COMPLEMENTING SCHOOL MUSIC ASSESSMENT WITH AFRICA-SENSED METHODS AT THE BASIC SCHOOLS: A PROPOSAL

Calista Ugwu, Eunice Ahanotu

Abstract


Assessment permeates every aspect of human endeavor, a prevue for achieving success. For this discourse, it is an art of examining student musical performance and attainment from the traditional school perspective and African point of view. Literature has critiqued school assessment hence some country has made music “unexaminable†subject at the basic level. The proposition of this discourse therefore was instead of shelving a crucial aspect of life – assessmentthe school assessment should be complemented with indigenous assessment as both play important role in the life of the student at this globalized era where the student has to be well groomed in his/her culture to maintain distinctiveness and at the same time well informed in the knowledge of the wider world.

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