NIGERIAN MUSIC EDUCATION CURRICULUM: CONTENT AND IMPLICATION

Zabe Vwambok, Festus Olisaeke

Abstract


Curriculum programmes are designed to address specific developmental needs of society. According to Dashen, (2004), “education, culture and curriculum are the tripods on which curriculum as a course is vested.†(p.7) He further stressed that these three concepts (education, culture and curriculum) are linked through an umbilical cord that thinking of one without reference to the other will be suicidal to any educational system. This implies that the purpose of education is basically to transmit culture, socialize the individual and to produce people who will be reconstructing society for the better. (Dashen, 2004). Therefore, for a curriculum to be considered worthwhile, such curriculum must be planned to meet these societal developmental expectations. And to achieve this, specific fundamental factors must be considered while planning the curriculum. Continuing, Dashen (2004) outlined four fundamental factors which must be considered to include, “the learner, society, knowledge and the teacher.†(p.92)
The Western concept of formal education was introduced in Nigeria by the missionaries and subsequently by the colonial government. The purpose of education during the colonial period was mainly for religious conversion, economic exploitation, and the assimilation of Western cultures, values, and practices by Africans. “This eroded Nigerian ethnic communities’ indigenous learning structures; a condition that denied individuals their cultural identity and sense of the past†(Woolman, 2001:4). Dei (2002) informs that: the Western curriculum undermined African values, cultural practices, and imposed Western capitalist mode of production,


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