Artificial Intelligence (AI)
ChatGPT to generate “human-like” responses to prompts of vary- ing complexity might potentially become one of the greatest tools for teaching available to educators, or, alternatively, an easily accessible tool to enable academic misconduct for students.
How AI will impact education depends on how AI goes on to be regulated at the federal level and within school districts. For now, there is no comprehensive legislation from Congress that governs the use of AI in education, though we can certainly expect such bills to be introduced in the near future. Upon the initial release of ChatGPT in the fall of last year, we saw schools scramble to try and prevent students from accessing this new tool. At the time, ChatGPT’s potential to facilitate academic misconduct outweighed its possible benefits. Most notably, the Department of Education in New York City issued a blanket ban for ChatGPT on school devices and networks in January 2023. The NYC Department of Education (DOE) went on to rescind its ban of ChatGPT in May 2023, signaling a shift in attitudes around AI’s use in education. Moving forward, NYC DOE will encourage the use of AI by edu- cators and students, while sharing resources around the successful integration of AI in the classroom.
AI in Music Education
In response to AI entering the creative space, the “Human Artistry Campaign” has formed to advocate on behalf of the responsible use of AI in supporting rather than replacing human expression. The Human Artistry Campaign is comprised of more than 150 organi- zations representing industries such as journalism, photography, music, art and copyright sectors. Together, these organizations developed “Core Principles for AI Applications In Support of Human Creativity and Accomplishment.”
1. Technology has long empowered human expression, and AI will be no different.
2. Human-created works will continue to play an essential role in our lives.
3. Use of copyrighted works, and the use of voices and likenesses of professional performers, requires authorization and free market licensing from all rightsholders.
4. Governments should not create new copyright or other IP exemptions that allow AI developers to exploit creators without permission or compensation.
5. Copyright should only protect the unique value of human intellectual creativity.
6. Trustworthiness and transparency are essential to the success of AI and protection of creators.
7. Creators’ interests must be represented in policymaking.
Artificial intelligence sits at the cutting edge of computing tech- nology and has already demonstrated its ability to impact various aspects of daily life, one of those being education. Upon initial release of the technology, many school districts scrambled to ban AI while they figured out its application for students. Now that educators are beginning to recognize the potential benefits of AI, it will only be a matter of time until it becomes widely integrated into school systems. NAfME will continue to monitor AI developments and provide our members with the latest information on AI policy, regulation and its application for teaching and creating music.
© National Association for Music Education (
NAfME.org)
Learn about “State and National Policy Trends on Artificial Intelligence” in this NAfME Blog.
Add That Special Touch to Your Fundraiser WSMA Logo Available for Licensing!
In response to popular demand from schools and private vendors, WSMA now offers its logo for a variety of licensing opportunities:
• Festival Shirts
• Music Folders and Programs
• Almost any
commemorative ware…
Wisconsin School Musician
Share your pride with the special touch of your Wisconsin School Music Association. Learn more at
wsmamusic.org/logo.
Information about sales event pricing and non-fee qualifications available at website.
31
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62
