Using AI in music
Target audience – Secondary school humanities teacher
Age Group – 11-16
Short overview of scenario
AI is on the rise in many industries, but also in music. In this scenario, we will look at two components within music and AI.
First, we will look at the existence and use of applications used in recognizing music and artists.
In addition, we will look at how AI can play a role in composing music. Students will create their own piece of music using AI. Currently, there is even an AI Song Contest. What does AI music sound like and what if an AI computer learns about other music. What does that sound like?
Translated with www.DeepL.com/Translator (free version)
Scenario Objectives
Students can apply AI software for looking up music titles and artists;
Students can apply AI software for composing their own music.
Requirements
– Each student has a Smartphone with the following application Shazam (Google Store, App Store) free download;
– Each student has a computer with the following software AIVA, free application for Windows and Mac;
Outline plan
| Activity | Looking up everyone’s favourite music by using a Smartphone with application Shazam. |
| Timing | 5min. Installing Shazam on Smartphone. 5min share in smaller groups max 4 students. 15min. Students show each other their favourite music and other students give title and artist of this song. |
| Methods | Circle discussion. |
| What the tutor is doing | At the start of class, everyone installs Shazam on their Smartphone. (Google Store, App Store) free download.Teacher divides the class group into smaller groups. Teacher guides the groups through the assignment. |
| What the learners are doing | Students show their favourite music to each other and give the correct title and artist of the song. |
| Equipment and Support | Smartphone with application Shazam. |
| Link to AI@School Curriculum | Smartphone with application Shazam. |
| Assessment of/for learning | Introduction to AI-in music. |
| Resources/links/relevant content/Examples | Shazam, Google Store, App Store |
| Activity | Students first listen to an excerpt of AI music without input.Students compose their own music using software. |
| Timing | 5min. listen to excerpt on Youtube. 25 min. students compose their own music using software. |
| Methods | DemonstrateExperiment |
| What the tutor is doing | The teacher shows a video clip on Youtube: “What does AI music sound like without input?”Students get to work and experiment with AIVA on the computer how to compose their own music. |
| What the learners are doing | The teacher guides students in the process as students experiment. |
| Equipment and Support | Beamer and sound system to listen to the video clip.Computer with AIVA software. |
| Link to AI@School Curriculum | AI and existing technologies |
| Assessment of/for learning | Experimenting with AI music. |
| Resources/links/relevant content/Examples | https://www.youtube.com/watch?v=fojKZ1ymZlo&t=238s https://www.eoswetenschap.eu/technologie/kunnen-computers-zelfstandig-muziek-componerenAIVA-software https://www.aiva.ai/  |
Toolkit
“Kunnen computers zelfstandig muziek componeren?”
Science atricle in “EOS wetenschap”.
Curriculum Constructs
DigiCompEdu
Area 1: Professional Engagement
1.2 Digital Continuous Professional Development: To use digital technologies to engage in collaboration with other educators, sharing and exchanging knowledge and experience, and collaboratively innovating pedagogic practices.
A1 Newcomer: Making little use of digital technologies for collaboration.
Area 6: Facilitating Learners’ Digital Competence:
6.3 Digital content creation: To incorporate learning activities, assignments and assessments which require learners to express themselves through digital means, and to modify and create digital content in different formats. To teach learners how copyright and licenses apply to digital content, how to reference sources and attribute licenses.
A1 Newcomer: Encouraging learners to use digital technologies for creating content
Bloom’s Taxonomy
Understand – To comprehend information and grasp its meaning
Gives the student a chance to show a fundamental understanding of the story or tekst (add, clarify, compare, contrast, explain, give, infer, observe, predict, summarize, translate,…)
Apply – To use information, theories, concepts and skills to solve problems
students gain an opportunity to demonstrate their ability to use the information in a new way ( adapt, assign, calculate, construct, employ, express, illustrate, modify, show, solve, use,…)
Create – To combine elements of learning to create new or original work
Affords an opportunity for students to take what they have learned and make something new from it (abstract, assemble, combine, compose, construct, correspond, design, develop, generate, integrate, portray, produce,…)
AI@School Curriculum Area
AI and existing technologies: Understand and recognise where AI is already commonly used.
Credits
Authors; Attwell. G., Bekiaridis. G., Blatsios, S., De Smet, G., Gerrard, A., Orcasitas-Vicandi, M., Rennie, I., Roman, G., Sapountzi, M., Schevernels, M.
AI@School is a project co-funded by the European Commission via Erasmus+
This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
AI@School Scenarios by http://aiatschool.eu is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Permissions beyond the scope of this license may be available at http://pontydysgu.eu.