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Copyright (c) 2024 Isaav Asare-Aboagye, Edward Opoku, John Kofi Brewu, Steve Kquofi
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The significance of the new music education concept in pre-tertiary institutions in Ghana
Corresponding Author(s) : Isaav Asare-Aboagye
Global Arts, Humanities and Culture Review,
Vol. 1 No. 1 (2024): June 2024
Abstract
The New Creative Arts Curriculum, a product of a collaborative effort between the Ghana Education Service under the Ministry of Education and the National Council for Curriculum and Assessment (NaCCA), was introduced in 2019. This curriculum has unveiled music education as a pivotal tool in nation-building. This paper not only assesses the place of music education in Ghana and how it is taught in pre-tertiary institutions but also emphasizes the collective achievement and pride in developing the new curriculum. The paper delves into the structure of the new creative arts curriculum, the learning areas concerning music education, and the correlation between the curriculum and learning outcomes. A descriptive approach was used in the study. Document and content analyses were employed to gather and analyse the data. The study revealed that the new standard-based learner-centred curriculum introduced in 2019 has revolutionized the face of music and dance to meet the Sustainable Development Goals (SDGs) aspirations. The curriculum has introduced Creative Arts as a core curriculum with performing arts as one strand – music, dance and drama. The paper concludes that learning pedagogies are expected to be implemented to achieve lifelong learning and physical dexterity by employing varied techniques and methods to teach local music and artistic elements and integrate technology. This eventually materializes the dreams the nation wants regarding music education.
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- Acquah, E. O. (2013). New Trends in Asafo Music Performance: Modernity Contrasting Traditions. Journal of African Arts and Culture, 1(1), 21 - 32.
- Acquah, E. O., & Boahen, E. (2015). Compositional processes of xylafrique: A contemporary art composition based on the Dagaaba gyili of Ghana. Research on Humanities and Social Sciences, 5(22), 136 - 149.
- Acquah, E. O., Sackey-Sam, K. A., & Annan, J. F. (2015, December). Use of indigenous musical games and songs in developing the total wellbeing of the child. International Journal of Research in Humanities and Social Sciences, 2(12), 112 - 123.
- Addo, A. O. (1995). Ghanaian children’s Music Cultures: A Video Ethnography of Children’s singing games. Doctoral Dissertation, University of British Columbia. doi:10.14288/1.0058348
- Addo, A. O. (2014). Amango: Movement in the Context of the Ghanaian Singing Game. Orff Echo (Vol. 46). The American Orff-Schulwerk Association. Dipetik 09 05, 2023
- Addo, A. O., & Adu, J. (2022). Examining the use of folk resources for creative arts education in Ghana’s basic schools. International Journal of Education & the Arts, 23(4). Diambil kembali dari http://doi.org/10.26209/ijea23n4
- Adjepong, B., & Obeng, P. (2018). The role of performing arts in Ghanaian society and its implication fo formal education in primary schools. European Journal of Education studies, 5(6), 221 - 227.
- Agbenyo, S., Acquah, E. O., & Arko-Mensah, A. (2021). Kodaly music instructional principles in Ghanaian basic education: A contemplation on adaptation. Quantum jounal for social sciences and humanities, 2(3), 20 - 30. Dipetik Octoer 31, 2022
- Agbenyo, S., Arko-Mensah, A., & Adomina, M. A. (2022). Kodály Music Instructional Principles In Ghanaian Basic Schools: A Contemplation On Adaptation. Journal of advanced research and multidisciplinary studies, 2(1), 9 - 17. Dipetik October 31, 2022
- Akrofi, E., Maria, S., & Thorsen, S.-M. (Penyunt.). (2007). Music identity: transformation and negotiation. Sun Press.
- Amuah, I. R., Adum-Attah, K., & Arthur, K. (2017). Music and Dance for Colleges of Education: Principles and Practice (Revised ed.). Cape Coast: KRAMAD Publishers.
- Author 1 & Other (2020). On distinctive features and categorization of Tewbabi folk-game songs. International Journal of Innovative Research and Development.
- Briggs, M. (2011). Transforming primary QTS Primary professional studies. (A. Hansen, Penyunt.) Glasgow, Great Britain: Bell & Bain Ltd.
- CRDD. (1987). Cultural studies syllabu for junior secondary schools. Accra: CRDD/MoE.
- CRDD. (2007). Music and dance syllabus for basic shools. Accra: CRDD/MoE.
- Creswell, J. W., & Creswell, J. D. (2019). Research design, qualitative, quantitative and mixed methods approaches (5 ed.). London: Sage.
- Ebeli, E. A. (2014). Indigenous music in contemporary Ghanaian culture: Context and Content meaning of Avetime totoeme in the Volta region. Unpublished PhD thesis, University of Education, Winneba.
- Flolu, J., & Amuah, I. (2003). An Introduction to Music Education in Ghana for Universities & Colleges. Accra: Black Mask.
- Fraenkel, J. R., & Wallen, N. E. (2009). How to Design and Evaluate Research in Education (7 ed.). (M. Ryan, Penyunt.) New York: McGraw-Hill Companies Inc.
- Hugo, A. J., & Horn, C. A. (2013). Using Music Activities to Enhance the Listening Skills and Language Skills of Grade 1, English First Additional Language Learners (Vol. 29(1)). Per Linguam.
- Kayode, S. M. (2013). African Folksongs as Veritable Resource Materials for Revitalizing Music Education in Nigerian Schools. Research on Humanities & Social Sciences, 3(10), 22 - 32.
- Merriam, A. P. (1964). The Anthropology of Music. Evanston: North-western University Press.
- Müezzinoğlu, A. (2019, July). THE NEW MUSIC CURRICULUM WITH A NEW MUSIC EDUCATION CONCEPT. e-Journal of New World Sciences Academy. doi:10.12739/NWSA.2019.14.3.D0242
- NaCCA (2019). The New Curriculum for Primary and Kindergarten. Accra: Ministry of Education/Ghana Education Service.
- Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935-947. Diambil kembali dari http://iej.com.au
References
Acquah, E. O. (2013). New Trends in Asafo Music Performance: Modernity Contrasting Traditions. Journal of African Arts and Culture, 1(1), 21 - 32.
Acquah, E. O., & Boahen, E. (2015). Compositional processes of xylafrique: A contemporary art composition based on the Dagaaba gyili of Ghana. Research on Humanities and Social Sciences, 5(22), 136 - 149.
Acquah, E. O., Sackey-Sam, K. A., & Annan, J. F. (2015, December). Use of indigenous musical games and songs in developing the total wellbeing of the child. International Journal of Research in Humanities and Social Sciences, 2(12), 112 - 123.
Addo, A. O. (1995). Ghanaian children’s Music Cultures: A Video Ethnography of Children’s singing games. Doctoral Dissertation, University of British Columbia. doi:10.14288/1.0058348
Addo, A. O. (2014). Amango: Movement in the Context of the Ghanaian Singing Game. Orff Echo (Vol. 46). The American Orff-Schulwerk Association. Dipetik 09 05, 2023
Addo, A. O., & Adu, J. (2022). Examining the use of folk resources for creative arts education in Ghana’s basic schools. International Journal of Education & the Arts, 23(4). Diambil kembali dari http://doi.org/10.26209/ijea23n4
Adjepong, B., & Obeng, P. (2018). The role of performing arts in Ghanaian society and its implication fo formal education in primary schools. European Journal of Education studies, 5(6), 221 - 227.
Agbenyo, S., Acquah, E. O., & Arko-Mensah, A. (2021). Kodaly music instructional principles in Ghanaian basic education: A contemplation on adaptation. Quantum jounal for social sciences and humanities, 2(3), 20 - 30. Dipetik Octoer 31, 2022
Agbenyo, S., Arko-Mensah, A., & Adomina, M. A. (2022). Kodály Music Instructional Principles In Ghanaian Basic Schools: A Contemplation On Adaptation. Journal of advanced research and multidisciplinary studies, 2(1), 9 - 17. Dipetik October 31, 2022
Akrofi, E., Maria, S., & Thorsen, S.-M. (Penyunt.). (2007). Music identity: transformation and negotiation. Sun Press.
Amuah, I. R., Adum-Attah, K., & Arthur, K. (2017). Music and Dance for Colleges of Education: Principles and Practice (Revised ed.). Cape Coast: KRAMAD Publishers.
Author 1 & Other (2020). On distinctive features and categorization of Tewbabi folk-game songs. International Journal of Innovative Research and Development.
Briggs, M. (2011). Transforming primary QTS Primary professional studies. (A. Hansen, Penyunt.) Glasgow, Great Britain: Bell & Bain Ltd.
CRDD. (1987). Cultural studies syllabu for junior secondary schools. Accra: CRDD/MoE.
CRDD. (2007). Music and dance syllabus for basic shools. Accra: CRDD/MoE.
Creswell, J. W., & Creswell, J. D. (2019). Research design, qualitative, quantitative and mixed methods approaches (5 ed.). London: Sage.
Ebeli, E. A. (2014). Indigenous music in contemporary Ghanaian culture: Context and Content meaning of Avetime totoeme in the Volta region. Unpublished PhD thesis, University of Education, Winneba.
Flolu, J., & Amuah, I. (2003). An Introduction to Music Education in Ghana for Universities & Colleges. Accra: Black Mask.
Fraenkel, J. R., & Wallen, N. E. (2009). How to Design and Evaluate Research in Education (7 ed.). (M. Ryan, Penyunt.) New York: McGraw-Hill Companies Inc.
Hugo, A. J., & Horn, C. A. (2013). Using Music Activities to Enhance the Listening Skills and Language Skills of Grade 1, English First Additional Language Learners (Vol. 29(1)). Per Linguam.
Kayode, S. M. (2013). African Folksongs as Veritable Resource Materials for Revitalizing Music Education in Nigerian Schools. Research on Humanities & Social Sciences, 3(10), 22 - 32.
Merriam, A. P. (1964). The Anthropology of Music. Evanston: North-western University Press.
Müezzinoğlu, A. (2019, July). THE NEW MUSIC CURRICULUM WITH A NEW MUSIC EDUCATION CONCEPT. e-Journal of New World Sciences Academy. doi:10.12739/NWSA.2019.14.3.D0242
NaCCA (2019). The New Curriculum for Primary and Kindergarten. Accra: Ministry of Education/Ghana Education Service.
Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935-947. Diambil kembali dari http://iej.com.au