CHALLENGES OF MUSIC TEACHING AND LEARNING IN OYO SECONDARY SCHOOLS: A SUMMARY

Funso Fagbile, Adesola Olabiwonninu

Abstract


Music as a subject of study in Nigeria has existed since 1842, marked by the introduction of mission schools that created an atmosphere for teaching and practice of European Music in Nigeria (Adebiyi, 2014:12). The current form of music education, however, took off from the Nigerian National Policy on Education (1981), which says that “the Federal Government, realizing the importance of arts and culture in the development of science and technology, has given Arts and Cultural Education their legitimate right in the nation’s educational system from the primary, post-primary and post-secondary institutions with their educational goals clearly stipulated. Therefore, the subject cultural and creative Arts, which comprises of arts and crafts, drama and music was enshrined in both the Junior and Senior Secondary Schools curriculum by the National Education Research Council. Music as a subject which ought to have been included in the primary school curriculum to give the students the opportunity to cover some areas or aspects of the subject before getting to secondary level was removed. The advantages of learning and teaching music early at primary level are so enormous; starting music classes for the first time at secondary level is disadvantageous to the students; especially those offering the subject at the West African School Certificate Examination level.

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References


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