21 st century perspectives on geographical boundaries in music communities: A pedagogical response Daniel Lee University of Tasmania daniel.lee@utas.edu.au Bill Baker University of Tasmania Nick Haywood University of Tasmania Paper presented at Winds of Change Australian and New Zealand Association for Research in Music Education (ANZARME) 41st Conference 31 October – 3 November, 2019 Victoria University of Wellington Te Whare Wānanga o Te Ūpoko o te Ika a Māui Kelburn, Wellington, New Zealand Abstract Geographical boundaries of musical communities began to break down with the advent of written music and were further challenged with the developments of transport and recording technologies and the following dissemination of music via communications technologies. Sales of sheet music and musical recordings encouraged the global spread of music cultures in the early twentieth century. With the ongoing development of telecommunications and the invention of the internet, this process has rapidly increased in recent decades. Commentators claim that geographical boundaries no longer exist for musical cultures. Persons from anywhere in the world can connect with musical communities anywhere else and interact in real time. Previously localised music sub-cultures now have instant global exposure. Educational institutions delivering training in music have adopted pedagogical practices that involve online communications to varying degrees. This can stimulate cultural enlightenment by exposing students to wider variety of musics than previously easily available. A study underway in Australia is examining how twenty-first century pedagogical practices in