Generational labels such as digital native and the “net” generation may obscure the gap that exists between preservice music teachers’ personal uses of technology and how they will use technology professionally. The study’s purpose was to examine preservice music teachers’ personal use of technology, views toward technology in music teaching and learning, and experience with music technology. We distributed an online survey to collegiate members of the National Association for Music Education, with 360 undergraduate students providing responses. Participants reported using technology for a variety of purposes on a daily basis, but mostly in passive ways. Preservice music teachers were most comfortable using music technology common to undergraduate music curricula and less familiar with technology used in K–12 music classrooms. Skilled use of music technology in music teaching and learning situations requires meaningful and intentional facilitation in music teacher education curricula.
This study is a content analysis of seven prominent ukulele instruction YouTube channels examining the following elements: (1) types of videos on channels, (2) musical content included, (3) teaching strategies used in videos and (4) audience engagement. Tutorial videos were the most common type of video produced and viewed across the channels. Musical content was diverse, including 988 unique songs by 545 unique artists, with 79 per cent of songs and 74 per cent of artists appearing on only one channel. The most viewed tutorials often included songs with connections to the ukulele in popular culture. Video characteristics and teaching methods were similar across all channels, and each taught using a direct instruction method. Channels had engaged audiences who actively commented and voted on videos through the YouTube platform. Findings are discussed in connection to prior research on the ukulele, learning on and through YouTube, and media studies.
This activity challenges middle school students to determine what is expressed through lyrics. Through annotation, students analyze and interpret lyrics to uncover the expressive meaning of a song as well as the specific tools lyricists and songwriters use to express their ideas. To begin, students are tasked with selecting and studying a song that they deem has interesting lyrics and labeling its form (verse, chorus, etc.). Following, students engage a three-step analysis process. First, they sift through the lyrics word-by-word to identify unfamiliar terms so that they can better contextualize the intended meanings of the song. Second, they identify and annotate expressive meanings in the lyrics. Finally, they annotate examples of songwriting craft, which might include literary or poetic devices.
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