Focus on Music Education in Nigeria

Okafor, Richard C.

doi:10.1177/025576148801200102

Cited by 14 publications

(10 citation statements)

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“…vi) That necessary structures were not put in place to concretize the new ideas on music education. Studies similar to the one above by Vidal were carried out by Faseun (2001), Adegbite (1999), Okafor (1988), Omibiyi (1987) and Sowande (1962…”

Section: The Role Of Music In Traditional African Societymentioning

confidence: 74%

The Relevance of Music Education to the Nigerian Educational System

Olusoji

2013

AJOTE

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This paper highlights the importance of music education to the Nigerian educational system. It identifies the prospects, problems and proffered possible solutions to them. In achieving its objectives the study uses ethnographic and qualitative methods with simple percentages for eliciting and collation of data. The paper suggests that the society, the curriculum planners, and the government have much to do so music education is appreciated in Nigeria. It proposes as part of its recommendations that the government provide necessary facilities and personnel for music to thrive as a vocational subject; and that parents and the larger society must become educated on the usefulness of music as a career subject worth pursuing by pupils.

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Section: The Role Of Music In Traditional African Societymentioning

confidence: 74%

The Relevance of Music Education to the Nigerian Educational System

Olusoji

2013

AJOTE

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“…The basis of music education for African communities is an oral tradition (Okafor, 1989in Kemp & Lepherd, 1992) that includes vocal and instrumental music interwoven with dance. In African societies it is through songs and dances that children and young people receive instruction about traditional customs and practices, obligations and responsibilities (Joseph, 2002).…”

Section: Experiencing African Music and Layers Of Culturementioning

confidence: 99%

Travelling Drum with Different Beats: experiencing African music and culture in Australian teacher education

Joseph¹

2005

Teacher Development

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This article reports on a study that examined the effectiveness of introducing African music and culture to Australian non-specialist primary teacher education students at Deakin University in Melbourne (Australia). The study demonstrates that African music enhanced the generic musical experiences, learning, motivation, interest, confidence and competence of students in their fourth year of teacher education. The research also addressed the significance and contribution of African music and culture as a cross-cultural experience for these beginning teachers who in turn could provide similar experiences for their own students. This study highlighted the author's role and cultural identity as a South African music educator in transmitting the music and culture represented in 'the travelling drum' to a cohort of students with a predominantly Eurocentric orientation. By extension, this curriculum initiative broadened students' understanding and application of indigenous methods of teaching and learning as part of a global experience. Such a curriculum represents a pathway to many other forms of nonWestern indigenous knowledge of music, culture and pedagogy that can be mapped out as a journey along a multicultural route towards 'internationalising the curriculum'.

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“…In Nigeria, the industry only contributes 2% to the Gross Domestic Product [4]. This implies that music education is yet to be explored in Nigeria.…”

Section: Introductionmentioning

confidence: 99%

Music Education as an Alternative Paradigm to Youth Empowerment: Evidence from Tertiary Institutions in South West of Nigeria

Fadipe

2019

AJESS

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Music education has been an integral part of national economic empowerment and development strategies in industrialized and developed nations globally, due to its impact on productivity, sustainability and economic development. However, the harness of youth‘s potentials through music education has not accelerated economic development in Nigeria. The study, therefore, seeks to investigate the impact of music education on youth empowerment. Purposive sample technique was adopted to select 10 academic staff members each from the five tertiary institutions that offering music education, totaling 50 participants as a sample size for the study. A structured questionnaire designed for the study was used to collect relevant information from the study’s participants. Data analysis was performed with the aid of mean, standard deviation and linear regression. The study establishes that music education is a driving force of youth empowerment. The study also confirms that inadequate funding of education and the poor state of infrastructural facilities are the major challenges that crippled music education in Nigeria. Subsequently, the study recommends that government, non-government organizations, renowned professional musicians and private investors should invest especially in music education. This will go a long way to empower young graduates with an array of skills for sustainable development.

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Focus on Music Education in Nigeria

Cited by 14 publications

References 0 publications

The Relevance of Music Education to the Nigerian Educational System

The Relevance of Music Education to the Nigerian Educational System

Travelling Drum with Different Beats: experiencing African music and culture in Australian teacher education

Music Education as an Alternative Paradigm to Youth Empowerment: Evidence from Tertiary Institutions in South West of Nigeria

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