1 Introduction

Education satisfies society's need to have people trained in the basic sciences and having a sufficient level of secondary knowledge. It is important for modern society to have high quality learning that will satisfy this need. The modern educational paradigm is based on the study of various social, scientific and emotional aspects of work (Biton et al., 2016). Constant changes in social development and the needs of society requires changes in learning technologies. With the development of the Internet and fast information access, "Intelligent Technologies" have taken a special place in the process of educational work. These technologies can be divided into three subspecies—information technologies, operational technologies and Internet of Things. It is the latter technologies that are the most common and well-known among ordinary users (Bray & Tangney, 2017).

After the Covid-19 pandemic, the use of information technologies of various types became more active. Among the latest developments, technologies of virtual reality, augmented reality, Extended Reality (XR), Artificial Intelligence (AI) and Machine Learning, Internet of Behaviors (IoB), Internet of Things (IoT) and others are in particular demand.

Artificial intelligence technology is used for natural language processing, machine learning and deep learning (Goksel & Bozkurt, 2019). The use of artificial intelligence facilitates independent learning. Artificial intelligence and machine learning are more focused on the level of knowledge and needs of students, which makes the educational process more effective (Riedl, 2019). These technologies are actively used in e-learning, which makes it possible to improve the level of education by focusing on students' skills. Augmented reality technology has a positive effect on students' academic performance and their motivation to study (Akçayır & Akçayır, 2017; Altinpulluk, 2019).

For the educational process, in the sphere of training future musicians, technologies are actively used for:

  • - development of communicative abilities (online meetings, games, general lectures, joint viewing of webinars and lessons, interaction through platforms Zoom, GoogleMeet, STEAM);

  • - improvement of practical skills (use of computer programs and applications for phones, for example, "Rhythm Sight Reading Trainer", "Piano Maestro", "AMS Music", "FiddlerMan", "Uberchord", "Vanido");

  • - development of analytical skills, development of creative professional skills (training with "Yousician", "Flowkey" and "Music Theory with Piano Instruments" applications, for violin "Tutor Pro", "Violin by Trala" and "Ukulele Tabs & Chords"; "Drum Guru", "Go Drums" and "DrumKnee 3D Drums" for learning to play drums, "Read Music" and "StarMaker" for creating one's own music, improving listening skills and decoding melody and harmony, conducting online solfeggio lessons);

  • - development of independence and planning abilities (Ehrlin & Tivenius, 2018).

Their features relate to the continuous analysis of the data and the solution of various interactive tasks in the system where the data are generated (Dijanić & Trupčević, 2017). Among them one can distinguish:

  • - Development and application of special applications for learning ("goodEar Pro", "Music Theory Pro", "CHORDANA PLAY", "SIMPLY PIANO") and practicing skills;

  • - Creation of robotic programs with artificial intelligence to solve the tasks assigned to machines by humans, in particular to simplify the performance of mechanical actions in production, energy-consuming tasks that are constantly repeated (Hallam, 2015).

In teaching, modern technology is used to improve interaction between teachers and students, increasing practical skills and theoretical knowledge. Intelligent technology creates a safe, yet fulfilling space for gaining new knowledge and solving problems, which allows for the training of quality professionals (Cuadrado, 2019).

In the field of education, the academic skills of teachers and teaching methods have always played a significant role. However, since the beginning of the age of computer technology and the development of the Internet, interactive technologies have become more important. Many universities and educational institutions, such as Harvard University, University of California, Imperial College London, Kyoto State University, and Huazhong University of Science and Technology, have begun to focus on various programs and applications (Mishra et al., 2013). The special role of innovation can be seen in all aspects of the educational sphere and stages of learning. In the constant change of programs and teaching methods, it is important to adhere to innovative technologies (Hirashima et al., 2007). However, like any changes in the usual constitution of society, intelligent technology in education had some controversial points in its use. This was particularly strong on ethical issues, macro-level factors and controversial issues, the complexity of their application and implementation, the effectiveness in the educational activities of the individual, the impact on personal abilities, creative skills, the quality of interaction between students and teachers, the possibility of changing and adjusting the educational process (Savard & Freiman, 2016). These issues need to be addressed both at the level of the ministries of education and at the stage of university and department management. At all stages of educational program preparation, it is necessary to form the interest of teaching staff to implement and work with innovative technologies (Lin, 2019).

Emphasis is placed on musical pedagogy as part of general continuing education, and the need to develop effective training for future musicians is stated. Music education is not considered the main focus of training, it is more highly specialized and is used for "general development". A small proportion of students devote their lives to a musical career (Chamberlain et al., 2017). However, this does not negate the ongoing need to modernize and improve the curriculum, focusing on attention, develo** creative skills, professional training, practical abilities, and an understanding of the specifics of musical art (Kazakoff et al., 2017).

For music pedagogy, an important part of the curriculum is considered the process of musical development of the student (hearing and voice), the skills of musical performance, as well as personal moral qualities of the student (Bond et al., 2023). The whole process is based on a well-formed curriculum, methods and means of conducting the process (Waldron et al., 2018). An important place is given to the material attributes, without which it is impossible to conduct quality music education (musical instruments, sheet music, microphones, rooms for playing and the like) (**ao, 2017).

Music pedagogy has many distinctive features, of which one can highlight the internationality of music instruction. Music is a universal language for different interactions and, therefore, its study actively overlaps in different countries. The second feature that can be traced in the study of music can be distinguished—the development of the skill to understand and convey through the music one's special emotions, experiences and the inner world. Another important element of music pedagogy can be called the development of emotionality in the performance, the psychological perception of the musical work. To prepare a musician, a constant personal interaction between a teacher and a student is necessary, without which it is impossible to prepare a good performer (Melchiorre et al., 2021). This work is aimed at the constant formation of personal competences of the student and his/her formation as an individual musician (Pereira, 2020).

The criteria for innovative technologies include:

  • - information and analytical support of the educational process as an important factor in program instruction;

  • - focus on the personal musical abilities and needs of students;

  • - the use of information and program technologies;

  • - the ability to track students’ personal progress more effectively through special electronic journals in music education.

All the above positively impact students' curriculum and facilitate the learning process.

However, one cannot speak of a qualitatively formed computerization program. There is still a need to train teachers to apply new technological capabilities to education, to control innovation in teaching (Gorbunova, 2015). Existing training programs are still based on the old methods of teaching (emphasis on common values rather than personal values, teaching based on classical works, without popular music, ideologizing the learning process, using a large number of different teaching manuals, brochures and other teaching materials). Whereas new technologies (the use of phone apps and computer programs, the use of AI, programs for lectures, webinars, and listening to podcasts) are applied more at the request of the individual teacher and student, rather than shaped by the overall educational program. Intelligent technologies are not applied everywhere and are rather the exception than the rule in the curriculum of musicians' training, it is difficult to apply them in the usual, everyday training of students at music schools and conservatories (Johnson, 2017).

At the same time, the development of this way of teaching has already begun and it will be impossible to stop it. Many educational process participants are aware of the positive features of interactive technologies, including special programs and applications aimed at improving the level of theoretical knowledge and practical skills, forming an actual knowledge base and training program, combining theoretical and practical educational experience. Among them one can single out ease of use and accessibility of most technologies; most children actively use modern technologies in everyday life and can easily implement them in their learning process (Waldron et al., 2018). Innovative technologies occupy an important part of educational training (Powell, 2019). Now educators are faced with the important question of how the educational process will evolve and what social goals the educational program needs to fulfill. Educational systems come in many forms and types, but what they all have in common is the need to change and meet the needs of society. The educational system must now not only incorporate new technologies, but also adapt them to the needs of the class or one particular student. This is the main task of applying modern smart technologies (Bedi et al., 2018).

1.1 Literature review

Technical and computer systems, which are actively being introduced into people's daily lives, usually emphasize people's ability to adapt in an ever-changing society. Changes in the level of technology, socially acceptable approaches, and attitudes toward human and the world are constantly influencing people (Herremans & Chuan, 2020; Lucini & Santana, 2019). The older generation is more difficult to adapt to changes in society than younger people (Farmer et al., 2020; Qu et al., 2018). That is why it is important to introduce intelligent technology into the education of children in the lower grades. Changes in societal attitudes and values affect each individual, and the more effectively they adapt, the better their standard of living will be (Dash et al., 2019). This need is especially evident in education because it has a full impact on the child's preparation for life and their ability to form social relationships. Researchers emphasize the serious dependence of education on modern technology and its active interconnection (Pereira, 2020).

Such a feature of the educational process has been described by scientists (Laszlo & Russell, 2013). In their view, intelligent technologies occupy an important place in the formation of moral and socio-professional skills of students, which include four main empathic and cognitive learning features:

  • Development of an inner personal understanding of the world and oneself, the formation of empathy skills, the ability to understand oneself and others;

  • Attitudes within the same collective, family, group of friends, classroom, and any other community. Ability to work within a team, understanding others' opinions and expressing one's views, and the ability to apply collective intelligence;

  • Cognitive ability allowing an individual to adapt in the environment and interact with the outside world.

These approaches are considered basic in sha** students' cognitive abilities during learning, which is one of the important factors in the process of school preparation (Kilic, 2017; Reyes, 2017). The modern paradigm in learning emphasizes not only the acquisition of basic knowledge of the sciences, but also the ability to self-determination, awareness of one's life path and place in society (Laszlo & Laszlo, 2016a, b).

Educational researchers and educators have developed many different systems and approaches (Adobe Systems Incorporated, 2012). The most popular was the methodology of interdisciplinary learning. It became very common and was based on the study of systems in the context of various disciplines and sciences. A special place was taken in the study of mathematics, physics, and chemistry, as well as the humanities of music, art, painting, languages (Martynov et al., 2014). In the multidisciplinary approach, study programs are formed by combining different disciplines, while remaining on the boundaries, not mixing them more deeply (Ermolaeva, 2018). The third approach is formed on unification of social sciences and humanities (Neugodnikov, 2018). Scientists consider these approaches quite innovative and focus on the need to apply them more widely in the context of the educational process (Watson & Watson, 2013). There is also a need to develop a unified system of educational approaches in intelligent technologies, which are actively interconnected with innovative training programs (Rozin, 2016).

In the process of introducing new intelligent technologies into the curriculum, researchers form a number of requirements to the updated education system, among which one can highlight the need to technologize, increase accessibility, the level of skills of individual students and teachers. All of these requirements have been described in varying degrees by different researchers, they speak of different ideas and concepts, including the need to create qualitative factors of motivation (Leikin & Sriraman, 2017).

All these techniques are actively used in various aspects of training specialists in many branches of knowledge, humanities and technical sciences, the study of languages, literature or mathematics and physics, including the training of future musicians. The system of music education has developed a sufficient number of techniques that most effectively influence the degree of competence (Bourgault, 2012). The dominant principle is the principle of "developmental learning", which is used when working with all classes and age groups. Teachers need to pay special attention to the functioning of this technique when preparing elementary school musicians, because the training during this period determines the musical abilities in the future (Leikin & Sriraman, 2017). The training of young musicians has a number of specific features, among which one can highlight the difference in the development of a student's musical ear and sense of rhythm in comparison with the ability to memorize musical notation. This principle implies the difficulty of simultaneously understanding the basic musical elements, musical notation and the ability to play music on the keys, understanding the sound through the auditory receptors (Gorbunova, 2018). Therefore, when training musicians it is very important to rely on the combination of auditory skills, which are often innate, and motor abilities of the student (Gorbunova, 2017). All this assumes active learning, which can prepare a specialist who has integrated skills, who is in constant independent development, and has a good sense of rhythm and harmony (Melchiorre et al., 2021).

In the process of teaching creative directions, especially music, it is important to pay attention not only to the application of some individual methods of teaching, but also to combining them or applying new ones, oriented to the needs of individual students (Belov & Gorbunova, 2016). The teacher should pay attention to the very essence of interaction with students, their individual characteristics, their strengths and weaknesses, emotional intelligence formation, and the most effective training program development. The teacher needs to form qualitative knowledge and use all opportunities and strengths of the student for his/her quality education (Ermolaeva, 2018).

1.2 Problem statement

The purpose of this study is to investigate the use of innovative technologies in music and aesthetic courses with the use of intelligent technologies, to assess the level of students of different classes and directions and the impact of intelligent technologies on it.

1.3 Research objectives

  • - To develop a new method of teaching, with the use of interactive and intelligent technologies and special applications for the study of theoretical features and practical skills development;

  • - To evaluate the level of students after the experiment, using the results of the final academic concert;

  • - Using correlation analysis, compare the level of students in the period of the experiment and the year before to determine how much their level improves with the use of intelligent technology.

2 Research methods and materials

2.1 Research design

The main study objective was to investigate the impact of intelligent technology on the quality of music learning in elementary, middle, and high school students to examine the impact of intelligent technology on all age groups and levels of musical literacy. To do this, the levels of students in piano, violin, and drums classes were assessed as the most popular and common. It took place between August 2020 and June 2021 and was divided into two phases—a correlation analysis aimed at comparing the level of students during and one year before the experiment, and a comparison of final academic audition results and solfeggio subject scores. The modified teaching program actively included special applications for teaching piano ("Yousician", "Flowkey", and "Music Theory with Piano Instruments"), violin ("Tutor Pro", "Violin by Trala", and "Ukulele Tabs & Chords"), and percussion instruments ("Drum Guru", "Go Drums", and "DrumKnee 3D Drums"). Special teaching methods were also used—"a method based on the peculiarities of a certain type of musical activity", "a method that comes from the basis of musical learning", "methods determined on the basis of music education objectives". Two systems were used to calculate the study results: an eight-point grade for the first stage (it was necessary to choose a grade to equalize all the results obtained) and a classical system from A (excellent) to F (unsatisfactory). In addition, there was a comparison of yearly grades in solfeggio. The scores of the experimental group participants and randomly selected music school students (control group) were used. All these results were processed, and conclusions were made about the effectiveness of techniques and the use of special applications. The questionnaire for the two groups was tested using Cronbach's alpha. The interpretation of Cronbach's alpha values is as follows: > 0.9 excellent; > 0.8 good; 0.7 acceptable; 0.6 questionable; and > 0.5 poor (George & Mallery, 2019). The cumulative Cronbach's alpha value for the questionnaire was 0.92 with values of 0.95, 0.92, 0.93, 0.87, 0.96, and 0.94 for the six dimensions in the order they were mentioned above. The questionnaire is reliable and can be used for the survey.

2.2 Sample

The study involved students from various music schools, studying in elementary school (112 respondents), middle school (123 respondents), and high school (98 respondents), a total of 343 participants. The ages of the selected respondents ranged from 6 to 17 years old (see Table 1). Some respondents were chosen from participants in various competitions and auditions, as well as students who were recommended by teachers.

Table 1 Respondents who participated in the study
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Respondents were selected with the condition of kee** an even structure of performance of the control and experimental groups through the use of the ranking of student achievement tables. At the initial stage of the experiment one can see that the level of pupils is almost the same, in the year when all were taught by the regular program the scores of the first two assessments were 5.1 and 5.2. Based on the total number of students in this institution, the acceptable sampling error does not exceed p = 4.55. Thus, the sample used can be considered representative enough for the purposes of the study.

2.3 Statistical processing

This study used special applications. For learning the piano, "Yousician", "Flowkey", and "Music Theory with Piano Instruments" were used; for violin, "Tutor Pro", "Violin by Trala", and "Ukulele Tabs & Chords"; for learning to play drums, "Drum Guru", "Go Drums", and "DrumKnee 3D Drums". Besides, "Read Music" and "StarMaker" applications for learning musical theory and literacy were used. Excel program was used to process and calculate the results.

The Yousician app gives one a multifaceted learning experience and helps develop the skills one needs. The app has a comprehensive music library, so one can learn and play any song from it. It also has step-by-step video tutorials that allow one to learn at any comfortable pace and for students of any level. With this app, it is possible to prepare well for exams, play a concert, or just practice music (see Fig. 1).

Fig. 1
figure 1

Source: Yousician (2022)

The Yousician piano app.

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The second app that was used for preparation in the piano class was Flowkey. It contains a large number of classical and popular pieces that one can learn and play. The app can be used both with a special keyboard and by playing a regular piano. The app helps one develop one's sense of rhythm, melody, and finger flexibility while playing. When using this program, the student receives very clear instructions to help him or her get a good understanding of the peculiarities of piano playing and reach the desired level, whether amateur or professional (see Fig. 2).

Fig. 2
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Source: Flowkey (2022)

Flowkey piano app for learning to play the piano.

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The third actively used app is "Music Theory with Piano Instruments". Unlike the previous ones, it is aimed at learning the theoretical fundamentals of learning to play the piano. For ease, all materials are conveyed in game form, making it easy to learn for the elementary and middle grades. Separate attention is given to note language and literacy, understanding minor and major scales, intervals and bars. The following applications were used to teach students in the violin class:

"Violin Tutor Pro" is a service developed by the famous violinist Michael Sanchez. This program is well-suited for teaching beginner violinists. It is easy to use, contains many free videos and good music formulas, explanations that will be understandable both for those who have just started learning and for already experienced musicians.

"Violin by Trala" is an application that helps one understand the features of sheet music for playing the violin, one can watch video lessons recorded by famous professional musicians, it also has its own grading system, which will always help assess one's level.

"Ukulele Tabs and Chords" was used to teach elementary, middle, and high school students. It was supplementary to the basic instruction and helped to learn new tricks and peculiarities of playing the violin, to understand many popular compositions, their notes and important aspects of performance (Fig. 3).

Fig. 3
figure 3

Source: Violinspiration (2022) b) “Violin by Trala”. Source: Zlata (2018) c) “Ukulele Tabs and Chords”. Source: Ukulele (2022)

Applications for learning to play the violin: a) “Violin Tutor Pro”.

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The apps that have been used to teach the drums have helped improve practical skills and theoretical knowledge. Thus, the Drum Guru program helps one learn to play the drums from the specially recorded lessons contained in this app. This program is more suitable for students who are already familiar with the basics of playing the drums. The DrumKnee 3D Drums program is well suited for students who are just starting to learn. Through this application one can learn the basics of playing the drums, practice with practical examples, learn from video lessons. If one does not have one's own instruments, one can practice on the interactive ones in the application. The scoring was done by one author, who was responsible for the statistical processes of the study.

2.4 Study limitations

This study had a large sample of respondents, which allows one to talk about the relevance of the results. However, the study conclusions may have been influenced by the personal talents and creative characteristics of the student. At the same time, this influence cannot be called significant due to the large sample of study participants.

2.5 Ethical issues

Since many of the study participants were minors, parental or guardian consent was required to participate in the experiment, as well as the use of learning outcomes. This agreement was also signed by all respondents, regardless of age. All personal information about the experiment participants is non-disclosable.

3 Results

In this study, the methods of teaching music and the use of intelligent technology in this process were the study basis. At the beginning of the study, it was necessary to consider what techniques were most actively used and applied in the training of musicians. Teachers identified three of them. First and foremost is the method based on learning musical activities. With this method the skills of choral singing, knowledge of solfeggio elements, qualitative development of individual musical skills, rhythmic and aural abilities, teaching proper listening to music are well formed. This method is used by 46% of the teachers who participated in the study. This method is considered the most popular and academic among music teachers. The second most popular program is the method based on the goals of music education. It was highlighted by 38% of teachers. The main objective of this technique is to develop children's understanding of music, to form an emotional ability to play a piece of music at the right tempo and rhythm, to understand musical notation, to form the ability to listen to a piece of music in a more professional format with analysis, to develop the ability to express themselves through music, using self-writing, playing their own style, develo** rhythmic patterns, and so on. The third method used, but not as popular, selected by 16% of teachers is the method based on the study of music learning individual elements. Its main difference from the previous ones is the constant study of different theoretical foundations and the search for their relationship, constant cognitive activity, which is formed through the study of classical music, the constant construction of the lesson based on one topic and its relationship with other.

These techniques are the most popular among music teachers. It is important to note, however, that practical lessons may differ from solfeggio or choir lessons. Therefore, for different areas of music education different teaching methods should be used. The methodology developed and used in this study used all programs, but with common modifications. Thus, intelligent technology was actively used to prepare the younger grades, students were encouraged to prepare by watching educational videos, interactive games, and solving problems in special applications and programs. It is important for junior high school students to learn the basics of music and literacy to prepare a solid foundation for later learning. Therefore, it was important to get the young students interested in learning and to increase their involvement in the class. The second part of the lessons was practical exercises, during which theoretical knowledge was reinforced or practical skills were practiced. The students received homework, which they could perform using special practice apps or their personal musical instrument. The homework results were evaluated with small prizes, depending on the results.

The program features in the middle grades were more practical skills and an increased amount of independent work. There was an emphasis on forming planning and time management skills and active use of applications and programs for practical skills development. Music theory was discussed only in group solfeggio lessons and was more focused on improving the skills of independent music perception, to understand the features of rhythm, harmony, the construction of the musical system, skills of working with a metronome. Interactive elements and creative lessons were added. The essence of these lessons was that a student could determine his/her own course, to make a plan, to choose the interesting moments that s/he wants to consider and explore.

For the older classes there was a strong emphasis on the ability to work independently, the ability to plan their personal and study time. Most of the practical classes were devoted to develo** professional skills and practicing the reproduction of various compositions. High school students made their own lesson plans and practiced on their own most of the time. To improve one's piano skills, one uses "Yousician", "Flowkey", and "Music Theory with Piano Instruments"; "Tutor Pro", "Violin by Trala", and "Ukulele Tabs & Chords"—for violin; "Drum Guru", "Go Drums", and "DrumKnee 3D Drums"—for learning to play percussion instruments. "Read Music" and "StarMaker" applications are also used for learning musical theory and literacy, which are used to play with a musical instrument or in the programs themselves. Theoretical classes are kept to a minimum and focus on develo** listening skills, conducting musical dictations, and preparing for further admission to higher education. In addition, special programs were used for theoretical training and solfeggio instruction. The most used were "Read Music", in which students went through many lessons with a teacher and on their own, studied the peculiarities of musical literacy, formed skills to understand the rhythm, melody, size of a work. That is what training in solfeggio lessons is all about. This program helps to reduce time, make lessons more interesting and increase the level of students' interest. The second application that was used the most was "StarMaker". Most often it was used to listen to musical compositions and view their sheet music. This application helps to understand sound characteristics of certain musical notation elements. One could learn not only classical music, but also popular pieces. It helps one learn music literacy and take tests.

In Table 2 the results of the final academic concert are collected (see Table 2). Thus, one can trace the musical skills of students from different classes and directions who took part in the experiment. There was a standard assessment (from A (excellent) to F (unsatisfactory)). The results show the following.

Table 2 Results of the academic concert
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This phase of the study showed that many elementary school students rarely receive an "unsatisfactory" grade. This may be due to two factors: first, elementary school students are more diligent due to their age, and second, teachers try not to give them too low a grade so as not to demotivate students. The middle grades are characterized by a lower overall grade level. There can be many reasons for this, including transitional age, changing interests, and character. High school is also characterized by a high level of knowledge and skills. The reason for this is that the level of skills and performance in these grades will affect later education and careers.

Additionally, a comparison was made between the grades of the study participants and other students who were not taught using intelligent technology. From these results it can be seen that the students who participated in the experiment scored higher than those who studied using classical methods. Among the students in the piano class who used interactive technology, more than 50% scored above average, while only 40% without the new techniques scored the same. Among the control group, there were more students who had average scores, but fewer who had low scores. The difference was, for the average score, 6.4% more in the control group and 5% lower scores more in the experimental group.

In the violin class, the results showed that most of the high scores were in the experimental group students. They were 9.7% more than in the control group. The experimental group had fewer students who received low scores than the control group; the latter group had 4.9% more students who received "unsatisfactory" and "satisfactory" grades. In comparison, among all students whose grades were studied, the average score received in the experimental group was 57% and in the control group 35%. Thus, the level of theoretical knowledge of students who used intelligent technologies is higher than that of those who did not use them.

In the percussion classes the grades remained approximately at the same level. Among the students in the experimental group, most of the students received an average score of 45.9%, while in the control group this number was 38.8%. In the control group, more students (32.7%) received a grade of "good", while the experimental group had 25.5%. At the same time, there were 2% more students in the control group who got grades below average. In the experimental group, there were more students who got "excellent" grades; the difference was also 2%.

To compare the effectiveness of new intelligent technologies and old methods of teaching a correlation analysis was carried out (see Fig. 4). According to its results one can conclude that the level of students has increased. For the upper grades it is an opportunity to play not only academic pieces, but also popular music that a student enjoys.

Fig. 4
figure 4

Correlation analysis results: a) piano class; b) violin class; c) percussion class

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The results of the correlation analysis showed an improvement in the level of quality of knowledge. The assessment carried out during the experiment was compared with the one in the previous year; thus, the greatest improvement in the quality of skills is traced for students studying in the class of percussion instruments. At the initial stage of the experiment one can see that the level of pupils is almost the same, in the year when all were taught by the regular program the scores of the first two assessments were 5.1 and 5.2, and in the year of the experiment 5.3 and 5.6. By the middle, students who used intelligent technology showed a steady improvement in the quality of their knowledge. By the finals, grades were 5.3, 5.6, and 6.3, 6.5. For the piano class, there was a steady improvement in both groups, with the scores of the students learning with interactive technology being on average higher. This difference was about 1.5 points throughout the year. For example, in the first semesters the scores were 4.3 and 5.1, and during the experiment they were 4.9 and 5.4. By the finals these scores had changed to 6.5 and 5.9 for the year without interactive technology and 6.9 and 6.2, during the experiment. Among children learning violin, the difference in level is completely insignificant. Both curves show a practical uptick, showing the same scores in the middle of the study. At the beginning of the year the scores were 4.8 and 5.1. By the end the difference was 6.3 and 7. From these results one can say that the use of intelligent technology had a particularly good effect on the professional level of the students who studied in the direction of "percussion instruments". Slightly less weighty influence was among the direction "piano class" and practically no result among the students who studied the violin.

4 Discussion

Various researchers have paid attention to the development of intelligent technology in the education of young musicians. An important part of the research in China was the requirements in the new educational program and how they can be satisfied. Various educational programs and interactive technologies that have been used in schools around the world are described. Existing programs and technologies cannot meet the need that has developed in the modern world. The application of intelligent technology should change the emphasis on the acquisition of new knowledge throughout life, the constant updating of knowledge and the development of emotional intelligence. Thus, the application of intelligent technology should be introduced for the continuous all-round development of the individual (Bailey, 2019).

Li and Han (2022) consider such work within the framework of music education. According to the opinion described in this paper, the current system of music education can meet the needs of society by 37%. Everything else requires change and modernization. The paper describes the new methodology and its effectiveness. The new curriculum emphasized the use of computer and intelligent technology, actively used music recognition software. This integration took place over a period of one school year and showed that changing the curriculum with a focus on new technologies makes it more interesting and effective. Based on the results, the overall score increased by 1.5 points and student interest by 29%. On the other hand, the results of this study show that the most effective applications were for practicing piano skills.

The application of the STEAM platform (an educational approach that incorporates the arts into the more-familiar STEM model, which includes science, technology, engineering, and mathematics and can include any of the visual or performing arts, such as dance, design, painting, photography, and writing) was examined, assessing its compliance with national standards and its positive impact on students' abilities. The program looked at how this intelligent technology is applied in different learning areas. Thus, when used in art classrooms in Virginia, it showed a high level of improvement in students' knowledge and skills (Savard & Freiman, 2016), and research at a drawing school in Fairfax showed that student achievement increased by 26%. The study by Bright (2016) confirms the positive impact of using intelligent technology, particularly STEAM, on student learning in drawing classrooms. In addition to this study, the impact of STEAM was studied in other work. The attention of scientists was focused on how competitive the students were who used this technology in the curriculum. According to the study, the level of students' ability to compete increased, and they could show a higher level of professional skills, as well as the ability to social adaptation (Langevin, 2015).

There are studies aimed at psychological abilities and the connection of general skills with professional activity, the unification of personal foundations in a holistic concept. The professional abilities of future artists are considered as the presence of necessary skills and emotional formation. Therefore, there is a significant need to develop personal emotional abilities, which will have a direct impact on the intelligent level of personality. The formation of personal-emotional development of the students took an important place in this study (Belgrave & Keown, 2018). At the same time, American scientists pointed out the interrelation of the performing and expressive skills of the student. It is emphasized that the emotional ability to understand and perceive music affects the ability to transmit music. This paper describes how intelligent technology affects the development of students' emotional intelligence. It is concluded that the use of interactive programs has a positive effect on the development of skills, but bad for emotional and social development. The reason for this is that interactive technologies irritate the nervous system and have a bad effect on concentration (Gorbunova, 2018). On the other hand, in the context of the current study, piano playing showed the least improvement, students' scores improved regardless of the use of smart technology, but those who used the apps received the highest scores on average. For violin class, there was virtually no change; scores overlapped and remained almost at the same level. These conclusions can be confirmed by looking at the grades for the final academic concert.

Gu (2019) has also considered the combination of emotional and auditory skills for learning to play musical instruments and sing. The author emphasizes that emotional knowledge and skills are more important than professional skills, so it is important to pay considerable attention to the development of musicality and the ability to understand music. This study considers fine auditory perception. According to the researchers, there is no weighty influence of intelligent technology on the skills that are described as essential. The important factor of "auditory perception" cannot be developed using technology.

5 Conclusion

The use of intelligent technology has a positive impact on the system of learning in music classrooms. As a result of the study, it can be seen that various interactive applications are aimed at the development of theoretical knowledge and practical skills of young musicians. Particularly strong effect was on students of percussion classes. Among these students the improvement in the knowledge level and skills is well traced in comparison with the grades that were before the experiment. Piano classes showed the least improvement, students' scores improved regardless of the use of smart technology, but those who used the apps received a higher score on average. For the violin class there was virtually no change, the results overlapped and remained almost at the same level. These conclusions can also be confirmed by looking at the grades for the final academic concert. According to this, one can say that most of the grades that were below the average were received by the students of the violin direction, of which 19.13% of the students received a score "unsatisfactory" or "satisfactory", and only 39.13% of the scores were "excellent" or "good". At the same time, the higher level was shown by the students of the piano class, of which 16.67% received a score below average, which is the lowest score among all experiment participants, and "excellent" and "good" scores were shown by 48.55% of respondents and this is the highest score of all groups. The performance of percussion students was average, with "unsatisfactory" and "satisfactory" scores for 17.35% of respondents and high scores for 35.71% of participants. It can be concluded that the most effective were applications for practicing piano skills. This has happened because these applications are more popular, have more features and are easy to use. The level of the percussion class has also risen due to the use of smart technology, this is due to the ease of use, where one can practice with the applications in conditions where one cannot use an instrument. The results of this study can be applied in the development of new training programs, focusing on the studied effectiveness of the use of various programs, both in combination and individually. By showing the effectiveness of the applications used, it is possible to decide which ones are necessary for use. In the future, one can pay attention to other applications, intelligent technologies to be studied, as well as other areas of music education. It can be studied how they are affected by changes in the traditional program and the introduction of new technologies. As shown by the studies presented in modern scientific works analyzed in the Introduction and Literature Review sections, prospects for further research can be based on the study of the peculiarities of develo** other information technologies, in particular augmented reality, extended reality (XR), artificial intelligence (AI), machine learning, Internet of Behaviors (IoB), Internet of Things (IoT), and others. It is also promising to study the specifics of the use of various information technologies not only in education, but for other purposes, in particular in management, psychology, sociology and politics.