ABSTRACT
Musical arts promote the expression of cultural diversity. They also enhance the transmission of cultural knowledge and expressions in both formal and non-formal educational settings. It is expected that the curriculum content and delivery in African institutions of learning will each reflect elements that define and characterise the experience of the music of Africa’s people. Cultural relevance in music instruction is key to learner assimilation of knowledge, which, for absorption, must build on prior learning. This article analyses the teaching and the learning experiences that characterise musicianship teaching in higher education in Kenya. It reports the results of longitudinal investigations that cover use of resources, relevance and practical learning and teaching. These are issues that characterise music teaching in much of Africa. The article specifically makes recommendations for the simultaneous development of the eye, hand, voice and inner ear and how this can be achieved. It further interrogates how this is done when indigenous resources are combined with a logically sequenced syllabus to ensure students learn the right skills at the right time, and that they further experience emotional, cognitive, intellectual, physical and cultural development. The article presents a critical analysis of classroom interactions and experiences, grounded on the articulated meaning of musicianship.
