INTEGRATING YORUBA FOLKSONGS INTO THE MUSIC CURRICULUM OF NIGERIAN SCHOOLS IN THE SOUTHWEST, NIGERIA

Abstract

This article presents an analysis of the integration of Yoruba folksongs into the music curriculum of Nigerian schools in the Southwest of Nigeria. Drawing on fieldwork conducted in Yoruba communities in Nigeria, the authors examine the effective and appropriate use of Yoruba folksongs into the curricula in terms of methods and benefits, suggest a plan for using Yoruba folksongs in the music curriculum of Nigerian schools, and discuss the methods of incorporating Yoruba folksongs into the curricula of Nigerian schools. This study relied solely on oral tradition, written documents, personal oral interviews for information, and experiential knowledge in its approach and methodology. This study makes use of published and unpublished library and archive materials. This involved reading through printed materials, which are relevant to this study in libraries and archives. Such materials include books, articles in journals, newspaper reports and documentation, dictionaries, and encyclopedias, among others. These materials were consulted, reviewed, and analyzed for testing and validating the position of this study. The citations provided in this study are taken from a scholarly article that analyzes Yoruba folk songs from a musicological perspective, offering insights into their cultural significance and musical characteristics. The overall outcome of this study revealed that incorporating Yoruba folksongs into the curricula of Nigerian schools enhances students' educational experiences, promotes cultural awareness and appreciation, and fosters a deeper connection to Nigeria's diverse cultural heritage. By embracing Yoruba culture and traditions in the classroom using cultural approach, it will enhance effective learning as schools contribute to the holistic development of students and the promotion of a more inclusive and culturally vibrant society. By incorporating Yoruba folksongs into Nigerian school curricula in the south-west, the teachers and the educators will be able to promote cultural diversity, linguistic proficiency, artistic expression, and interdisciplinary learning among students, fostering a deeper appreciation for Nigeria's rich cultural heritage and strengthening connections between the classroom and the wider community. In conclusion, the learners enjoy the lesson more, and they show more interest in the lesson through active participation in the class activities. The learner most especially in the nursery and primary schools will shows their happiness, joy, and motivation in the learning process through the use of Yoruba folksongs incorporating into the music curriculum.