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Introduction
glasbenopedagoški zbornik ◆ letnik/volume 20 ◆ številka/number 41
t has been almost twenty years since the creation of YouTube, and music was
2
present on this media platform from the very beginning. In the early days,
Ithere were mainly music videos (previously recorded and shown on various
television channels), and recordings of concerts and/or amateur performances.
With the development of the platform, content creators recognized its educa-
tional potential, and nowadays there is no field of knowledge that is not pre-
sent on YouTube to a greater or lesser extent. It is possible to track the progress
in the earlier research period regarding YouTube in education in the works of
Duffy (2008), Jarrett (2008), Micolich (2008), Mullen and Wedwick (2008),
Fralinger and Owens (2009), Bonk (2011), Cayari (2011), Dreon et al. (2011),
Snelson (2011), Troy and Kristen (2011), Johnson (2012), and many others. Such
authors provided guidelines for YouTube content implementation in classro-
om settings, as well as independent creation of content, also discussing the le-
gal aspects of content use. However, there was a lack of content-specific resear-
ch dedicated to the use of YouTube in certain subject areas, including music.
Evaluating the impact of YouTube on the teaching and learning process, edu-
cational videos are associated with concepts such as informal and self-regula-
ted learning (Lines, 2009; Waldron, 2012), learning environment, blended and
situated learning (Crawford, 2016), media literacy (Erstad, 2010), multimo-
dality (Jewitt, 2014), participatory culture (Jenkins et al., 2009; Meek, 2012;
Waldron, 2013; Cayari, 2015; Burgess and Green, 2018), personalities of ‘Yo-
uTubers as teachers’ (Young, 2008; Marwick, 2015; Marone and Rodriguez,
2019), and the future of education in general.
A certain number of research papers are dedicated to learning music and
performing arts with the help of YouTube videos, addressing the problem in
general (Rudolph and Frankel, 2009; Kruse and Veblen, 2012; DeWitt et al.,
2013; Lai, 2013), or in more detail, discussing active music listening and music
analysis (Webb, 2007; Monkhouse and Forbes, 2015). Dougan’s findings show
that music students see YouTube as a relevant source of music performance vi-
deos, as well as sheet music – while searching for materials, they use it more
often than other online sources (Dougan, 2012). Regarding formally educa-
ted musicians, Lai (2013) points out that 85% of the students among the re-
search participants use YouTube to acquire knowledge and skills, especially
while preparing for lectures or music rehearsals. In another study by Hu et al.
(2014), whose participants were students from the University of Hong Kong,
the results showed that 97% of the participants use YouTube for learning how
to sing or play an instrument. Music students were not included in this study;
all the participants were non-musicians who wanted to expand their knowled-
ge and experiences for fun. Whitaker et al. (2014) categorized 1,761 YouTu-
be videos found through ‘music education’ keyword research. Among the

2 YouTube was founded on February 14, 2005.

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