The role of the YouTube channels in distribution and application of musical educational content

Diplomski rad razmatra ulogu YouTube kanala u distribuciji i primjeni glazbeno- obrazovnih sadržaja. Obrađena je povijest mrežne platforme YouTube te njezina uloga u odgojno-obrazovnom procesu. Iznesena je komparativna analiza šest glazbenoobrazovnih YouTube kanala, David Bruce Composer, Rick Beato, Inside the Score, Music Matters, Adam Neely i Nahre Sol koja u fokus stavlja sadržaj koji je na kanalima zastupljen, pregled obilježja kanala koji uključuje osnovne podatke o kanalu, odnos autora kanala s pratiteljima, potencijalnu suradnju s drugim autorima, te konačno procjenu kvalitete kanala. Središnji dio diplomskoga rada bavi se didaktičko- metodičkom analizom sadržaja obuhvaćenom formalnim glazbenim obrazovanjem i temama koje izlaze iz okvira istih te su usmjerene na samostalno učenje, kao i potencijalom koji YouTube kanali nude o oba područja. Zaključno, uz navedeni potencijal YouTube kanala opisan je mogući doprinos ovog diplomskog rada budućim istraživanjima u području glazbene pedagogije.This master's thesis examines the role of YouTube channels in the distribution and application of musical and educational content. It lays out the history of the online platform YouTube and further elaborates its role in the educational process. A comparative analysis of six music education YouTube channels is presented: David Bruce Composer, Rick Beato, Inside the Score, Music Matters, Adam Neely, and Nahre Sol. The analysis focuses on the content represented on these channels, provides an overview of channels' characteristics, including basic information about the channels, the relationship between channel creators and their followers, potential collaborations with other content creators, and finally an evaluation of the channels' quality. The central part of the thesis deals with a didactic and methodological analysis of content which can be related to formal music education and the topics that go beyond its scope, focusing on independent learning, as well as the potential that YouTube channels offer in both fields. In conclusion, alongside the mentioned potential of YouTube channels, a possible contribution of this master's thesis to future research in the field of music pedagogy is described