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.

摘要

教育工作者可以开发音乐学习体验，帮助跨性别学生通过音乐探索、发展和庆祝他们的性别和身份。本案例研究探讨了知名 YouTube 音乐人艾米·沃特斯 (Amie Waters) 如何使用社交媒体平台和她的音乐来表达自己，因为她作为跨性别非二元女性向在线观众公开。Amie 在在线平台上找到了跨性别资源和榜样，这帮助她发展了自己作为非二元性别者的身份。通过观察 Amie 的 YouTube 视频和她频道上留下的评论，进行半结构化访谈，分析文本博客和屏幕截图等数字人工制品，我发现她使用网络媒体，尤其是 YouTube，来展示她的自我形象，同时与那些为她提供情感、创造力、和财政支持。Amie 的在线内容创作帮助她通过音乐和文字了解自己的性别和情感。这项研究可能会帮助跨性别、性别不合规和非二元性别的音乐家以及他们的老师了解社交媒体和在线内容创作如何在他们通过音乐表达性别和情感时发展支持系统。