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participatory culture and informal music learning through video creation in the curriculum abstraCtWith the emergence of YouTube, social media and video creation technologies, music education can expand its scope to include video-based music creation. This multimodal study examines how undergraduate music education students created music videos during an informal music learning project in an introduction to music education and technology course at a large, Midwestern, public university. Data were collected in three modes: observation of students' music video projects, a web survey including both quantitative and qualitative questions, and student interviews. Excerpts from the projects were shown during class and students were encouraged to share their videos with others on the Internet thus developing a community in the classroom that expanded through social media. Overall, students reacted positively to creating music videos as part of the curriculum. The projects led to a self-reported sense of accomplishment and satisfaction for almost all of the respondents. Because the students were given the opportunity to create music videos on their own terms, a diversity of video types emerged: covers, instrumental explorations, activism and awareness videos, musical artistic statements and virtual ensemble arrangements. The respondents used a variety of hardware and software, approaches to recording and musical genres. The informal music learning practice of 'dropping students in the deep end' proved to be initially intimidating, but ultimately freeing. 42

Music video creation provides students a new way to express themselves and become better performers and consumers of media. This article provides a new perspective on Lucy Green’s informal music pedagogy by enabling students to create music videos in music classrooms; thus, students are able to create music videos that informally develop skills in music and technology. The author offers his own experiences as a junior high and high school ensemble director and general music teacher that led to his students engaging technology in new ways both inside and outside the classroom. Video sharing websites such as YouTube have provided a new way for musicians to create and distribute their art, and by encouraging students to create music videos, students have the potential to learn lifelong music making skills. Practical advice on how to embark on a music video project is provided, and project outcomes are reported.

Trans*+ is an inclusive, expansive, and fluid term that refers to a population that encompasses people who are transgender, third gender, non-gender, two-spirit or any other identity that is not cisgender. Trans*+ topics are often considered taboo or exotic, which manifests in society as an enforced ignorance that creates a shroud of mystery around the trans*+ community. While music educators' attitudes toward working with trans*+ students are generally positive, many educators are not sure how to teach trans*+ singers. This case study on the Transgender Singing Voice Conference 2017, an academic and pedagogical gathering, explores the issues of importance identified by conference attendees and how the conference format addressed those issues. Data analysis identified important themes of interest related to the vocal production, pedagogy, physiology, and identity of trans*+ singers. An overwhelming majority (95%) of participants stated they acquired new knowledge at the conference. Representation and intersectionality were topics not adequately addressed according to the attendees. Findings indicate that trans*+ attendees and allies were empowered due to the demystification of trans*+ experiences. The conference provided a space for trans*+ singers to learn about their voices and for their allies to gather resources.

A virtual ensemble is a digital musical product that uses multiple recordings edited together to form a musical ensemble. Creating virtual ensembles can be a way for music educators to engage students through online music-making. This article presents eight steps for creating virtual ensembles in music education courses and classrooms. The steps are (1) identifying objectives and desired outcomes, (2) selecting repertoire, (3) developing learning resources, (4) creating an anchor for synchronizing, (5) choosing a recording method, (6) setting up a collection platform, (7) editing in postproduction, and (8) distributing the product. As online music production becomes more prevalent, projects like virtual ensembles can provide creative and exciting experiences for music teachers and students, whether produced in the classroom or through remote means on the Internet.