This article examines the musical enculturation and early education of Wagogo children of the Dodoma region in central Tanzania. In support of the enculturation premise, longstanding practices in musical enculturation among the Wagogo are described, most of which are continuing today. The Wagogo hold to the belief that the behaviours of both mother and father affect the proper development of the young child prior to birth and this sense of joint child-raising responsibilities continues even as they enter into their school years. The intent of the article is to argue that the facilitation of musical experiences for young children and teachers through music and dance is a vital component of their holistic development, and to offer an understanding of how teachers and parents might incorporate daily singing, dancing and drumming experiences into the lives of children. By providing occasions for music in the lives of young children, and by nurturing their natural musical proclivities, the traditional music of the Wagogo of Tanzania remains a living tradition, a critical component of the identity of young Wagogo children, and an important means of human expression.

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This paper exposes a ritual practice that can create a potential cultural collaboration between Tanzania and India. In support of enculturation theory, the author argues that if Tanzanian and Indian governments promote ngoma musical arts in Tanzania and goma musical arts in Gujarat, India, cultural collaboration in music could be enhanced between the two countries. This paper briefly presents pertinent historical and cultural background of the two countries, and discusses empirical research that provides evidence of the close linkage between ngoma musical arts in Tanzania and goma musical arts in Gujarat, India. This paper is intended as foundational not only for artistic and intellectual exchange and collaboration between two regions, but also as a means of considering ways to foster social and economic development between artists and scholars of Tanzania and India.

This article examines the musical enculturation process among the Wagogo people in Tanzania in order to understand their informal learning of culture (and musical culture). A framework is then proposed for the development of a music curriculum that removes enculturational discontinuities and helps sustain cultural identity. It is argued that enculturation is a natural process that need not be dismissed and discontinued as mandatory schooling moves children from their homes and families and into a formal learning environment. The songs, rhythms, and movements that children learn at home constitute are part of their deepest cultural roots. This music must be nurtured through a school curriculum that continues to build upon the local experiences of children's early years.

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