Factors affecting the instruction of Kenyan indigenous Music: a survey of Nairobi secondary schools
Mushira, Evelyne N.
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The study was carried out to determine factors affecting the teaching of indigenous Kenyan music in Nairobi Secondary Schools. The researcher, as a result of experience, had it difficult to use pro- Western music teaching methodologies to teach African music. This therefore brought to mind the question of how the rest of the teaching fraternity was handling African music bearing in mind that at the inception of the 8-4-4 curriculum, training for teachers, there was no prior in-service The population studied consisted of 20 schools in Nairobi that offer the 8-4-4 music curriculum. Data collecting instruments were questionnaire, interviews, non-participant observation, and the respondents were music teachers of secondary schools. Analysis of data was done within logical and conceptual frameworks. Findings of the study showed that: - inadequate time is allocated for the teaching of Kenyan indigenous music; students do not engage in composition of folk musics; the teaching of analysis is not carried out in the lower levels but only in form four; literacy skills acquired are inadequate; teaching does not embrace the entire concept of African music and that the different aspects of musical experience are not balanced in the instructional programme; suitable teaching resources are neglected (audio-visual aids); resource persons (master musicians) are not utilized for teaching of skills; field trips are not part and parcel of the learning experience; teaching and learning activities are predominantly theoretical. Experiential learning was hence found to be lacking. The study recommends that: workshops and in-service courses be organised for music teachers to educate them on teaching methodologies and resource usage; School heads ought to be sensitized on the importance of field trips for the teaching of African music; master musicians should be incorporated into the system of music education so that schools can have easy access to their services, especially in the area of practical musicianship; the teaching of analysis and all other areas of the syllabus ought to begin in form one; teachers should review their scheduling modalities so as to give adequate time for African indigenous music; there should be increased use of audio-visual aids to supplement the use of books.
- MST-Music