Page 18 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani

obrazovanja i mladih and Hrvatsko društvo glazbenih i plesnih pedagoga,
glasbenopedagoški zbornik ◆ letnik/volume 20 ◆ številka/number 41
2008)? Can we find content that is not represented in the official curricu-
la for music education in Croatia?

Research methodology

The research was conducted in several phases (Table 2). In the first phase
(channel identification), we were searching for YouTube channels using the
following keywords: music education, music learning (also learning music), mu­
sic teaching (also teaching music), music composing (also composition), music the­
ory, ear training, music improvisation, singing tutorial and playing tutorial. The
last keyword did not directly lead to the desired data, because the search also
resulted in sports activities videos. The search was then expanded with the spe-
cific names of musical instruments, such as piano playing tutorial.

Table 2
Phases of the research

Phase 1 YouTube channel identification (keyword search)
Phase 2 YouTube channel selection according to predefined criteria
Phase 3 Content review: watching and analysing videos, transcribing the text, taking notes
Phase 4 Qualitative analysis: reduction, categorization, and comparison of data

We set the following criteria for channel selection:
– The contents on the channel are published in English.
– The channel has gained a certain reputation and popularity and has
more than two hundred thousand subscribers.
– There are more than a hundred published videos on the channel.
– The channel includes classical music.
– The channel includes music education content that is similar/compa-
rable to the content of the Croatian music schools’ curricula.

We did not determine the exact number of channels before the moment of
selection in the second research phase, but it was planned to analyse and com-
pare five to ten channels. Finally, we selected six YouTube channels that met
our previously set criteria: David Bruce Composer (n.d.), Rick Beato (n.d.), In­
side the Score (n.d.), Music Matters (n.d.), Adam Neely (n.d.), and Nahre Sol
(n.d.). After the channel selection, the third phase of the research consisted of a
detailed review of the channels’ content, which was accomplished by watching
and thoroughly analysing the videos over a period of several months, taking
notes while watching, transcribing some parts of videos, and describing the

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