This book critically examines the integration of generative artificial intelligence (Gen AI) in music education, exploring its transformative potential and associated risks. It underscores the necessity for innovative AI pedagogies across music and the arts, offering educators, researchers, and policymakers valuable insights for incorporating Gen AI into teaching while mitigating its hazards. By adopting a balanced critical perspective, the book aims to promote a dynamic, inclusive, and responsible educational approach that is responsive to the rapid advancements in adaptive technology. The book's argumentation is grounded in synthesizing Deweyan pragmatist and Baradian posthumanist philosophical perspectives. These perspectives collectively provide a framework for addressing the deployment of Gen AI in music education within a broader ethical context of global sustainability. The book is also informed by the author's many years as a scholar of music education.

This book critically examines the integration of generative artificial intelligence (Gen AI) in music education, exploring its transformative potential and associated risks. It underscores the necessity for innovative AI pedagogies across music and the arts, offering educators, researchers, and policymakers valuable insights for incorporating Gen AI into teaching while mitigating its hazards. By adopting a balanced critical perspective, the book aims to promote a dynamic, inclusive, and responsible educational approach that is responsive to the rapid advancements in adaptive technology. The book's argumentation is grounded in synthesizing Deweyan pragmatist and Baradian posthumanist philosophical perspectives. These perspectives collectively provide a framework for addressing the deployment of Gen AI in music education within a broader ethical context of global sustainability. The book is also informed by the author's many years as a scholar of music education.

This book critically examines the integration of generative artificial intelligence (Gen AI) in music education, exploring its transformative potential and associated risks. It underscores the necessity for innovative AI pedagogies across music and the arts, offering educators, researchers, and policymakers valuable insights for incorporating Gen AI into teaching while mitigating its hazards. By adopting a balanced critical perspective, the book aims to promote a dynamic, inclusive, and responsible educational approach that is responsive to the rapid advancements in adaptive technology. The book's argumentation is grounded in synthesizing Deweyan pragmatist and Baradian posthumanist philosophical perspectives. These perspectives collectively provide a framework for addressing the deployment of Gen AI in music education within a broader ethical context of global sustainability. The book is also informed by the author's many years as a scholar of music education.