REVAMPING THE UNPOPULARITY OF MUSIC AS A SCHOOL SUBJECT IN NIGERIA THROUGH INDIGENIZATION: A PROPOSAL

M. C. Anya-Njoku

Abstract


A research carried out at some Federal Government Colleges in the Enugu Education Zone of Nigeria (Anya-Njoku, 2014) affirmed that music education fell short of students’ expectations. Students’ exposure to music was limited and contents of lessons disparate from what they appreciate as music. Making bleak their hope and expectation of being functional and useful members of their society via the study of music. The teachers disclosed that western-oriented curriculum and their western-oriented training are major impediments to equipping Nigerian learners for careers in music. Through empirical processes to propose for the upgrading of the number and usage of indigenous instruments and repertoire in schools and colleges for better appreciation and application of musical knowledge and skills for the teachers, the learners, the profession and the society. The writer recommends seminars and workshops at both the state and federal levels to sensitise music teachers (especially the teachers of the new Cultural and Creative Arts Curriculum) on the pedagogical potentialities of indigenous instruments and repertoires.


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