The chapter Using Artificial Intelligence Tools in Primary School Music Education: Preliminary Findings from an Educational Intervention was published in the edited volume Language, Education and Artificial Intelligence by the University of Crete. The study moves discussion of artificial intelligence from general possibilities into a structured ten-week intervention carried out in an actual school music classroom.
The intervention was carried out with 23 students in Grades 3–5 at Pierce. Data were gathered through participant observation, informal discussions, focus groups and written formative evaluations. Findings indicate enthusiastic participation and the development of creativity and computational thinking, alongside growing critical awareness of transparency, reliability and ethical issues surrounding artificial-intelligence systems. The activities combined music production and creation with AI tools, enabling students to investigate both their possibilities and the limitations of generated results. The intervention therefore shows how critical discussion of artificial intelligence can be embedded directly within musical practice while musical and technological skills are being developed.
