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The purpose of this particularistic case study was to examine the phenomenon of conducting collegiate-level piano lessons over Skype. Specifically, this research explored (1) the benefits and challenges of piano lessons as experienced by one graduate student and (2) one piano instructor, and considered (3) the feasibility of implementing distance learning in the music academy and beyond. Data were collected through observations, interviews, e-journals and video artefacts. Findings revealed four themes that chronicled synchronous reality, catalysts to discovery, obstacles to implementation and redefined roles. Benefits included a natural feel to lessons, the evolution of imagination and enthusiasm and the mastering of equipment and music, while challenges included technological complications that impeded instruction along with literal and figurative disconnectedness. Implications include examining the feasibility of implementing technology-mediated lessons, acquiring knowledge of equipment tendencies and exploring the possibilities of long-distance learning opportunities. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including childhood music, songwriting and online learning of music.

This article is the initial foray into a long-term comprehensive collaborative investigation of online music teaching and learning. We considered representative YouTube videos (N=40) from five folk/traditional music websites for pedagogical and musical content. Video selection and categorization included banjo (n=10), fiddle (n=10), guitar (n=10) and mandolin (n=10) lessons. Content analysis factors took account of (1) video characteristics (length, teacher talktime), (2) instructor characteristics (gender, age, ethnicity), (3) musical content and (4) teaching methods. Results indicated that the majority of the selected videos were geared towards beginners and that instructors tended to be white, middle aged males. Videos also included many forms of aural reinforcement, modelling, technique-based instruction and physiological prompts. Opportunities for improvisation, however, were infrequent. [ABSTRACT FROM AUTHOR]