Rollen und Potenziale von ChatGPT in musikpädagogischen Kontexten. Eine explorative Fallstudie zur Integration künstlicher Intelligenz in den Prozess musikalischer Kreation und Bildung im schulischen Musikunterricht.

Autor/in	Bade, Fabian
Titel	Rollen und Potenziale von ChatGPT in musikpädagogischen Kontexten. Eine explorative Fallstudie zur Integration künstlicher Intelligenz in den Prozess musikalischer Kreation und Bildung im schulischen Musikunterricht.
Quelle	In: Diskussion Musikpädagogik, 100 (2023) 4, S. 48-57Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Tabellen; Abbildungen; Literaturangaben; Internetadressen
Sprache	deutsch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	1437-4722
Schlagwörter	Musisch-pädagogische Bildung; Künstliche Intelligenz; Schule; Unterrichtspraxis; Computerunterstützter Unterricht; Unterrichtsmaterial; Digitalisierung; Musikpädagogik; Musikunterricht
Abstract	The publication of the AI language model ChatGPT in November 2022 has raised a number of questions within a very short time due to its mass dissemination and wide acceptance. Although those questions have already been discussed and debated many times by expert committees at the highest level, it is noticeable that the field of music in particular is either underrepresented or not represented at all in theses discourses. This is particularly alarming because so-called Large Language Models (LLMs) such as ChatGPT are now not only seen as a revolution, a turning point or even as a reason for the collapse of the (educational) system, but even more because these views have gained widespread acceptance within the topic of AI in education. Therefore, it seems urgent to reflect also in the field of music education to what extent music education in schools, universities as well as in non-school educational institutions is changed by the disruptive use of AI and which competences are needed on the part of teachers to be able to react adequately to these profound changes. The first aim of this paper is to give recommendations for action based an UNESCO's explication of ten possible roles of ChatGPT within teaching/learning situations as well as to discuss their practicability for immediate use in music lessons. The second aim is to show by means of a case study how the quality of the results of generative AI tools changes when different approaches are used for questioning LLMs - so-called 'prompt engineering'. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2025/1