What’s Next for AI? You Might Not Want to Know. Meet AGI
Generative Artificial intelligence (GAI) is already reshaping the way we interact with computers, the way we teach, the way we write, the way we make music, and (for better or worse) the way students learn and complete assignments. GAI is what is known as narrow AI, or weak AI. Narrow AI is a type of artificial intelligence that can perform specific tasks when you prompt it. All of the current GPT-style AI programs are known as narrow AI because they require you to submit prompts - they don’t really think for themselves. They do your bidding. From smart practice tools like PracticeFirst and Sight Reading Factory to AI-powered composition assistants like Udio and Suno, today’s music educators are becoming increasingly familiar with how AI can support their students’ development. However, the AI we use in music education today is considered weak believe it or not — they are tools designed for specific tasks. But what about artificial general intelligence (AGI)? What is it, and how could it impact education and music education in the future?
What Is Artificial General Intelligence?
Artificial General Intelligence (AGI) refers to a level of artificial intelligence that possesses human-like cognitive abilities, allowing it to understand, learn, and apply knowledge across a wide range of tasks. Unlike narrow AI, which excels at specific functions like transcription or music analysis, AGI would be capable of reasoning, problem-solving, and adapting to new situations without human intervention. I was recently speaking with my colleague Max Wheeler who used this as an example of how AGI and GAI differ:
With Generative AI models, you can enter a prompt to write a song and it will do a relatively good job. The better the prompts, the better the outcome. With Artificial General Intelligence, you can tell the model to go an win a Grammy for Best New Artist, and it will go to work without any further instruction. That’s pretty scary.
There is a debate about whether AGI remains a theoretical concept or if it is close to reality. There are many articles out there about this, but it seems to me that OpenAI (the company behind ChatGPT) is very close with their new model called o3. This new model recently scored really well on the ARC-AGI test (it’s like the original Turing test on steroids). That said, there is no clear consensus on when—or even if—AGI will become a reality. To me, AGI reminds me of HAL 9000 in 2001 Space Odyssey, and we all know how that turned out. Personally, AGI is kind of frightening. It is what everyone is fearful of - the Singularity - when computers outthink (and outperform) humans. It’s like we are building another Frankenstein - knowing that it could very easily destroy us. I am hoping that the geniuses that are building AI models remember that story and build something that is more like Rosie - the robot maid from the Jetsons.
As with any other technological advancement, AGI brings with it a host of concerns, particularly in education and the arts. One of the biggest fears is the role of human educators. While AI tools can enhance teaching, AGI raises legitimate questions about whether educators could become obsolete. My feelings are VERY strong on this one - and it is the subject of the session I have been doing around the country this conference season. AGI will never replace educators. I wrote a post a while back about why I feel this way. There is no doubt in my mind that the mentorship, empathy, and creative intuition provided by a human teacher cannot be replicated by AI or AGI.
While AGI is not yet a reality and I hope it stays that way for a while until we can figure out how best to implement it. That said, it will likely be here soon and its development is something all educators should stay informed about. AI is already revolutionizing music learning, and as technology advances, educators will need to strike a balance between leveraging AI’s capabilities and preserving the uniquely human aspects of musical instruction. Rather than replacing teachers, AGI has the potential to be a powerful tool—one that enhances personalized learning, provides deeper insights into music, and supports students in ways we can only imagine today. However, its ethical implications and long-term effects on music education must be carefully considered.
As music educators, the goal should be to embrace technology as a means of empowering students while ensuring that music remains an inherently human and expressive art form. The future of AGI in music education is uncertain, but one thing is clear: it’s a conversation worth having now.