology with traditional teaching methods to provide a more effective learning
experience. Implications of the findings include the need to develop evidence-based
guidelines and policies for GenAI integration, foster critical thinking and digital
literacy skills among students, and promote responsible use of GenAI technologies in
higher education.
Date 2023-05-04
Short Title The AI generation gap
Accessed 9/17/2023, 10:17:30 PM
Extra arXiv:2305.02878 [cs]
DOI 10.48550/arXiv.2305.02878
44 of 56 10/6/2023, 6:11 PM
Repository arXiv
Date Added 9/17/2023, 10:17:30 PM
Modified 9/22/2023, 7:23:27 PM
Tags:
Computer Science - Artificial Intelligence, Computer Science - Computers and Society
Attachments
arXiv Fulltext PDF

arXiv.org Snapshot
The bleeding edge: Technology in pluralistic music education research

Author Jay Dorfman
Editor Diana R. Dansereau
Editor Jay Dorfman
Abstract In this essay I explore several of the connections between technology and music
education research, and the risks that can be involved in using technology as a research
aid. The essay serves as a companion to some previous chapters written about this
subject (e.g. Tobias, E., The Oxford Handbook of Qualitative Research in American
Music Education. Oxford University Press, New York, NY, 2014); (Webster, P., The
new handbook of research on music teaching and learning. Schirmer Books, New
York, NY, 2002)), but furthers the thinking in those chapters to focus on pluralistic
work. The essay includes reviews of some recent research that has featured technology,
and critiques of how technology may have helped or hindered those studies. I examine
the usefulness of technology as a tool for research design, data collection and analysis.
I discuss the implications of reliance on technology for each of these phases of the
research process, and interrogate the goodness and appropriateness of software for
qualitative data analysis. I also evaluate the most recent scholarship on the benefits and
limitations of statistical software for social sciences research. Finally, I examine recent
thought on the use of digital multimedia tools, and how this form of data generation
and collection may lend itself especially well to a pluralistic approach to music
education research.
Date 2018
Language en
Short Title The Bleeding Edge
URL https://doi.org/10.1007/978-3-319-90161-9_8
Accessed 9/10/2023, 2:45:24 PM
Extra DOI: 10.1007/978-3-319-90161-9_8
Place Cham
Publisher Springer International Publishing
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ISBN 978-3-319-90161-9
Pages 145-166
Series Landscapes: the Arts, Aesthetics, and Education
Book Title Pluralism in American music education research: Essays and narratives
Date Added 9/10/2023, 2:45:24 PM
Modified 9/15/2023, 8:58:32 PM
Attachments
Full Text PDF
The false positives and false negatives of generative AI detection tools in

education and academic research: The case of ChatGPT
Author Doraid Dalalah
Author Osama M. A. Dalalah
Abstract Generative Pre-trained Transformers like ChatGPT are examples of AI systems which
produce human-like responses in different forms such as text or images that have
demonstrated excellent performance in producing logical and contextually relevant
answers. However, the false positive/negative detection of generative AI has been
noted as a challenge. In this article, statistical experiments are conducted to test the
chances of false positive and false negative detection of AI-generated text. It was
found that the detected likelihoods of generative AI in articles’ abstracts is much lower
than that found in paragraphs taken from the literature section of the selected articles.
This means that literature parts have higher likelihoods to falsely demonstrate AI-
generated text. On the other hand, when genuine texts are compared with AI-generated
texts, it is observed that there is a noticeable margin of overlap between their
distributions and therefore type I and type II errors fall within the realm of possibility.
We show that despite these challenges, generative AI like ChatGPT continues to be a
promising tool for communication and information retrieval. However, it is vital to
address the concerns regarding false detection of AI generated text and ensure that
these models are used in ethical and responsible conduct.
Date 2023-07-01
Short Title The false positives and false negatives of generative AI detection tools in education
and academic research
Library Catalog ScienceDirect
URL https://www.sciencedirect.com/science/article/pii/S1472811723000605
Accessed 9/9/2023, 9:13:42 PM
Volume 21
Publication The International Journal of Management Education
DOI 10.1016/j.ijme.2023.100822
Issue 2
46 of 56 10/6/2023, 6:11 PM
Journal Abbr The International Journal of Management Education

ISSN 1472-8117
Date Added 9/9/2023, 9:13:42 PM
Modified 9/15/2023, 8:06:44 PM
Tags:
Artificial intelligence, ChatGPT, False positive/negative, Generative pre-trained transformer, Machine
generated contents (MGC), Text generation
Attachments
ScienceDirect Full Text PDF

ScienceDirect Snapshot
The future of artificial intelligence in special education technology

Author Matthew T. Marino
Author Eleazar Vasquez
Author Lisa Dieker
Author James Basham
Author Jose Blackorby
Abstract This manuscript presents a preliminary discussion of Artificial Intelligence (AI) as a
disruptive technology with the potential to significantly change special education
practices. The article begins with a brief description of the development of AI. The
authors recognize our assertions are subjective and require further research. Several
references are not peer-reviewed because educational research takes years to conduct,
analyze, and disseminate outcomes. In this manuscript, we discuss current software
used for writing with students in special education and discuss similarities and
differences with AI software. This discussion is followed by questions and examples
related to implementation, ethical and policy considerations, and preservice special
education teacher preparation. The article concludes with future considerations for how
AI will impact the special education technology field.
Date 2023-09-01
Language en
URL https://doi.org/10.1177/01626434231165977
Accessed 9/10/2023, 5:25:20 PM
Volume 38
Pages 404-416
Publication Journal of Special Education Technology
47 of 56 10/6/2023, 6:11 PM
DOI 10.1177/01626434231165977
Issue 3
Journal Abbr J Spec Educ Technol
ISSN 0162-6434
Date Added 9/10/2023, 5:25:20 PM
Modified 9/15/2023, 8:18:12 PM
Attachments
SAGE PDF Full Text
The integration of music technology into popular music ensembles: Perspectives

of modern band teachers
Author Bryan Powell
Abstract The increased presence of technology into music education classrooms has coincided
to some extent with the increased presence of popular music into school music spaces,
especially in the United States. This study examined the integration of music
technologies into K-12 (ages 5–18) popular music programmes in New York City
(NYC). One hundred sixty-eight music teachers responded to a survey, all of whom
had previously participated in a modern band workshop as part of the Amp Up NYC
initiative. Results of the study found that many of the challenges of incorporating
music technology into modern bands, including lack of access to technology or faulty
hardware, are not unique to popular music ensembles. Some of the successes
mentioned by the teachers, including songwriting, beat-making and increased student
agency, provide a glimpse into the benefits that integrating music technology into
modern band classrooms can offer.
Date 2019-12-01
Language en
Short Title The integration of music technology into popular music ensembles
URL https://intellectdiscover.com/content/journals/10.1386/jmte_00012_1
Accessed 9/10/2023, 2:52:05 PM
Volume 12
Pages 297-310
Publication Journal of Music, Technology & Education
DOI 10.1386/jmte_00012_1
Issue 3
ISSN 1752-7066, 1752-7074
Date Added 9/10/2023, 2:52:05 PM
Modified 9/10/2023, 2:52:05 PM
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Attachments
Powell - 2019 - The integration of music technology into popular m.pdf
The nonmaterial mirror: Performing vibrant abstractions in AI networks

Author Barry Rountree
Author William Condee
Abstract The ability of AI to create its own abstractions, independent of direct human
intervention, evidences its vibrancy. But because its independently generated
abstractions remain opaque, AI is brittle. This essay uses performance studies and
nonmaterial performance to analyze four case studies of AI: a troubling performance
of bias in face hallucination software (PULSE); a toy example that allows us to see the
neuron'seye view of a neural network (TensorFlow Playground); a visualization tool
for the InceptionV3 image classifier that exposes the strangeness of abstractions
(Google DeepDream); and a generative adversarial network that demonstrates the
fragility of classification networks. AI shows us who we are. The result of the AI's
obliviousness to racism and sexism is implicit normalization and endorsement. AI is
biased because we fail to teach it to be otherwise.
Date Sep 2021
Language English
Short Title The Nonmaterial Mirror
URL https://www.proquest.com/docview/2590214003/abstract/C4AE049C63A54FFEPQ/1
Accessed 9/9/2023, 9:31:58 PM
Rights Copyright Johns Hopkins University Press Sep 2021
Extra Num Pages: 299-318 Place: Baltimore, United States Publisher: Johns Hopkins
University Press
Volume 73
Pages 299-318
Publication Theatre Journal
DOI 10.1353/tj.2021.0069
Issue 3
ISSN 01922882
Date Added 9/9/2023, 9:31:58 PM
Modified 9/11/2023, 6:56:17 PM
Tags:
Artificial intelligence, Computer science, Actor-network theory, Bias, Classifiers, Education, Essentialism,
Humanities, Neural networks, Performance theory, Racism, Sexism, Software, Theater
Attachments
49 of 56 10/6/2023, 6:11 PM
Full Text PDF
The psychological education strategy of music generation and creation by

generative confrontation network under deep learning
Author Jiaxin Hu
Author Zhaohui Ge
Author Xiaohua Wang
Editor Gengxin Sun
Abstract In order to study the role of generative adversarial network (GAN) in music
generation, this article creates a convolutional GAN-based Midinet as a baseline model
through the music generation process and creative psychological education and GAN
principle. Additionally, it proposes a music generation model based on music theory
rules and a chord-constrained GAN dual-track music generation model. Based on this
model, a deep chord gated recurrent neural generative adversarial network
(DCG_GAN) is proposed. The generated melodies are evaluated in both subjective and
objective directions. The results show that the three evaluation indicators of
DCG_GAN have the highest scores in the subjective evaluation. The average score
given by ordinary listeners reaches 3.76 points, and the professional score reaches 3.58
points, which are 0.69 and 1.31 points higher than the baseline model, respectively. In
the objective evaluation, DCG_GAN is improved by 8.075% in empty bars rate
(EBR). The UPC (num_chroma_used) evaluation index value of the DCG_GAN
model is improved by 0.52 compared with the baseline model. The qualified note ratio
(QNR) evaluation index value is improved by up to 4.46% among the five audio
tracks. The proposed overall style-based music generation model has superior
performance in music generation. Both subjective and objective evaluations show that
the generated music is more favored by the audience, indicating that the combination
of deep learning and GAN has a great effect on music generation.
Date 2022
Language English
URL https://www.proquest.com/docview/2680915038/abstract/B3733F2E0B9843F8PQ/1
Accessed 9/14/2023, 8:42:15 PM
Rights Copyright © 2022 Jiaxin Hu et al. This is an open access article distributed under the
Creative Commons Attribution License (the “License”), which permits unrestricted
use, distribution, and reproduction in any medium, provided the original work is
properly cited. Notwithstanding the ProQuest Terms and Conditions, you may use this
content in accordance with the terms of the License. https://creativecommons.org
/licenses/by/4.0/
Extra Number: 3847415 Place: New York, United Kingdom Publisher: Hindawi Limited
Volume 2022
Publication Computational Intelligence and Neuroscience
DOI 10.1155/2022/3847415
50 of 56 10/6/2023, 6:11 PM
ISSN 16875265
Date Added 9/14/2023, 8:42:15 PM
Modified 9/15/2023, 8:16:55 PM
Tags:
Artificial intelligence, Education, Neural networks, Software, Musical instruments, Algorithms,
Computers--Artificial Intelligence, Deep learning, Generative adversarial networks, Literature reviews,
Machine learning, Methods, Music, Piano, Random variables
Attachments
Full Text PDF
The question concerning technology

Author Martin Heidegger
Editor David Farrell Krell
Abstract It is a question raised on all sides and always with a sense of urgency. On it hinges
nothing less than the survival of the species man and the planet earth. Yet the question
concerning technology is usually posed witin a purely theoretical framework as one to
be debated solely by technicians. Technological problems, we say, require
technological solutions which no layman can fashion or fathom. Just as there are
"technical philosophical" questions which none but the philosopher can answer, so are
there "technical technological" problems that the philosopher had best left alone.
Surely technology and philosophy are as far apart as any two fields could possibly be.
Date 2008
Language eng
Library Catalog Open WorldCat
Extra OCLC: 191930203 original-date:1954
Place New York
Publisher Harper Perennial Modern Thought
ISBN 978-0-06-162701-9
Pages 308-341
Series Harper Perennial modern thought
Edition Rev. and expanded ed
Book Title Basic writings: From being and time (1927) to the task of thinking (1964)
Date Added 10/2/2023, 7:38:15 PM
Modified 10/6/2023, 4:58:02 PM
Tags:
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1900-1999, Philosophie allemande 20e siècle, Philosophy, German, Philosophy, German 20th century
The value of data mining in music education research and some findings from its
application to a study of instrumental learning during childhood
Author Robert Faulkner
Author Jane W. Davidson
Author Gary E. McPherson
Abstract The use of data mining for the analysis of data collected in natural settings is
increasingly recognized as a legitimate mode of enquiry. This rule-inductive paradigm
is an effective means of discovering relationships within large datasets — especially in
research that has limited experimental design — and for the subsequent formulation of
predictions and rules. The method is dramatically under-used in education research in
general, and is hardly represented in music education, if at all. The present article
reports on several decision trees that emerged from mining for knowledge in datasets
constructed from the musical journeys, experiences and abilities of 157 young people
in Australia from the outset of instrumental tuition in primary school and for the
following 12 years. This article illustrates the validity of knowledge discovery in
databases for forecasting outcomes and behaviours in educational settings generally
and, more specifically, it considers early predictors of students’ short- and long-term
commitment to instrument learning. This machine-learnt knowledge provides music
educators with useful information about the relationship between various attributes of
student experience. Within months of beginning instrumental tuition, reported levels of
self-regulation, practice on Sundays, parental reminders and self-efficacy beliefs
emerge as potentially predictive of students’ ongoing musical engagement. Findings
are discussed in relation to self-regulation and motivation theories.
Date 2010-08-01
Language en
URL https://doi.org/10.1177/0255761410371048
Accessed 9/10/2023, 5:58:55 PM
Volume 28
Pages 212-230
DOI 10.1177/0255761410371048
Issue 3
ISSN 0255-7614
Date Added 9/10/2023, 5:58:55 PM
Modified 9/10/2023, 5:58:55 PM
Attachments
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SAGE PDF Full Text
Thinking about music and technology

Author Roger Mantie
Editor S. Alex Ruthmann
Editor Roger Mantie
Abstract This chapter explores implications of Heidegger’s landmark discussion of technology.
Specifically, it examines how our relationship with technology is “revealing” of the
human condition and how this may bear on music education. Technology’s impact on
understandings of what it means to be human is explored through a discussion of
techné and technological determinism. This is then linked to how technology has
altered our musical subjectivity and our understandings of what it means to be
“musically educated.” The chapter concludes with considering a few ways in which we
might begin to think about technology’s potential impact on our music teaching and
learning practices, with a reminder that the classroom is perhaps the ultimate
technology at our disposal.
Date 2017-09-07
Library Catalog Silverchair
URL https://doi.org/10.1093/oxfordhb/9780199372133.013.1
Accessed 9/14/2023, 9:04:00 PM
Extra DOI: 10.1093/oxfordhb/9780199372133.013.1
ISBN 978-0-19-937213-3
Pages 15-29
Book Title The Oxford handbook of technology and music education
Date Added 9/14/2023, 9:04:00 PM
Modified 9/14/2023, 10:22:39 PM
Attachments
Snapshot
Unlocking the power of ChatGPT: A framework for applying generative AI in

education
Author Jiahong Su
Author Weipeng Yang
53 of 56 10/6/2023, 6:11 PM
Abstract Purpose Artificial intelligence (AI) chatbots, such as ChatGPT and GPT-4, developed
by OpenAI, have the potential to revolutionize education. This study explores the
potential benefits and challenges of using ChatGPT in education (or “educative AI”).
Design/Approach/Methods This paper proposes a theoretical framework called
“IDEE” for educative AI such as using ChatGPT and other generative AI in education,
which includes identifying the desired outcomes, determining the appropriate level of
automation, ensuring ethical considerations, and evaluating effectiveness. Findings
The benefits of using ChatGPT in education or more generally, educative AI, include a
more personalized and efficient learning experience for students as well as easier and
faster feedback for teachers. However, challenges such as the untested effectiveness of
the technology, limitations in the quality of data, and ethical and safety concerns must
also be considered. Originality/Value This study explored the opportunities and
challenges of using ChatGPT in education within the proposed theoretical framework.
Date 2023-08-01
Language en
Short Title Unlocking the power of ChatGPT
URL https://doi.org/10.1177/20965311231168423
Accessed 9/16/2023, 5:56:18 PM
Volume 6
Pages 355-366
Publication ECNU Review of Education
DOI 10.1177/20965311231168423
Issue 3
ISSN 2096-5311
Date Added 9/16/2023, 5:56:18 PM
Modified 9/18/2023, 8:00:21 PM
Attachments
SAGE PDF Full Text
What is the impact of ChatGPT on education? A rapid review of the literature

Author Chung Kwan Lo
Abstract An artificial intelligence-based chatbot, ChatGPT, was launched in November 2022
and is capable of generating cohesive and informative human-like responses to user
input. This rapid review of the literature aims to enrich our understanding of
ChatGPT’s capabilities across subject domains, how it can be used in education, and
potential issues raised by researchers during the first three months of its release (i.e.,
December 2022 to February 2023). A search of the relevant databases and Google
Scholar yielded 50 articles for content analysis (i.e., open coding, axial coding, and
selective coding). The findings of this review suggest that ChatGPT’s performance
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varied across subject domains, ranging from outstanding (e.g., economics) and
satisfactory (e.g., programming) to unsatisfactory (e.g., mathematics). Although
ChatGPT has the potential to serve as an assistant for instructors (e.g., to generate
course materials and provide suggestions) and a virtual tutor for students (e.g., to
answer questions and facilitate collaboration), there were challenges associated with its
use (e.g., generating incorrect or fake information and bypassing plagiarism detectors).
Immediate action should be taken to update the assessment methods and institutional
policies in schools and universities. Instructor training and student education are also
essential to respond to the impact of ChatGPT on the educational environment.
Date 2023
Language English
Short Title What Is the Impact of ChatGPT on Education?
URL https://www.proquest.com/docview/2806524155/abstract/ABFC58C9570407EPQ/1
Accessed 9/9/2023, 10:14:00 PM
Rights © 2023 by the author. Licensee MDPI, Basel, Switzerland. This article is an open
access article distributed under the terms and conditions of the Creative Commons
Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Notwithstanding the ProQuest Terms and Conditions, you may use this content in
accordance with the terms of the License.
Extra Number: 410 Place: Basel, Switzerland Publisher: MDPI AG
Volume 13
Publication Education Sciences
DOI 10.3390/educsci13040410
Issue 4
Date Added 9/9/2023, 10:14:00 PM
Modified 9/15/2023, 7:42:20 PM
Tags:
ChatGPT, artificial intelligence, chatbot, natural language processing, OpenAI
Attachments
Full Text PDF
Where might we be going?

Author Jonathan Savage
Editor S. Alex Ruthmann
Editor Roger Mantie
Abstract This chapter explores implications of Heidegger’s landmark discussion of technology.
Specifically, it examines how our relationship with technology is “revealing” of the
55 of 56 10/6/2023, 6:11 PM
human condition and how this may bear on music education. Technology’s impact on
understandings of what it means to be human is explored through a discussion of
techné and technological determinism. This is then linked to how technology has
altered our musical subjectivity and our understandings of what it means to be
“musically educated.” The chapter concludes with considering a few ways in which we
might begin to think about technology’s potential impact on our music teaching and
learning practices, with a reminder that the classroom is perhaps the ultimate
technology at our disposal.
Date 2017-09-07
Library Catalog Silverchair
URL https://doi.org/10.1093/oxfordhb/9780199372133.013.14
Accessed 9/14/2023, 9:04:00 PM
Extra DOI: 10.1093/oxfordhb/9780199372133.013.14
ISBN 978-0-19-937213-3
Pages 149-156
Book Title The Oxford handbook of technology and music education
Date Added 9/15/2023, 8:34:44 PM
Modified 9/15/2023, 8:54:55 PM
Attachments
Snapshot
56 of 56 10/6/2023, 6:11 PM

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