TRANSFORMATIVE INSTRUCTIONAL METHODOLOGY FOR SUSTAINABLE MUSIC EDUCATION IN NIGERIAN TERTIARY INSTITUTIONS

Abstract

The study of music in school, especially in tertiary institutions, should be geared towards positive, inclusive, responsive and productive learning to achieve professional knowledge of the subject matter. This aim, over the years, has proved to be a herculean task leading to a catastrophic drop in quality and the churning out of increasing numbers of poorly equipped music graduates into an already congested job market. This problem could be attributed to the method of music pedagogical delivery in Nigerian universities. This study is an attempt to explore what music professional knowledge ought to look like in the context of higher music education teaching; reflect upon the challenges and motivations to develop and enhance musical knowledge and practice where music students will be on the lead to facilitate learning. The study employs participation and library search as its methodology and is hinged on multiple intelligent theory of Howard Gardner. The work, therefore, posits that music pedagogical practices should be transformed in tertiary institutions if teachers transcend learning beyond mere classroom lecture by involving students in the more interactive and productive learning environment.