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Music and Social Dynamics in Nigeria

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Edited By Bode Omojola

Music and Social Dynamics in Nigeria explores the diverse ways in which music reflects, and is shaped by, historical and social dynamics of life in Nigeria. Contributors to this volume include some of the leading scholars of Nigerian music, such as Joshua Uzoigwe, Laz Ekwueme, Tunji Vidal, Richard C. Okafor, A. K. Achinivu, Ademola Adegbite, Femi Faseun, and Christian Onyeji. Focusing on ancient and new musical traditions, including modern African art music, and drawing on the methods of ethnography and music analysis, the various chapters of the book discuss the role of music in community life, enculturation and education, political institutions, historical processes, belief systems, and social hierarchies. Conceived primarily for students and scholars of African music, this book will also be of immense value to the general reader.

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Chapter Thirteen: Music in the Secondary School Curriculum in Nigeria

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CHAPTER THIRTEEN

Music IN THE Secondary School Curriculum IN Nigeria

LUCY V. EKWUEME



INTRODUCTION

Music has been in the school curriculum since the inception of Western education in Nigeria, and it has been influenced by various needs and purposes, educational theories, curriculum reviews and innovations. For example, because education was introduced by missionaries, and the purpose of music then was to prepare, produce and perform repertoires of religious songs for church services and activities, the music program during the colonial era encouraged the performance of European sacred music. Schools were also actively involved in community musical activities, festivals and competitions. After independence in 1960 and the take-over of schools by the states, music was not dropped.

Presently, however, the condition of music in our schools has deteriorated. The product of music is very minimal when compared with other school disciplines. This is simply because music demands some level of musical talent or aptitude in individuals. Consequently, a number of music teachers and performers often pay lip service to music, or regard it as a mere culture phenomenon and, therefore, relegate it to the background.

The National Curriculum Conference held in Lagos in 1969 examined the relevance of Western-oriented education in Nigeria. The significance of art education was recognized, and the conference thereby recommended that it be included in the school curriculum at all levels. Various participants enumerated several reasons why music should be...

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