Exploration on the Innovative Application of Computer-Aided Music Creation in College Composition Courses

Abstract

This paper explores the systematic integration of Computer-Assisted Composition (CAC) into composition teaching in colleges and universities, examining its profound impact on the structure of traditional composition courses, students' creative thinking modes, and the mechanisms of teaching evaluation. By designing a technology-enabled instructional framework, the study illustrates how CAC can enhance students' creative efficiency, diversify the range of sonic possibilities, and foster interdisciplinary collaboration across music, technology, and other creative fields. Furthermore, the paper investigates how CAC tools influence pedagogical practices, including individualized learning paths, real-time feedback, and iterative compositional experimentation. The integration of CAC not only reshapes course content and teaching strategies but also encourages students to explore innovative approaches to sound organization, timbral experimentation, and compositional form. Finally, the study proposes a forward-looking curriculum reform strategy aimed at cultivating versatile music talents capable of leveraging both traditional skills and technological proficiency, thereby preparing students to meet the evolving demands of contemporary music education and creative industries.