This study aims to develop and evaluate the effectiveness of an educational program utilizing AI music composition tools for prospective elementary school teachers. To achieve this, a 15-week curriculum was designed, incorporating tools such as Scratch, Hooktheory, and MuseScore to facilitate structured music composition activities. The findings indicate that participants’ understanding of musical elements improved, and their perception of the composition process shifted from an abstract approach to a more structured methodology. Additionally, confidence in music composition increased after completing the program, and their instructional competencies as future educators were enhanced. Notably, the use of AI-assisted composition processes contributed to improving accessibility in music education. This study explores the potential of AI-driven music composition education to complement traditional theory-based teaching methods and seeks to provide practical strategies for prospective elementary school teachers to integrate AI tools effectively in classrooms. Future research should examine the applicability of this approach in diverse educational settings and compare the effectiveness of different AI music composition tools. Furthermore, long-term studies are needed to analyze the sustained impact of AI-assisted composition education and to develop concrete instructional models for its implementation in elementary music curricula.
Kyoungtai Kim (Thu,) studied this question.