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A Study on an Instructional Model for Healing Music Creation Education Based on Generative AI

  • CELLMED
  • Abbr : CellMed
  • 2026, 16(4), pp.23~40
  • DOI : 10.5667/CellMed.2026.007
  • Publisher : Cellmed Orthocellular Medicine and Pharmaceutical Association
  • Research Area : Medicine and Pharmacy > General Medicine
  • Received : April 27, 2026
  • Accepted : May 26, 2026
  • Published : May 29, 2026

Han sook hyun 1

1경기대학교

Accredited

ABSTRACT

Objective: This study aims to explore the field applicability and educational implications of an instructional model for healing music creation education based on generative AI, with a focus on its potential to address structural limitations in current music education and to support learners’ emotional development and creative expression. Method: A 12-week instructional model was restructured into four sample sessions and implemented in April 2026 at two elementary and secondary schools located in the metropolitan area. In-depth interviews were conducted with teachers who directly participated in the instruction, and the collected data were systematically categorized and analyzed through an expert panel consisting of ten specialists in music education, generative AI music, and healing music. Result: The findings were derived into four major categories. First, current music education was found to have structural limitations, including a performance- and appreciation-centered operational structure, entry barriers caused by requirements in harmony and music notation, and increasing disparities in learner participation. Second, generative AI-based music creation classes were confirmed to expand accessibility to music creation, enhance learners’ self-efficacy, facilitate emotional expression and healing functions, and promote resilience and a challenging attitude. Third, from the perspective of instructional operation, advantages such as increased student engagement and maintenance of instructional flow were identified, while concerns were raised regarding a lack of awareness of creative ownership over AI-generated outputs, disparities in digital environments, and the absence of copyright standards. Fourth, for effective implementation, a staged instructional structure consisting of emotional recognition, music generation, appreciation and reflection, and sharing and feedback was required, along with process-oriented activity design, redefinition of the teacher’s role, and the establishment of digital infrastructure and systematic teacher training. Conclusion: This study suggests that generative AI-based healing music creation education can complement the structural limitations of current music education and has the potential to function as an effective educational approach that supports learners’ emotional development and creative expression in practical educational settings.

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