Abstract
The widespread popularity of video-centered social media like YouTube, Vimeo, and DailyMotion is fostering new ways of teaching and learning music online. These media allow producers of educational content to reach, interact with, and respond to a global audience of interested viewers. Through a multimodal analysis approach, this study examined guitar-related lessons, tutorials, and reviews created and shared by artists and enthusiasts who reached a “celebrity” status on YouTube. Findings show that these teachers-celebrities construct their online presence and communicate with their audience through authenticity, approachability, and humor, in short-format and high-quality videos. The seamless integration of instructional content, branding, and references to the authors’ personal lives and worldviews generates a unique teaching and learning environment that challenges traditional understandings of music education.
Highlights
The popularization of broadband Internet connectivity in the early 2000s enabled the onset of video sharing websites like DailyMotion, Vimeo, and YouTube
AND DISCUSSION As a first step for this study, the authors performed a technical analysis of YouTube, seeking to identify how the platform is or may be used by music teachers and learners
YouTube allows instructors to reach a worldwide audience of people interested in different musical instruments, genres, and styles, which exponentially increases the diversity of educational content, if compared to traditional inclass instruction
Summary
The popularization of broadband Internet connectivity in the early 2000s enabled the onset of video sharing websites like DailyMotion, Vimeo, and YouTube. Students can turn to YouTube as a space for self-directed learning, on their own time, at their own pace, and according to their own learning styles and cultures (Lai, 2013; Trier, 2007a, 2007b). In this regard, learners can benefit from YouTube by accessing content that would otherwise be unavailable to them because of
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