CONCLUSION AND PRACTICAL APPLICATION

People have different views of what constitutes the concept of a syllabus in a given educational setting. The syllabus is described as the summary of topics covered or units to be taught in a particular subject. Mba (2013) saw curriculum as a “systematic plan of activities undergone by learners, guided and directed by schools which show a scope needed and directed by schools to get to the aims and objectives at a particular level; the plan is normally what followed” (p. 14).

The music syllabus is the programme of study so designed to be followed in Nigerian Schools by those who choose to embark on music as a field of study. The importance and role of music in the growth of a child cannot be overemphasized; the Nigerian child in particular is born and nurtured in music. He grows and learns in the society and takes his exit from the world with music (Ogurinade, 2012).

However, technology-based music courses are not properly captured in the current curriculum.

Musicians are constantly making efforts to device new forms of expression in this technology age where modern electronic devices such as computer in the focal point.

Emielu (2011) stated that, the National Policy on Education (1977, 1998) makes provision for music at various levels of schooling in Nigeria. This new National Policy on Education (1998) divides our Secondary School into two stages: the Junior Secondary School (JSS) and the Senior Secondary School (SSS). At both levels, the curriculum accommodates music as a subject.

However, the syllabus are grouped into core subjects (compulsory), prevocational electives and non-prevocational electives as shown below:

Table 2.1: JSS subject group

Core Subjects Prevocational Electives Non-prevocational Electives English Language

Mathematics French

Integrated Science Social Studies

Introductory Technology Citizenship Education Language Environ

Agriculture Business Studies Home Economics Local Crafts

Computer Education

Religious Knowledge

Physical & Health Education Fine Arts

Music Arabic

In JSS one, students are to study music through singing of Nigerian folk songs, rudiments of music, music appreciation, and listening to the music of various composers in music history.

Creative music making and learning to play simple percussion instruments to accompany songs and dances and playing simple melodies on instruments like the piano, xylophone, etc. are also included. In JSS two and three, musical training continues along these lines but at a higher level to include sight reading and sight singing. Listening to familiar pieces by both foreign and Nigerian composers but nothing on computer music technology or construction of even African musical instruments.

The JSS curriculum stipulates that every child must learn to play a musical instrument within 3 years and should take Royal School of Music theory examinations, (Emielu, 2011). The Senior Secondary School syllabus also includes the study of history, theory, creative and practical music. Below is a table showing SSS subjects.

Table 2.2: Senior Secondary School (SSS) subject groups

Core Subjects Vocational Electives Non-vocational Electives English Language

French Mathematics

A major Nigerian Language One of Biology, Chemistry, Physics or Integrated Science One of Literature in English, History, Geography or Social Science

A vocational subject

Agriculture

Applied Electricity Auto Mechanics

Book Keeping and Accounting Building Construction

Commerce

Computer Education Electronics

Clothing and Textile Food and Nutrition Home Management Metalwork

Shorthand Typewriting Fine Arts Music

Biology Chemistry Physics

Further Mathematics Integrated Science Health Education Physical Education Literature in English History

Geography Social Studies Bible Knowledge Islamic Studies Arabic

Government Economics

Any Nigerian Language

Similarly, formal music education in Nigeria is categorized under three classified levels namely the Primary, Secondary and Tertiary levels. Music of Nigerian schools contributes exceedingly towards the traditional education and coherence of Nigerian children into adult society and is organized for them to help them discover and develop their personality (Ogunrinade 2013) At the Primary level; prior to the formalization, recognition, and inclusion of music as one of the core subjects in our education, music education was more of a mother-child (family) business.

However, to encourage the music essence, in the traditional education of the child, the nation’s government accepted to encourage aesthetic, creativity and musical activities in her educational institutions thus. In 1981, music was formally recognized and included as one of the core subjects in our schools which starts from Primary School level (Ogunrinade, 2013).

The teaching of music at this level (Primary) involved non-specialist teachers who functioned without instructional materials and most times use the music periods to cover up for their deficiencies in other courses, or they spend them on singing of hymns, folk songs and storytelling (Omubiyi, 2001).

At the Secondary School level, the study of music terminates at the Junior Secondary level in most Nigerian Secondary Schools, mainly because it is not a core subject at the Senior Secondary level. However, we shall pay more attention and emphasis at the tertiary level of our educational system. At the tertiary level, we have the Polytechnics, Colleges of Education and the Universities. However, we shall partly consider the College of Education, which offers National Certificate of Education (NCE) and deal more with the university which offers Bachelor’s Degree in Music with the subject matter being music technology.

Emielu (2011) further asserts that the National Commission for Colleges of Education (NCCE), which is the official regulatory body for Colleges of Education in Nigeria, stipulates that the objectives of the NCE music programme be to

(i) Offer courses in African and Western European music;

(ii) Produce music teachers for Primary and Junior Secondary School levels.

(iii) Produce teachers for the private sector, churches, mosques, armed forces, media houses advertising companies, etc.

(iv) Produce teachers, which are capable of benefiting from further education in music.

(v) Promote cultural continuity (NCCE, 2002, in Emielu, 2011).

He further noted that music is offered as a single major in combination with a second subject approved by the college. Each student is supposed to enroll for and pass the following

(1) Education courses – 36 credit units.

(2) General courses – 14 credit units.

(3) Teaching practice – 6 credit units.

(4) Music courses – 44 credit units.

(5) Second teaching subject – 37 credit units. Thus making 137 credit unit courses for graduation.

Content Analysis of Music Curriculum of Nigerian College of Education (NCE) Table 2.3: Summary of both Compulsory and Elective courses.

Summary NCE Year Compulsory Elective Total

Year one 13 2 15

Year two 14 2 16

Year three 5 2 7

Overall Total 32 6 38

Source: NCE (2009) minimum standard for Nigeria Certificate in Education

Table 2.4: Courses for NCE music programme

Course Code Course Title Credit Status

MUS 111 MUS 112 MUS 113 MUS 114 MUS 115 MUS 116 MUS 117

MUS 121

YEAR I, FIRST SEMESTER Theory of Music I

African Music & Appreciation I Ear-Training and Sight-Reading I

History and Appreciation of Western Music I Applied Music I

Ensemble Music Studies I

Elementary Technology of Music I TOTAL

YEAR I, SECOND SEMESTER Theory of Music II

1 1 1 1 1 1 1 7

C C C C C C E

MUS 122 MUS 123 MUS 124 MUS 125 MUS 126 MUS 127 MUS 128

African Music & Appreciation II Ear-Training and Sight-Reading II

History and Appreciation of Western Music II Applied Music II

Ensemble Music Studies II

Elementary Technology of Music II Music Education I

TOTAL

1 1 1 1 1 1 1 1 8

C C C C C C E C

MUS 211 MUS 212 MUS 213 MUS 214 MUS 215 MUS 216 MUS 217 MUS 218 MUS 221 MUS 222 MUS 223 MUS 224 MUS 225 MUS 226 MUS 227 MUS 228

YEAR II, FIRST SEMESTER Theory of Music III

African Music & Appreciation III Ear-Training and Sight-Reading III

History and Appreciation of Western Music III Applied Music III

Ensemble Music Studies III Music Education II

Elementary Technology of Music III YEAR II, SECOND SEMESTER Theory of Music IV

African Music & Appreciation IV Ear-Training and Sight-Reading IV

History and Appreciation of Western Music IV Applied Music IV

Ensemble Music Studies IV Outdoor Practical Experience Music Education III

TOTAL

1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1

C C C C C C C E

C C C E C C C C

MUS 321 MUS 322 MUS 323 MUS 324 MUS 325 MUS 326 MUS 327

YEAR III, FIRST SEMESTER Teaching Practice

YEAR III, SECOND SEMESTER Theory of Music V

Elements of Dance Choreography Elementary Keyboard Harmony Conducting & Ensemble Management Applied Music V

Ensemble Music Studies V Orchestration Fundamentals TOTAL

8

1 1 1 1 1 1 1 7

C E C C C C E