Factors affecting instrumental Music tuition in Kenyan secondary schools: a study of Nairobi province
This study examines the area of performance in music education. Music, being a creative art, requires certain activities to take each and every time it is heard. These activities, then, make music a living art. Performance is one of the activities that bring music to live. The study aimed at investigating the factors that hindered the tuition of Western music instruments in secondary schools in Nairobi Province, Kenya. Specifically, the study sought to; (i) Establish whether instrumental tuition took place in Kenya secondary schools. (ii) Investigate whether music instruments and other instructional resources were available for students' use (iii) Determine the extent to which the school programme supported the acquisition and exercise of skills and knowledge in music. (iv) Establish whether music teachers contributed to the choice and learning of music instruments. The target population was secondary school music teachers and Form Three and Four music students. Seventeen (17) music teachers and seventy-seven (77) music students were involved in the study. These were selected using both simple random and purposive sampling techniques. Two research instruments were used to collect data from the respondents. These were questionnaires and oral interviews. A portable battery-operated cassette recorder was also used to record the proceedings of the oral interviews. The data was analyzed and the results were presented in terms of frequencies, percentages and tabular representations. From the analysis and presentations, a number of findings were revealed. Among these were; inadequate tome allocation for music as a subject of study, lack of instructional materials, inadequate music instruments, lack of performing opportunities for students and poor planning of the tuition sessions all of which affected the tuition of Western music instruments in a negative way. In conclusion, a number of recommendations were made in relation to future research in music education. These were broadly classified into two areas, mainly, Planning and Organisation. They included, a review of the practical syllabus by the Music Curriculum developers as well as the as the organizing of seminars/workshops for music teachers countrywide so that they get a forum to exchange views on how to handle the specific areas of music education; accessibility to music instruments for all the music students; proper maintenance of available instruments in schools and proper structuring of the tuition sessions on the part of the music teachers of private tutors.
- MST-Music