Navigating the intersection of generative artificial intelligence and democratic pedagogy in music education in Macau

Bibliographic Data

ID22414611
AuthorsKaty Ieong Cheng Ho Weatherly (0009-0008-5774-6993, University of Macau, corresponding author)
Year2026
Pages1-18
Publication date2026-02-12
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Music Education (JOURNAL)
Journal identifiersISSN: 0265-0517 • E-ISSN: 1469-2104
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s0265051726100692
OpenAlexW7128739703
LanguageEN
References cited23

This study investigates the intersection of generative artificial intelligence (GenAI) and democratic pedagogy in K-12 music education in Macau, centring on the experiences of a single teacher, Adam, throughout a school year. This study explores how GenAI tools assisted Adam in teacher planning, shifting learning objectives and bridging gaps among students in the music classroom. The data further highlighted a paradox in integrating GenAI in music education: while Adam saw AI tools as enhancing certain aspects of creative expression, such as generating musical ideas or assisting in composition, he also recognised AI’s deterministic nature as a constraint on deeper creative agency and critical engagement. This research contributes to the growing discourse on GenAI in education, problematising the assumption that GenAI inherently democratises music education. It emphasises the critical importance of thoughtful GenAI implementation to ensure that it complements rather than supplants the essential human elements of teaching, advocating for a holistic and sustainable approach to personalised and democratic music education.

Critical pedagogy · Democracy · Generative grammar · Music education · Musical · The arts · Diverse Music Education Insights · Music Technology and Sound Studies · Neuroscience and Music Perception

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