Reflections on the Development of Music-Education Learners’ Aesthetic Literacy in the Context of AI Technology
Generative AI, large-scale audio models, algorithm-driven music recommendation, and other technologies have permeated the whole process of public music reception, creation, and appreciation. For learners receiving music-related education, aesthetic practices are no longer confined to classroom-based scenarios; instead, much of their aesthetic engagement unfolds within online media environments aided by AI tools. Moving beyond classroom-centered research perspectives, this paper centers on learners’ autonomous music-aesthetic practices. It sorts out the dual-faceted impacts brought by AI intervention in aesthetic activities, clarifies the intrinsic dimensions of music aesthetic literacy, and draws on surveys of learner groups to identify practical challenges including algorithm-induced information cocoons, aesthetic alienation in AI-generated musical works, and ambiguous aesthetic judgment criteria [1]. It further explores feasible approaches for learners to build independent music-aesthetic literacy amid AI-enabled environments. This study offers theoretical references for music-education learners to shape their aesthetic capabilities in digital-intelligent settings, and provides insights for advancing music aesthetic education in non-instructional contexts.
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