Artificial intelligence (AI) tools are transforming the way music is being produced. The rate of development is expeditious, and the associated metamorphosis of audio education is abrupt. Higher-level education is largely built around the objectives of knowledge transmission and skills development, evidenced by the emphasis on learning in the cognitive domain in University programmes. But the cohort of skills that music producers will require in five years’ time is unclear, making skills-based curriculum planning challenging. Audio educators require a systematic approach to integrate AI tools in ways that enhance teaching and learning.
This study uses speculative design as the underpinning research methodology. Speculative design employs design to explore and evaluate possible futures, alternative realities, and sociotechnical trends. In this study, the practical tasks in an existing university module are modified by integrating available GAI tools to replace or augment the task design. This tangible artefact is used to critique prevailing assumptions concerning the use of GAI in music production and audio education. The findings suggest that GAI tools will disrupt the existing audio education paradigm. Employing a process-centred approach to teaching and learning may represent a key progression for educators to help navigate these changes.
