ABSTRACT

The use of non-melodic instruments in education contexts is often confined to an accompaniment role because they do not appear to be musically challenging to play. They are, however, valuable in both teaching and music-making contexts where they generate successful and valuable music moments, which also facilitates the development of music appreciation and aesthetics. This article draws from my experience in the teaching and practice of indigenous African musical arts. Anchored on two narrative accounts (Bahamonde, 2000), the discussion presents a case study exploring the use of non-melodic instruments in music education. It further suggests approaches for the integration of non-melodic instruments in a music learning set-up. This discourse builds on the description of concepts approached in two narratives while drawing on clearly articulated pedagogies.