ABSTRACT
This paper focuses on the Africanisation of both the African music classroom and the international music classroom, as ‘re-contextualised authenticity’, in the context of teaching and learning and assessment systems suited to African musical arts performance. Standards-based assessment as a holistic and formative process, setting standards-levels for African musical arts, is contextualised in a newly developed generic evaluation system. It correlates an indigenous sub-Saharan, non-formal African music education system with a global and formal music education system. Four generic standards (holism, communalism, inter-relatedness and praxialism), generic in function, correlated with, and which address the most important needs identified in modern day education, form the basis of evaluation system/framework. This paper is informed by Western and indigenous African philosophy, a synthesis of social and educational studies, as well as an exploration of the musical arts in sub-Saharan Africa through documentary research and deconstruction theory designs.
