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ArtificialFunctional intelligenceMusic (AI)Pedagogy technologiesis arethe becomingresult increasinglyof prevalentnumerous years of music-pedagogical and scientific research of Elly Bašić in the educationalareas system,of offeringsyncretic newtheory opportunitiesand practice of music education, ethnomusicology, and music therapy. With an elaborated methodology, this original music pedagogy is considered the greatest achievement of Croatian as well as world music pedagogy. It was verified by the curriculum and fully implemented in the Functional Music School, nowadays Elly Bašić Music College, through three levels of music education (preschool, elementary, and secondary school). Starting from the assumption that every child carries a creative potential and the need for improvingspontaneous learningcreativity, Elly Bašić places children's creativity at the starting point of the development of Functional Music Pedagogy. Functional Music Pedagogy builds its musical-methodical procedures and content on each child’s natural disposition, their most spontaneous ability – imagination, and on their experiential sensibility, thus making children's creativity an important segment of the teaching processes.process. TheTherefore, mainthe aim of this researchpaper wasis to examineshow the generaldevelopment perceptionstages of studentscreating Functional Music Pedagogy in which children's creativity appears as the dominant principle. The research covered the period of musical-pedagogical and scientific research of Elly Bašić from music1929 academiesto 1998. The research results show that the uniqueness of Functional Music Pedagogy is in methodically elaborated developmental procedures, which explore and teacherdevelop facultieschildren's increativity theand Republic of Croatia regarding the use of AIimagination in music education in elementary and secondary general education schools to understand their perspectives and needs upon which educational policies and practices could be enhanced. .
Key questions included analyzing students' opinions and attitudes toward AI, the usefulness and applicability of AI technologies in music education and assessing their readiness to integrate these technologies into their future professional practices. Data was collected by surveying 400 students from various institutions and different years of study. Data analysis was conducted using quantitative methods. The preliminary results revealed students' positive attitudes towards integrating AI in music education, emphasizing expectations for improving the quality of education through personalized learning and innovative teaching methods.
Thus, this research provides insight into the current perceptions of future music educators and teachers of music culture and music art regarding AI, suggesting the need to direct educational policies and curricula toward developing competences required to use and understand AI technologies in educational contexts.
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