CHAPTER 32: ASSESSMENT OF THE APPROPRIATENESS OF THE PHILOSOPHICAL CONTENT OF THE MUSIC CURRICULUM IN FEDERAL COLLEGES OF EDUCATION IN NORTH CENTRAL STATES OF NIGERIA

Abstract

The Federal government in its national policy introduced music to be taught at all levels of education with the aim of encouraging aesthetic, and creativity and promoting Nigerian musical activities. Despite the age-old musical traditions and Nigeria's rich cultural heritage, the study of Nigerian music is not fully studied rather western music is fully embraced and enshrined into the music curriculum due to the influence of the colonial masters. Colleges of Education (COEs) in Nigeria are established to produce teachers who will work in schools, especially at the foundational level. Regrettably, these students graduate having a shallow knowledge of Nigerian music, they are compounded with lots of western music theories. It is therefore imperative to reassess the appropriateness of the philosophical contents of the music curriculum and learning of music in Federal Colleges of Education in the North Central States of Nigeria. Data for the paper was obtained through a descriptive survey. Findings showed that the present music curriculum impacts little or no learning of Nigerian music. The study recommends the possibility of replacing some of the repertoires of imposed western musical tradition with Nigerian musical heritage, to make it more relevant to the student's social environment. The study would be beneficial to students, teachers, music education instructors, lecturers, curriculum planners, educational administrators, the Ministry of Education, and other stakeholders as it will lead to an increased awareness of the status of music education at all levels of education.

Keywords: Music curriculum, Colleges of Education, Assessment, Learning of music.