Engagement with music videos manifests in distinct forms that shape how secondary school students identify with and express their musical and social identities. In the contemporary social and communicative landscape, music constitutes a central element of adolescents' daily lives, exposing them to a range of musical stimuli and challenges. Various research approaches have documented that exposure to music videos—particularly in genres such as hip-hop and R&B—influences fashion choices, self-perception, and musical preferences (Clark & Lonsdale, 2023).

Considering adolescents’ frequent engagement with music videos during their leisure time, an educational opportunity emerges for the teaching of music through multimodal texts. Music videos, as inherently multimodal and culturally embedded artifacts, can serve as valuable tools for music educators in fostering critical thinking, enhancing new literacies, and cultivating social awareness within the school setting (Kokkidou, Tsaliki, & Anastasíadou, 2017).

The present study investigates the relationship between adolescents aged 13 to 15 and music videos, as well as the influence of this relationship on identity formation. Employing a questionnaire-based methodology—and following approval from the school principal and consent from parents and guardians—the study involved students from all three grades of lower secondary education (Gymnasium) who had no prior formal instruction related to music videos. This lack of previous exposure contributed to the authenticity of their responses.

The questionnaire aimed to collect data on students’ musical preferences, the role of music in their everyday lives, and the nature of their engagement with music videos. A total of 222 questionnaires were completed. The data were analyzed using a quantitative descriptive method, revealing several noteworthy findings: A significant percentage of students reported not watching music videos regularly, characterizing them as a "waste of time" within the context of their demanding daily schedules. However, there was a marked preference for videos that feature song lyrics, as these help students understand the content and actively engage in interpreting the song.

A distinct pattern emerged among third-grade students, approximately 50–60% of whom indicated they watch music videos primarily for pleasure. Despite the overall low frequency of music video viewing across the sample, students acknowledged music as a powerful tool for emotional self-regulation, stress management, and psychological well-being.

Subsequently, a teaching intervention was implemented involving the presentation and analysis of selected music videos. The aim was to familiarize students with the multimodal nature of this medium. The intervention results highlighted the educational potential of music videos as effective tools for addressing social issues, fostering cultural understanding, and developing emotional empathy.

In summary, although music videos do not appear to be a primary focus in students’ daily routines, they represent a significant pedagogical resource. When creatively integrated into music education, they can support a more complex and socially responsive approach to music instruction (Kokkidou, 2019).

• Pluralism and musical multiliteracies
• Music psychology and identities

Fani Lamprou has been a music educator in secondary education since 1992. She pursued advanced studies in music theory and piano at the Athenians Conservatory in Athens. She holds a degree from the Hellenic Open University in "European Civilization" and a postgraduate diploma in "Educational Sciences," specializing in "Cultural Studies: Semiotics and Communication," from the Department of Early Childhood Education at the University of Western Macedonia. She is currently in her third year of studies at the Department of Music Studies at the Ionian University in Corfu. She is the daughter of music educator Angeliki Kapsaski and the granddaughter of the Zakynthian composer Spyros Kapsaskis.