Music Education in Africa: Concept, Process, and Practice, 1st Edition (Hardback) book cover

Music Education in Africa

Concept, Process, and Practice, 1st Edition

By Emily Achieng’ Akuno

Routledge

300 pages | 93 B/W Illus.

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Hardback: 9780367192853
pub: 2019-04-17
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Description

This book explores the music of Africa and its experience in modern education, offering music education analyses from African perspectives. The collection assembles insights from around Africa to bring African and non-African scholars into the world of music, education, policy, and assessment as played out across the continent. The music of Africa presents multiple avenues for the understanding of the reality of life from a cultural perspective. The teaching and learning of this music closely follows its practice, the latter involving a combination of artistic expressions. With international interest in world music, there is need to engage with concepts and processes of this music. The volume offers new research from culture bearers, scholars, and educators rooted in practices that provide deeper perceptions of the cultural expression of music. With sections focusing on Concepts in Musical Arts, Musical Arts Processes, and Music Education Practice, it captures and documents the concept of musical arts from an African experiential perspective. Articulating the processes of musical arts and their implications for teaching and learning in both African and international learning contexts, it presents a balanced view of music as a phenomenon and generates material for discussion. A valuable resource for those seeking insight into aspects of music practice in Africa, this book will appeal to scholars of Music Education, Ethnomusicology, Community Music, African Studies, and African Music.

Table of Contents

Introduction Interrogation of ‘Africanising the Music Classroom’ Emily Achieng’ Akuno Part I Concepts in Musical Arts Chapter 1 Africa-sensed Musical Arts Studies and Transmission: Advancing indigenous epistemological integrity within global knowledge imperatives Professor Meki Nzewi, Chapter 2 Emerging Musical Arts Solutions: A discourse for Africa and World Unity AdeOluwa Okunade, Chapter 3 Negotiating Space for Indigenous Kenyan Music Practices in the Contemporary Classroom Rose A. Omolo-Ongati, Chapter 4 Towards a Theory of Music Communication for African Music Practice and Music Education: A Critique of Shannon and Weaver’s Transmission Model Evelyne Mushira, Chapter 5The Performance of Life: Bringing ethnographic experience into the classroom G. Mumbua Kioko Part II Musical Arts Processes Chapter 6 Africanising Assessment: Developing generic cross-cultural assessment standards Renee Human Chapter 7 Teaching and Assessing African Music and Dance Performance in Higher Education in South Africa Patricia Achieng’ Opondo Chapter 8Challenges and Innovations in Africanising Music in the Classroom: A Kenyan experience Mellitus N. Wanyama Chapter 9 Africanising the music classroom: An examination of the FET Phase curriculum in South Africa Nolwazi Ndamase Chapter 10 Developing Musicianship and Vocal Performance in Kenya: Towards a Quest for Relevance Cleniece Owino and Sylvester Makobi, Chapter 11 Ensemble Performance in Kenyan Music Education: An assessment of its potentiality in Africanising music education Elizabeth Achieng’ Andang’o, Chapter 12 Karimojong Indigenous Education versus the Non-Formal Education Curriculum and Contemporary Forces of Change Peter Ekadu-Ereu Part III Music Education Practice Chapter 13 Challenges Facing African Music Studies amidst a Contemporary Music Culture: Towards new methodologies for African Music Jessee Wanderi Chapter 14 Cultural Structures and Art Forms in Music Education Bridget Chinouriri and Dr Atinuke Adenike Idamoyibo 15 The Impact of Changes in Ghana’s Approach to Basic School Arts Education on Teacher Education Akosua Ado Chapter 16 Intensifying Culture into Teaching of Music through folksongs Sunday Oludele Babalola and IfeOluwa Adeleke O. Olorunsogo Nigeria Chapter 17 Composing from indigenous African musical paradigms in the African schools Christian Onyeji Chapter 18 Examining African Children’s Musical Arts Experiences as Learning Resource for children Fred O. Atoh, Virginia N. Onyara, Perminus Matiure, Zimbabwe and Zenda Nell Chapter 19 Traditional Musical Play Narratives and Songs: Socio-cultural perspectives for pedagogical consideration in children’s education Bibian Kalinde and Julius Kyakuwa Chapter 20 Traditional Music Instruments in Contemporary Education in Kenya John Kilyungu Katuli Chapter 21 Africanising the Music Classroom through Technology: The case of Uganda Benon Kigozi Postlude: Singing Africa Emily Achieng’ Akuno

About the Author

Emily Achieng’ Akuno is Director of the Centre for Creative and Cultural Industries at the Kenya Polytechnic University College, Kenya.

About the Series

Routledge Studies in Music Education

This series is our home for cutting-edge, upper-level scholarly studies and edited collections covering Music Education. Considering music performance, theory, and culture alongside topics such as special education, multicultural education, music therapy, policy, pedagogy, community, and technology, titles are characterized by dynamic interventions into established subjects and innovative studies on emerging topics.

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Subject Categories

BISAC Subject Codes/Headings:
MUS000000
MUSIC / General
MUS014000
MUSIC / Ethnic
MUS015000
MUSIC / Ethnomusicology