The Multimedia Technologies Applications indd

Bibliography
• CRHA, B. - JURČÍKOVÁ, T. - PRUDÍKOVÁ, M. (2010). Výzkum využití multimediál-
ních technologií v hudební výchově. Zpráva z grantového specifi ckého výzkumu MUNI/
A/1025/2009. (Research into the Use of Multimedia Technologies in Music Education. 
Report from the Specifi c Research Project MUNI/A/1025/2009). Teoretické refl exe hudeb-
ní výchovy (Theoretical Refl exions of Music Education), Brno, Masarykova univerzita. 
ISSN 1803-1331, 2010, vol. 6, no. 1, 288 p., [on-line] (studium/doktor/vyzkumna_zprava/obsah.htm>).
Websites
http://www.youtube.com/watch?v=CprIdis6gZM&feature=related
http://www.youtube.com/watch?v=y-vrkhZwwqM
http://www.youtube.com/watch?v=U7EGEp7sLzM
http://www.youtube.com/watch?v=hjLZrDDvdD4&feature=related
http://www.youtube.com/watch?v=wo_z0ZOamUk&feature=related
http://www.youtube.com/watch?v=4n5ZSqMU0Jw&feature=related
http://www.youtube.com/watch?v=j9g_KA6SKLA
http://www.youtube.com/watch?v=zFTAGxXJGyM
http://www.youtube.com/watch?v=AFBLgsl8Ck8&feature=related
http://www.youtube.com/watch?v=P-B4sjUve3E&feature=related
http://www.youtube.com/watch?v=ofMjqkq66R8&feature=related

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61
The Use of the Internet Portal YouTube 
in Lessons of Music Education
Petra Obršlíková
The phenomenon of contemporary school is the use of modern equipment and 
media in all fi elds of education. No school can do without appliances such as a per-
sonal computer or interactive board. Specialized programmes and grants are focused 
on the development of the use of media and new technologies in schools with the aim 
to support and improve the quality of education and so facilitate the work of teachers 
and pupils and make it more pleasant.
The basic medium used in lessons of music education which is believed to help 
the teacher in all possible ways (especially to ease their explanation and to make les-
sons more interesting) is the internet. Pupils use it every day and they will welcome 
its use in lessons. Usually, they have very good internet skills and they can fi nd any 
song. It is the teacher’s role to familiarise pupils in, adequate way, with other possi-
bilities of listening than they know. When teaching a certain music style, the teacher 
should choose such compositions for listening activity which they suppose pupils 
could be interested in. Students then can search for these themselves and thus widen 
their knowledge.
Pupils at the second grade of elementary search mostly compositions from the 
area of popular music and it is the teacher who should introduce them to the area of 
classical music. Moreover, the teacher should do it in a way which makes classical 
music at least a bit acceptable to pupils.
The question is how to attract pupils when we consider the fact that today’s young 
people want their rights to be observed but tend to forget their obligations. This fact 
is refl ected also in music education and is connected with the refusal to listen to some 
compositions.
To persuade pupils that there are other possibilities than these they are familiar 
with and to present them in the form of samples so that they will not protest usually 
requires a superhuman effort in the educational process.
The pupils’ preferences nowadays are to be burden with the lowest possible 
amount of information, the shortest possible record from the lesson and all these 
in the most attractive way. To fulfi l this task and to meet everybody’s needs and 
expectations is impossible because each pupil at the second grade is an individual and 
has different opinions on what quality music is like. The teachers’ position is even 
more diffi cult because they should have a good knowledge of the internet domains 
offer and they should verify the reliability of information commonly available on the 
internet.

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62
P
ETRA
O
BRŠLÍKOVÁ
The use of the internet in lessons of music education depends on the amount of 
technological devices available in the classroom, on a personal computer and audio-
video. Today, pupils prefer listening accompanied by visual images. Therefore, toge-
ther with the computer and loudspeakers we also use a projector which transfers 
visual information clearly; for example, when a teacher presents a piano concert to 
their pupils, it is better not only to listen to music but also broadcast the digital picture 
of the orchestra and the piano interpret (I expect that at a live concert they would have 
the visual image as well).
When teaching about a symphonic orchestra and its conducting, it is good when 
pupils can see the organization of individual musicians and the conductor, their 
movements and gestures. The high quality of speakers during the listening is taken 
for granted. If the broadcast is not of good quality or is disturbed, it infl uences pupil’s 
concentration in a bad way. 
A frequently discussed, visited and in lessons of music education used website is 
the internet portal YouTube. If teachers start working with this portal, both they and 
their pupils are believed to get used to it with time. We are likely to appreciate the 
fact that music broadcast together with digital picture is available anytime, also in the 
situations of unplanned listening. We have to realize that nowadays we can hardly 
ever do without internet digital pictures and neither can teachers. Especially, if the 
portal might be used in lessons of music education in an attractive way. 
To clarify the popularity of this portal, I would like to quote from the article Broad-
cast Yourself: Film and YouTube by Miloš Vojtěchovský (2009: 12): ‘YouTube was