RICHARD CHIJIOKE OKAFOR’S PHILOSOPHIES AND IDEOLOGIES OF MUSIC EDUCATION

Abstract

Music education in Nigeria has progressed tremendously from its inception as an optional recreational school activity at the primary school level until it became a substantive stand-alone subject and consequently a programme of study at the level of tertiary education. It can be said that Nigerian Music education has presently attained a recognized and well-established height. This is the result of the enormous works and contributions of the prominent and frontline Nigerian music educators like Tunji Vidal, Meki Nzewi, Akin Euba, Mosúnmọ́lá Omíbíyì – Obidike, Richard Okafor, Dan Agu, Bode Omojola, Young-Sook Onyuike, Femi Adedeji, Onyee Nwakpa, Agatha Onwuekwe, Josphine Mokwunyei, Yomi Daramola, Olusoji Stephen, Albert Oikelome and host of others. This paper sets out to highlight the contributions of Richard Chijioke Okafor, who is a renowned Nigerian music educator and ethnomusicologist. An appraisal of his contributions to the development of music education in Nigeria will be discussed and at the same time, his philosophical principles of music education will be highlighted. Review of existing literature, interview, and observation methods are employed in carrying out this study. The paper concludes that Okafor’s ideologies of music education posit that there should be a learning trajectory that progresses from the learner’s own culture and graduates gradually to the music of other cultures. Recommendations were made on how to actualize Okafor’s dream in Nigerian music education.