Preservation and promotion of indigenous music in Uganda: A Challenge for Tertiary education institutions
Ereu, Ekadu Peter
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Preservation and promotion of indigenous music through generations has depended on active practice guided by elders as the makers and practitioners of these genres of music. However, the presence of European Christian Missionaries, colonial administrators and Asian communities in the pre-independence period impacted the culture, local music and education system of the country, and started the downgrading of the practice of indigenous music. Such a negative attitude towards the indigenous music coupled with various other forces of change have continued to endanger the sustenance and existence of these genres of music if not conserved. The continuity of indigenous music requires its active practice in the institutions and communities where people live. This study takes the stance to assess curricula and programmes of the tertiary education institutions so as to establish their capacity and readiness to lead in the conservation of this invaluable part of Uganda's heritage. Finally the study proposes a "Living Indigenous Music" learning model with a philosophy meant to guide tertiary education institutions in redesigning curricula and programmes for the enhancement of active practice, growth, safe keeping and continuity of indigenous music. A number of recommendations meant to involve various government ministries to join tertiary education institutions in addressing the challenge have been recommended. Some of these recommendations include, among others, research on the brunt of over 20 decades of insecurity on the practice and preservation of the indigenous genres of music of the Acholi of Northern Uganda. There is also need for policy makers to organize intercultural gala, and redesign policies for the benefit of preservation and promotion of indigenous genres of music.