Restructuring the music aspect of CCA teacher education curriculum in Nigeria: A study of the University of Nigeria, Nsukka

Abstract

CCA, which stands for cultural and creative arts, is a relatively new educational innovation that has been implemented in the Nigerian school system. There has been a transition from unidirectional to trilateral concepts and fields of study. The three arts courses of music, drama, and fine arts are required to be consolidated under a single subject, therefore a teacher who teaches all three subjects may be referred to as a trinity or trilateral teachers. Tertiary institutions are now embracing the development of the Department of CCA for the purpose of educating trilateral instructors in an effort to put the CCA policy into effect. The implementation of trilateral teaching is still in its infancy at certain educational institutions; thus, it is confronted with a number of obstacles that have the potential to undermine the program's intended purpose. The findings of this study indicate that the music component of the CCA curriculum at the elementary, secondary, and university levels is defective. This is due to the fact that professional music educators are not engaged in the creation of the curriculum; rather, they are obliged to administer it. This article makes the case for the necessity of inviting expert music educators to assess the music component of the curriculum that is offered to undergraduate students at the CCA. Through the use of the survey and case study research methodologies, this study is of great importance to professional musicians, as well as those who plan and conduct educational programmes.