Connecting Music Education and Virtual Performance Practices from YouTube

Autor/in	Cayari, Christopher
Titel	Connecting Music Education and Virtual Performance Practices from YouTube
Quelle	In: Music Education Research, 20 (2018) 3, S.360-376 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2017.1383374
Schlagwörter	Music Education; Music Activities; Performance; Internet; Social Media; Video Technology; Informal Education; Case Studies; Technology Education; Musicians; Observation; Semi Structured Interviews; Film Production; Skill Development; Music Techniques; High School Students; Web Sites + Suchen Sie Ihr Suchwort? Musikerziehung; Musikalische Aktion; Achievement; Leistung; Soziale Medien; Informelle Bildung; Nichtformale Bildung; Case study; Fallstudie; Case Study; Technisch-naturwissenschaftlicher Unterricht; Musiker; Beobachtung; Filmproduktion; Kompetenzentwicklung; Qualifikationsentwicklung; Musikalische Technik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Web-Design
Abstract	The Internet has inspired musicians to explore technologies to produce recorded music performances. Social media sites like YouTube provide spaces for musicians to share their works, and the advances of technologies that afford venues and opportunities for performers to share their crafts. As amateur Internet musicians develop practices to create and produce performances, educators may benefit by understanding their processes so that music making practices from outside of the classroom can be incorporated into formal educational settings. This case study explores how David Wesley François, a virtual ensemble creator who published arrangements on YouTube, acquired the skills needed to become a productive virtual performer. A narrative describes François's formal music education, which was supplemented by informal music and technological learning. By exploring cases such as this, educators may be able to translate virtual performance practices to the classroom, thus preparing students to create digital music within the classroom and beyond. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01