Becoming a 'Trans Synth Queen': YouTube, Electronic Music Composition, and Coming Out

Autor/in	Cayari, Christopher
Titel	Becoming a 'Trans Synth Queen': YouTube, Electronic Music Composition, and Coming Out
Quelle	In: Music Education Research, 25 (2023) 1, S.60-73 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cayari, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2022.2143489
Schlagwörter	LGBTQ People; Musicians; Social Media; Self Expression; Self Disclosure (Individuals); Video Technology; Social Support Groups; Self Concept + Suchen Sie Ihr Suchwort? Musiker; Soziale Medien; Ausdruck; Social support; Soziale Unterstützung; Selbstkonzept
Abstract	Educators can develop musical learning experiences that help trans students explore, develop, and celebrate their genders and identities through music. This case study explored how a well-established YouTube musician, Amie Waters, used social media platforms and her music to express herself as she came out as a trans non-binary femme person to her audiences online. Amie found trans resources and role models on online platforms, which helped her develop her identity as a non-binary person. Through observation of Amie's YouTube videos and the comments left on her channel, conducting semi-structured interviews, and analyzing digital artifacts such as text blogs and screen captures, I found that she used online media, particularly YouTube, to present her self-image while interacting parasocially with others who provided her with emotional, creative, and financial support. Amie's online content creation helped her understand her gender and emotions through music and text. This study might help musicians who are transgender, gender non-conforming, and non-binary as well as their teachers to see how social media and online content creation can lead to developing a support system as they express their genders and emotions through music. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01