Generative Artificial Intelligence (AI) is increasingly being integrated into music education, prompting a reexamination of traditional demonstration-based teaching approaches. This paper presents a comparative synthesis of existing empirical studies to examine the relative effectiveness of conventional demonstration teaching versus AI-assisted compositional curation in fostering creative thinking among music students. Drawing on recent research conducted in China, Korea, and Taiwan, the synthesis indicates that AI-assisted methods offer notable advantages, including lower technical barriers, rapid iterative capabilities, and personalized feedback. However, when implemented without careful pedagogical grounding, such approaches may also pose risks of weakening the development of fundamental musical skills. In response, this paper proposes a "curation pedagogy" model, in which AI functions as a creative partner rather than a replacement for human instruction. Two data tables and a conceptual model figure are provided to illustrate the comparative findings and the proposed instructional framework.
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