Mila: exploring music education instructional promise of selected Kenyan folk songs

Abstract

Teaching Music with a Multicultural Approach has received significant scholarly attention as contemporary society seeks increased diversity avenues. Invariably multicultural instructional material is drawn from folksongs and material from world communities, which traditionally have received periphery instructional attention. This article examines the instructional opportunity presented in the rich cultural heritage of Kenyan folk songs in response to current music education trends. Choksy (1999) argues that one of the basic ingredients of Kodaly's (a Hungarian music educator, composer, 1882 -1967) method advocates for singing as the basis for music instruction, specifically the use of folk and art music. That since folk songs build on native speaking ability and therefore appropriate for early instruction. As the dawn of twenty-first century begins, the effects of global economy, world politics, technological advances, supersonic travel, media developments have turned the world into a seemingly global village. Nevertheless, the place and role of traditional music of various people of the world remain crucial to help us understand our roots and social identity. These are important links not onlyfor music education but also inforging the way for future social cohesion and solidarity