Enabling Musical, Pedagogical, and Social Continuities through “Participation” in Mary O’s Virtual Irish Traditional Music Session

Abstract

This study utilises virtual ethnography to examine “Mary O’s Virtual Session,” a weekly Irish traditional music session that, in response to the COVID-19 pandemic, migrated online using YouTube Live—a platform key to the study for facilitating interactive, synchronous learning. Drawing on theoretical frameworks by scholars including Turino (2008) and Jenkins (2006), this research interrogates “participation” and examines the transformative potential of this virtual session as a locus for music transmission, challenging traditional practices’ reliance on co-location. Despite limitations imposed by the virtual environment, the research posits that this adaptation cultivated a crucial “nexus of learning,” facilitating substantial pedagogical, musical, and social continuities for music learners amidst the pandemic. The findings provide valuable insights for music educators in the digital age, suggesting the importance of media convergence in developing supports to enable learner participation in virtual spaces. This study un-derscores the ongoing evolution and specialisation of online teaching in music education.