Christopher Cayari – författare

As the most-visited social media site on the internet, the video-sharing platform YouTube has become a highly influential space for musicmaking and learning. Becoming a YouTube Musician: How People Learn, Create, and Connect Online explores how YouTube creators and viewers are using digital video to create and consume music, develop online communities, and engage in formal, informal, and experimental music learning.Drawing on 26 case studies, the author challenges music educators to incorporate the learning, creative, and social practices of online musicians into their classrooms by helping students learn to participate in an online music system like YouTube. While this book serves as an in-depth analysis of a specific platform, the concepts within are more universal. Becoming a YouTube Musician encourages readers to consider how technology, media, and the internet can be used to innovate teaching by incorporating popular practices that exist on social media. The author shows educators how to apply lessons from the practices of YouTube musicians in their classrooms, facilitating student creativity and engagement in new ways.

Serving Our Trans Communities: A Collaborative Autoethnography by Academic Musical Activists is an academic exploration of transgender experiences within the fields of music education, musicology, performance, and activism. Edited by Christopher Cayari, the volume features contributions from seven trans musical academics and activists—Stephanie Byers, Felix A. Graham, Sadie Hochman-Ruiz, Emma Joy Jampole, Tatyana Louis-Jacques, William Sauerland, and Cayari themself—with a foreword by Tony E. Adams. The book utilizes collaborative autoethnography as its primary research method, systematically analyzing personal experiences to identify and challenge cultural and institutional norms.Through the framework of collaborative autoethnography, the authors developed identity statements and epiphany/milestone timelines, engaging in rigorous, iterative cycles of collaborative data gathering and analysis to inform their chapters. Each narrative explores how being transgender influences the authors' experiences in music learning, making, and teaching, while also addressing the essential role of activism in academic, performance, and professional spaces. The book concludes with a multiple case study analysis and a reflective afterword, identifying common and unique experiences within the trans music community. Ultimately, Serving Our Trans Communities aims to empower trans musicians and educators, while serving as a rigorous resource for cisgender allies, scholars, and policy makers seeking to support trans individuals in musical contexts.

Serving Our Trans Communities: A Collaborative Autoethnography by Academic Musical Activists is an academic exploration of transgender experiences within the fields of music education, musicology, performance, and activism. Edited by Christopher Cayari, the volume features contributions from seven trans musical academics and activists—Stephanie Byers, Felix A. Graham, Sadie Hochman-Ruiz, Emma Joy Jampole, Tatyana Louis-Jacques, William Sauerland, and Cayari themself—with a foreword by Tony E. Adams. The book utilizes collaborative autoethnography as its primary research method, systematically analyzing personal experiences to identify and challenge cultural and institutional norms.Through the framework of collaborative autoethnography, the authors developed identity statements and epiphany/milestone timelines, engaging in rigorous, iterative cycles of collaborative data gathering and analysis to inform their chapters. Each narrative explores how being transgender influences the authors' experiences in music learning, making, and teaching, while also addressing the essential role of activism in academic, performance, and professional spaces. The book concludes with a multiple case study analysis and a reflective afterword, identifying common and unique experiences within the trans music community. Ultimately, Serving Our Trans Communities aims to empower trans musicians and educators, while serving as a rigorous resource for cisgender allies, scholars, and policy makers seeking to support trans individuals in musical contexts.