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Generative AI as a Collaborator in Music Education: An Action-Network Theoretical Approach to Fostering Musical Creativities.

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Title: Generative AI as a Collaborator in Music Education: An Action-Network Theoretical Approach to Fostering Musical Creativities.
Authors: Väkevä, Lauri1, Partti, Heidi2
Source: Action, Criticism & Theory for Music Education. Jun2025, Vol. 24 Issue 3, p16-52. 37p.
Subject Terms: *Artificial intelligence, *Music education, *School environment, Actor-network theory
People: Dewey, John, 1859-1952, Barad, Karen
Abstract: This article explores the potential of Generative Artificial Intelligence (GenAI) to enhance music education by facilitating creative collaborations. Drawing on the pragmatism of the later works of John Dewey and the posthumanism of Karen Barad, and employing Actor-Network Theory (ANT), we propose viewing creative collaborations as dynamic systems of intra-actions, transcending didactic interactions to include broader, systemic engagements. In this outlook, GenAI tests the limits of collaborative agency in educational settings. Yet, although GenAI can enhance musical learning and evolve within these processes, we question its potential to educate due to its limitations in ethical deliberation. This questioning raises significant implications for music educators, underscoring the need for pedagogical tact in AI-assisted educational environments. [ABSTRACT FROM AUTHOR]
Copyright of Action, Criticism & Theory for Music Education is the property of Mayday Group and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: This article explores the potential of Generative Artificial Intelligence (GenAI) to enhance music education by facilitating creative collaborations. Drawing on the pragmatism of the later works of John Dewey and the posthumanism of Karen Barad, and employing Actor-Network Theory (ANT), we propose viewing creative collaborations as dynamic systems of intra-actions, transcending didactic interactions to include broader, systemic engagements. In this outlook, GenAI tests the limits of collaborative agency in educational settings. Yet, although GenAI can enhance musical learning and evolve within these processes, we question its potential to educate due to its limitations in ethical deliberation. This questioning raises significant implications for music educators, underscoring the need for pedagogical tact in AI-assisted educational environments. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Action, Criticism & Theory for Music Education is the property of Mayday Group and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jun2025
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