REPOSITIONING MUSIC EDUCATION IN NORTHERN NIGERIAN GOVERNMENT-OWNED SECONDARY SCHOOLS THROUGH INNOVATIONS: A YEAR 2030 ATTAINABLE ROADMAP

Abstract

It is probable that music education can develop the skills, attitudes, and attributes that can support learning in other national curriculum subjects. Music education involves the learning of music making and music listening. This includes listening skills, the ability to concentrate, the apt for creativity and perseverance, the ability to work in group, the courageous demonstration of self-confidence and sensitivity towards others, enhancing human development in the early years, increase self-esteem and promote the development of a range of social and transferable skills, and enhance the child’s ability to feel and to react to stimuli (Onyiuke, 2011; Nwokenna & Anike, 2012;Shute & Frost).Music is important in all aspects of child education and human needs. Music is one of the most universal human needs. The impulse to create and enjoy it exists among men everywhere, and has existed always. Therefore, it needs no manner of excuse for its existence in any part of Nigeria school.