A study of the «paradox of creativity» of composing artificial intelligence tools in music teaching

Abstract

The article explores the «paradox of creativity» that arises when composing artificial intelligence (AI) tools in music education. On the one hand, Al algorithms open up unprecedented learning opportunities: they accelerate the creation of musical sketches, provide access to extensive databases of stylistic patterns, and stimulate experimentation. On the other hand, there is a risk of automating the creative process, leading to dependence on template solutions, reducing motivation for deep analysis and erosion of the author's personality. The author analyzes pedagogical methods of integrating Al into the educational process, emphasizing the need for a balance between technological innovation and preserving the fundamental principles of music education. The materials and methods section examines the machine learning algorithms (neural networks, generative models) underlying Al composers and their historical context in pedagogy, traditionally based on imitation. The results of the study reveal a twofold effect: Al optimizes routine tasks (harmonization, arrangement), but requires a well-thought-out implementation methodology to prevent superficial assimilation of the material. The discussion focuses on the role of the teacher in the formation of critical thinking, authorial responsibility and conscious interaction with algorithms. Ethical dilemmas (copyright, «the illusion of simplicity») and psychological risks («trust in the machine», suppression of intuition) are raised. The conclusions point to the inevitability of the growing role of Al in education, but emphasize that success depends on the system integration of tools as «catalysts for creativity» rather than replacing the human element. The key conditions are recognized as the preservation of traditional methods, the development of digital culture of students and the revision of pedagogical standards for the training of teachers who are able to combine technological literacy with deep musicological knowledge. The paradox of creativity is resolved through synergy, where Al serves as a resource for expanding artistic search, rather than a threat to genuine creativity.