AN EMPIRICAL MUSIC CURRICULUM: A PANACEA FOR PUPILS’ DWINDLING INTEREST IN MUSIC IN PRIMARY SCHOOLS OF ANAMBRA STATE, NIGERIA

Abstract

There exists a disparity between what pupils are programmed to learn as stipulated in the curriculum and what is obtainable in actual classroom situation as regards music. This paper traced pupils dwindling interest in music to the Primary Schools curriculum in Anambra state and its poor implementation. The current curriculum was found to be insensitive to the learning behavior of children, as it does not create room for a playful learning atmosphere; it is Western oriented, neglecting traditional, folk, and recreational songs that would be more meaningful to pupils. It also gave music an imprisoned status by embedding it into other subjects as Cultural and Creative Arts (CCA) which was handled by every other teacher. Classroom experience gained by the writer through active teaching and observation of pupils and data collected via assessment chart from 2005 to 2019 have shown that if pupils’ interest were enkindled through creating such conducive musical atmosphere (playful and less rigid) other aspects of their musical learning like rudiments, sight-reading, choral singing, etc. would flow through. An empirical ideology for a new music curriculum was suggested which would include the contribution of music experts; handling of music instruction by qualified and competent teachers; and the provision of adequate teaching/learning materials by the government as promised.