AFRICAN MUSIC THEORY IN THE MUSIC EDUCATION CURRICULA OF NIGERIAN UNIVERSITIES

Abstract

Some of the global educational challenges facing music educators in Nigeria include the global emphasis on science and technology and the imposition of Western musical aesthetics, theories, methods and technologies on African music. Scholars such as Meki Nzewi and Omibiyi-Obidike have fostered the campaign for freedom from this mental enslavement over the years. However, there remains a lot to be done practically in evolving the ideal music education for Nigeria. The objective of this paper is to critically evaluate the place of African music theory as a course in the music curricula of Nigerian Universities. Hinged on the indigenization and ethno-pedagogical theories, questionnaires and Interviews were used to collect the needed data from selected University teachers. Given the premise that the present situation is undesirable, the paper argued for the indispensability of African music theory in contemporary music education in Nigeria in this era of global contests. It was discovered that African music theory as contained in the current curricula is, in terms of content, ‘watery’ and in terms of emphasis, displaced and inadequate. This paper discussed the problems responsible for this development and recommended solutions. It concluded on the need for a restructuring of the existing programmes with a purpose of reviewing the African music theory curriculum both in emphasis and in content.