The Status of Music Education Programs in Ghanaian Public Schools
Akrofi, Eric Ayisi
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https://hdl.handle.net/2142/70811
Description
Title
The Status of Music Education Programs in Ghanaian Public Schools
Author(s)
Akrofi, Eric Ayisi
Issue Date
1982
Department of Study
Music
Discipline
Music Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Educat.D.
Degree Level
Dissertation
Keyword(s)
Education, Music
Abstract
The purpose of this study was to describe the current status of music education programs in Ghanaian public schools as reflected in the content of official documents from the Ministry of Education, administrative practices, evaluative procedures and the opinions of selected Ghanaian music educators regarding present Ghanaian public school music education programs and needed change in view of Ghana's status as a developing nation.
Published materials concerning the administration and evaluation of Ghanaian public school music programs and the duties of music supervisory personnel were examined. In addition, music education practices at selected sites were reviewed.
Music teacher education institutions, their programs of study, the procedures for testing and certification and the corps of music teachers in Ghana were described.
A questionnaire was used to determine the opinions of ten selected Ghanaian music educators regarding present public school music education programs and needed change in the programs.
The investigator concluded that: (i) the elementary music program is geared to the singing of Western songs and hymns at worship services and school functions; (ii) in the secondary schools, music is regarded principally as an intellectual exercise and the study of music is directed toward external British examinations; and (iii) Western music and Western concepts form the basis of music education in Ghanaian public schools.
Some of the suggested changes considered important by respondents of the questionnaire are: (1) The objectives of music education programs should be relevant to the Ghanaian situation. (2) African music should serve as the focal point of the programs. (3) Students should be exposed to the music of the various world cultures. (4) Opportunities should be provided for all students to learn about music through participating in musical performances. (5) The music programs in all public schools should be supervised by regional and district music "organizers." (6) Music specialists should attend conferences (meetings) on a regular basis to discuss problems and share ideas on music education.
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