Abstract
This content analysis sought to determine information related to users uploading, general content, and specific characteristics of music education videos on YouTube. A total of 1,761 videos from a keyword search of “music education” were viewed and categorized. Results for relevant videos indicated users posted videos under 698 different usernames, with postings under a single username ranging from 1 to 51. Users’ self-reported country affiliation varied across 58 different countries. The number of countries represented in this sample indicates YouTube users from around the globe are interested in sharing music education content. Results relating to the content of videos categorized as relevant to music education (n = 1,352) revealed the most observed categories were performance (36%), followed by teaching (28%), public relations (27%), and industry (10%). Teaching videos were mostly tutorials (65%). Participants across all video categories were predominantly adults, university age, or fit multiple age categories
Content
Characteristics of “Music Education” Videos Posted on YouTube
Jennifer A. Whitaker1
Evelyn K. Orman2
Cornelia Yarbrough2
1University of North Carolina at Charlotte, Charlotte, NC, USA
2Louisiana State University, Baton Rouge, LA, USA
Jennifer A. Whitaker, Department of Music, University of North Carolina at Charlotte, 9201 University City Boulevard, Charlotte, NC 28223, USA. Email: jwhitaker@uncc.edu
Abstract
This content analysis sought to determine information related to users uploading, general content, and specific characteristics of music education videos on YouTube. A total of 1,761 videos from a keyword search of “music education” were viewed and categorized. Results for relevant videos indicated users posted videos under 698 different usernames, with postings under a single username ranging from 1 to 51. Users’ self-reported country affiliation varied across 58 different countries. The number of countries represented in this sample indicates YouTube users from around the globe are interested in sharing music education content. Results relating to the content of videos categorized as relevant to music education (n = 1,352) revealed the most observed categories were performance (36%), followed by teaching (28%), public relations (27%), and industry (10%). Teaching videos were mostly tutorials (65%). Participants across all video categories were predominantly adults, university age, or fit multiple age categories.
http://upd.sagepub.com/content/early/2014/07/10/8755123314540662.abstract
Music education encompasses a broad and multifaceted field dedicated to teaching and learning music. It covers various aspects, from the theoretical knowledge of music theory, history, and composition to practical skills in playing instruments, singing, and conducting. Music education can occur in various settings, including schools, private music studios, community centers, and through self-guided study. The characteristics of music education often reflect cultural, educational, and philosophical approaches to learning and creating music.
### Comprehensive Curriculum
Music education typically includes a comprehensive curriculum designed to provide students with a well-rounded understanding of music. This curriculum might include:
– **Music Theory**: Understanding the building blocks of music, including scales, chords, harmony, and rhythm.
– **Music History**: Learning about the evolution of music, significant composers, and historical contexts of different musical eras.
– **Instrumental Training**: Developing skills in playing one or more musical instruments, including technique, repertoire, and performance practice.
– **Vocal Training**: For singers, focusing on vocal technique, breath control, diction, and repertoire.
– **Composition and Improvisation**: Encouraging creativity in music through composing original pieces and improvising within various musical styles.
– **Conducting and Ensembles**: Learning to lead musical groups and participating in bands, orchestras, choirs, or smaller ensembles to experience making music collaboratively.
– **Music Technology**: Understanding the use of technology in music, including recording techniques, music production software, and electronic instruments.
– **Aural Skills**: Developing the ability to identify musical elements by ear, such as pitch, intervals, melody, and rhythm.
### Goals of Music Education
The overarching goals of music education often include:
– **Cultural Appreciation**: Instilling an appreciation for the diversity of musical traditions and practices across different cultures and historical periods.
– **Personal Development**: Enhancing personal skills such as discipline, patience, creativity, and self-expression through the study and practice of music.
– **Social Skills**: Encouraging teamwork, communication, and leadership skills through ensemble participation and collaborative music-making.
– **Emotional Expression**: Providing an outlet for emotional expression and development through performance and composition.
– **Intellectual Growth**: Stimulating intellectual development by engaging with complex musical concepts, problem-solving, and critical thinking.
### Pedagogical Approaches
Music education employs various pedagogical approaches, often tailored to the age, experience level, and learning style of the student. These approaches can include:
– **Kodály Method**: Emphasizes singing, movement, and the use of folk music to teach musical concepts.
– **Orff Schulwerk**: Focuses on engaging students through a combination of music, movement, drama, and speech.
– **Suzuki Method**: Relies on learning by ear, parental involvement, and starting musical instruction at a young age.
– **Dalcroze Eurhythmics**: Uses movement and eurhythmics to teach rhythm, structure, and musical expression.
### Challenges and Opportunities
Music education faces various challenges, including funding cuts to arts programs, the need for adaptation to new technologies, and debates over curriculum relevance and inclusivity. Despite these challenges, music education continues to evolve, incorporating new technologies, pedagogical methods, and a broader understanding of music’s role in society. It remains a vital part of human culture and education, enriching the lives of individuals and communities.