18 minute read
YouTube, Emojis, and Memes in Music Education
by Melody Morrison
BBy now, you have probably had plenty of hands-on experience with YouTube, emojis, and even memes, but did you know these can function not only as entertainment but also as tools to boost your teaching? Students who will respond especially well to this approach are those who fall into Generation Z and Generation Alpha. Generation Z encompasses those born between 1995 and 2009 while Generation Alpha includes anyone born in the 2010-2024 period (Apaydin & Kaya, 2020; McKrindle & Fell, 2021). Generation Z has grown up using the latest technologies, and its members are considered “digital natives.” They have unlimited access to worlds of information and are constantly engaging with media platforms through daily creating or observing content. “Gen Z’rs” are different from millennials in that they largely prefer any sort of visual form of communication and expect immediate results as their world has almost always consisted of speedily responsive technology and easily accessible services (Schwab, 2016). The Alpha generation takes digital familiarity a step further and cannot remember a time without smartphones and constant technology in everyday life. The Alpha generation began in 2010, the year the iPad was created. Kids born in the Alpha generation do not think of technologies as tools but rather as deeply integrated parts of everyday life. They have been wired all their lives and are being born into a world increasingly connected by technology. A social research agency in Australia said that this generation is part of an “unintentional global experiment” in which screens are placed in front of children from the beginning of their lives as an educational tool and even as a sort of digital pacifier (McKrindle &
Fell, 2021, p. 8). This saturation of screen time during the formative years explains how many 4-year-olds are more adept at using an iPad than are some adults.
This major element of children’s lives affects more than just their entertainment and makes its mark on how children communicate and take in the world around them. In 2018, a report compared the millennial generation to Generation Z and stated that for Gen Z, the use of technology and learning preferences are interwoven (Global Research and Insights, 2018).
In fact, other studies have shown that even the brains of children nowadays are structurally different than those of earlier generations, not because of genetics but as a result of the external environment and how human brains respond to such. Here is a fascinating quote about Generation Z, and the same can be said of Generation Alpha: “The brains of Generation Z’s have become wired to sophisticated, complex visual imagery, and as a result, the part of the brain responsible for visual ability is far Continued on page 18 May 2022 17
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Continued from page 17
Figure 1
Hours of Video Uploaded to YouTube Every Minute 2007 to 2020 (Ceci, 2021)
more developed, making visual forms of learning more effective” (Rothman, 2016, p. 2).
A 2018 survey of Generation Z U.S. teens showed that they mostly use media that is visually stimulating—72% used Instagram, 69% used Snapchat, and 85% actively used YouTube (Anderson & Jiang, 2018). Generation Z ranked YouTube and video as preferred methods of learning by large margins over millennials (Duffy, 2018). YouTube was second only to teachers as a learning tool and ranked higher than lectures, in-person activities with classmates, and learning applications and tools (Global Research and Insights, 2018). In this article, I provide a brief overview of several technological tools available to help teachers further connect with their Generation Z and Alpha students. Recommendations are focused on piano instruction specifically but could be easily modified to other music teaching settings, such as voice lessons or ensemble rehearsals.
YouTube
Ever since the video sharing site’s launching in 2005, millions of videos of every genre one could imagine have been uploaded to YouTube. As shown in Figure 1, over 500 hours of content have been uploaded every minute in recent years (Ceci, 2021), and in 2021, viewers watched approximately one billion hours of content on YouTube every day (Moshin, 2021).
If there are 500 hours of content uploaded every minute, some of that has to include music education topics, right? There are in fact many channels on YouTube that include musical topics that can greatly help teachers and students. Sometimes great channels in this area are hard to find, but with some help and a little digging, teachers can discover videos to aid their teaching in various ways.
Some of the benefits of using YouTube as a learning tool are: 1. Flipped Instruction. Do you want students to learn about or have an introduction to something before
coming to a lesson? Do you want to give students a resource they can use to learn outside of the lesson? Find videos on YouTube that address the material you need and give the links to your students. 2. Supplemental Information. Let’s say you want students to have some extra information for which you don’t have lesson time to commit (or that you have explained but students could use some reinforcement of the information). Share the interesting links with students. Students can benefit from some additional video resources to help them when they are working outside of class. 3. Self-Directed Learning. Sometimes you can direct students to YouTube as a resource to find the information interesting and relevant to them.
If students are working on a more self-directed project or have an individual passion they want to explore, encourage them to take advantage of
YouTube. Don’t forget to warn your students that just like with any information source, there is some content out there that may not always be trustworthy—such as bad performances or faulty information. 4. Lesson Enhancers. Videos can illustrate ideas and engage students far more substantially than textbooks, lectures, pictures, or other activities. When possible, turn to this free resource for building more effective lessons during lesson time. For example, I have go-to videos that I recommend when a younger student is having a hard time or use as a reward at the end of the lesson for doing a good job. I may also work in one or two minutes of a pre-selected video with older students to reinforce a concept that I’ve just taught them.
Piano Guys (Any age) « Piano/cello arrangements of pop songs Seth Everman (Ages 8+) « Piano humor and fun use of keyboard sounds
Peter Bence (Any age) « Virtuosic piano arrangements of pop songs
Kurt Hugo Schineider (Any age) « Pop song mash-ups and arrangements « Creative song arrangements using household items
Grantwoolard (Any age) « Classical music mash-ups
Jacob Collier (Ages 8+) « GRAMMY-award winning artist who uses extreme reharmonization and close harmonies
Daniel Thrasher (Ages 10+) « Piano-based humor
Educational
Prodigies Music Lessons
(Ages 0-7) « Colorful lessons about solfège and rhythm geared toward kids (Figure 2)
Hoffman Academy
(various levels) « Music theory and analysis (piano centered) « « General piano instruction Repertoire study « « Ear training and dictation Improvisation and composition
Kennis Russel (Ages 8+) « Music theory « Backing tracks for improvisation Piano Pig (Ages 12+) « Chords « Improvisation tools
Visual Musical Minds
(Ages 0-7) « Clapping songs/off the keyboard exercises
Music Education for All
(Ages 8+) « Rhythm tutorials and exercises « Harmony and scales Music Matters (Ages 8+) « Huge variety of music theory topics
Adam Neely (Ages 12+) « Video essays on new horizons in music and music theory
5. Positive Reception. YouTube makes it easy for students to be interested in the topic. Videos also cater to the audio and visual modes that students are so attuned to nowadays.
There are several channels and videos that can prove to be useful to teachers and students. The channels noted above can be used for student viewing, and of course teachers can watch them and gain extra tips and knowledge from them as well. The videos are organized into two categories: “For Fun” and “Educational.” You can assign watching the educational videos to supplement a topic you have covered or are about to cover. The other videos can “trick” the students into watching a video that is entertaining for them (for example, a classical music mash-up with animated composer), and you will know they are gaining useful exposure to music education at the same time. Sometimes, I will also assign these videos as additional homework or show them in group lessons.
There are two main ways I like to share YouTube links with my students. One way is to copy and paste the link via email to the students or their parents. The second way I share YouTube links is by using QR codes. QR codes (or quick response codes) are useful when you want to include a link on a piece of paper. You likely have seen or used one at some point by aiming your phone camera to the code, which will then open a link on your device. QR codes were popular when they were first
Figure 2
“Sweet Beets” Series for Teaching Children Rhythmic Patterns (Prodigies Music Lessons, 2014).
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introduced around 2010 but went out of style because users would have to download an external app on their smartphone to be able to use them. Now that iPhones running iOS 11 or higher (as well as many Android phones) can just scan QR codes directly from the camera app without any additional steps, they are regaining popularity and have proved to be a great tool in my studio.
Now, keep in mind that although many of the videos and channels I mentioned are excellent additions to teaching, you will still want to preview videos you assign your students to watch to make sure it is the best content. As we can see, watching channels can enhance your own personal development as well as be a great help to your students. However, making your own channel is something that can also be a great tool for your studio. It is not as scary as you would think!
Some ways to utilize your studio channel include: « Posting videos of your own perfor« mances Posting videos of student performanc« es (with student/parent permission) Posting students’ composition and improvisation (with student/parent « permission) Your personalized explanations of music theory, technique, and other concepts you would like students to be able to reference
This is quite useful as students can only take in so much during a weekly lesson— having a permanent reference can greatly help students to retain information more efficiently while enjoying the variety and format of the process (Figure 3).
Emojis
Another tool we can use in teaching today are emojis—the little pictures you have probably seen and used yourself in digital communication and social media posts. Japan first put the option for emojis in cell phones in the late 1990s, and it soon spread across the world, becoming a phenomenon in the 2010s. The White House at one point released an economic report with emojis. Soon after this, the face with tears of joy emoji ( ) was the 2015 Oxford Word of the Year (Pardes, 2018, Wang, 2016).
There is on-going research into the use of emojis in school settings in various countries (Kozlowsky, 2021; Woolcock, 2019). Students react very positively to them, and as I have learned from study and personal experience, they love anything emoji-related and connect well with
Figure 3
YouTube Channel Example With Playlists Created for Customized Class and Private Lesson Purposes (Morrison, n.d.)
using emojis. I purchased a set of emoji stickers from a popular online retailer, and I have seen them from many other suppliers as well, both online and in-person stores.
I have used emojis in various ways in my studio. One of the ways I integrated emojis into my lessons was using emoji stickers in students’ pieces. I have used different emoji stickers to convey dynamics and expression markings throughout the music. Talking through the changing moods of a piece with the student and having them pick an emoji sticker to appropriately represent the emotion has been a successful teaching strategy that I use often in my teaching (Figure 4).
Another approach to using emoji stickers in lessons has been using them to call students’ attention to problem spots. Often I will ask a student to pick their favorite emoji sticker, or if I know they like another emoji that is not included in the sticker sheet, I draw it on their music. In the example in Figure 5, the student had been missing the E-flat but after we put his favorite emoji beside it, he did not miss the note again.
Emoji stickers have also proved useful in assigning composition or improvisation assignments to my students. In the past, I have picked an emoji and instructed the student to improvise or create a composition based on the mood suggested by that emoji.
In general, using emojis has drawn attention from students, and they have enjoyed it. I have used emoji cutouts for a studio achievement board and have even hosted an emoji-themed recital (Figure 6). There are many possibilities for integrating emojis into a teaching setting, and kids respond well to the silliness and wide range of emojis.
Memes
Memes are another internet sensation that continue to entertain all ages with relatable humor. A little etymology of the word meme is in order: It all started in a book by Richard Dawkins titled The Selfish Gene in 1976, and its definition was a cultural idea, joke, or movement that was imitated as it spread from person to person (Dawkins, 1976). It still largely implies those references today and can come in many forms, such as videos, dances, or new words. The most common Continued on page 22
Figure 5
Using Emoji Stickers/Drawings to Draw Student’s Attention to Problem Spot (Photo credit: Author)
Figure 6
Emoji-Themed Recital (Photo credit: Author)
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meme is an image of a person or an animal with a funny caption (Figure 7), and in this article when I mention meme, I will be referring to the latter definition.
I have been using memes for a while now in handouts when I teach college group piano classes. The memes have always gotten laughs and positive response from students, and some even say it makes their day to see the new memes and that they look forward to it every week. My friend who is an orchestra teacher has a meme wall in her school orchestra room, and she reported enthusiasm and positive responses from students (Figure 8).
I have used existing music and college-themed memes from various sources. Some of the main sources that are constantly outputting “fresh” memes are: « Classic FM’s Facebook page – go to « Timeline Photos Facebook group – “Music Theory
Memes for Tone-Deaf Teens”
Figure 7
Example of Commonly Used Form of Meme (Macdonald, 2020)
Figure 8
Example of Meme Wall in School Orchestra Room (Photo credit: Author)
«Google Image Search for “music « « memes” and “music major memes” Reddit.com/r/ClassicalMemes Pinterest boards – search for music major memes, classical music memes, and related searches
I have also made my own memes. It is relatively easy to create a meme thanks to online tools. The great thing about this is that you can get a message across to students that would otherwise go in one ear and out the other, but in meme form it is funny and gets across to students clearly. There are many platforms that allow you to easily create a meme by simply inserting the text you want. Some examples
of such websites are Meme Generator through imgflip.com and kapwing.com/ memegenerator. If you are wondering how to make a meme correctly or are wondering about its origin, knowyourmeme.com is a helpful resource to look up any meme that exists.
Why use these tools in our teaching?
Now the question must be asked: Why implement these tools at all in our teaching? If a certain way of teaching works for us, it is tempting to stay within the comfort and familiarity of that style. We may remember how we were taught and in the spirit of tradition want to keep things the same. It can be intimidating to reach outside of our comfort zones to learn a new skill, even if it will be beneficial in the long run; however, a little branching out can go a long way in positively impacting our students’ learning. As teachers, it is our job to stay as current as we can with what students are using as part of their everyday lives and how they communicate.
In On Becoming a Teacher, Edmund Kearney (2013) stated the following about keeping our teaching current:
Our society is changing rapidly. New technologies and ways of communication are altering the way we live. Your students will not know the old ways. They will only know the new ways. The “new” ways will be the only way for them … . You must embrace these changes, particularly in the technological world, if you expect to connect with your students … . Meet your students where they are at. Use examples from their world, not yours. Make assignments relevant to their lives … . Staying current does not mean being untrue to who you are, to your own history… . Rather staying current involves staying open, open to the process of learning. (p. 98)
Although tools like YouTube, memes, and emojis might seem like trivial and silly additions to pedagogy, there is more depth and importance underneath the façade of their lightheartedness. These platforms and objects are a part of culture now—especially for the younger generations. Culture impacts and includes what people do and how we act. It influences how we see the world and how we communicate with each other—and finally, how we learn. By understanding and adopting these newer additions to life, we can go further in connecting with students and will make a greater difference in their musical education.
Melody Morrison is a doctoral student in the Piano Pedagogy program at Florida State University. She teaches undergraduate class piano as a graduate TA and serves as vice president of MTNA @ FSU, the collegiate chapter of the Music Teachers National Association at Florida State University.
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