Data process: From collection to analysis

I. The traditionalist - The traditionalist includes the essentialist, the perennialist and the disciplined doctrine advocates. These have different opinions which are based on the conception of curriculum comprising of subject matters set out by the teachers for students’ coverage.

II. The progressives - The progressive is a school of thought who saw curriculum as the

“total experiences presented to the learner under the guidance of the school”

(Aguokogbuo, 2000). Their area of interest in curriculum planning and implementation covers both curricular and extra - curricular activities. This conception explains the intimate relationship between the learner and what he has learnt. It also explained the relationship between the students’ learning experience within the radius of the school and what operates outside the school. According to Aguokogbuo (2000), Curriculum is a

31 course of study which students pursue and complete for target, defined in terms of high grade passes, award of certificate and other forms of academic awards (p.2). Curriculum is set for students for the purpose of achieving the desired educational objectives at the end of the training. Curriculum is a means to an end or learning outcome.

Curriculum implementation

The first and foremost step in curriculum implementation is the conception or the planning stage that is, the design and developmental stages because without the planning stage there cannot be implementation. After the planning stage of the curriculum, there is the need for the implementation of the desired curriculum designed. According to Mkpa (1987), The process of putting this decision into practice for the purpose of realizing the educational objective is known as curriculum implementation. During the implementation stage, the teacher occupies the central position as the one who implements the curriculum.

And without active instructional practices, the objective of the curriculum can hardly be achieved. In this regard all the activities associated with the teaching and learning process including evaluation would therefore be rightly classified under curriculum implementation.

Curriculum agencies

Curriculum agencies are those agencies that exist to service educational system in the country. They are educational commissions or associations that facilitate the implementation of educational plans and objectives. They also promote educational efficiency and quality. These agencies are under the umbrella of the Federal and State Ministry of Education

Federal and State ministry of education

Federal Ministry of education is the highest educational body in Nigeria which has been functioning right from the time of independence. After the colonial era, The Nigeria government took over the running and overseeing functions of the various levels of education from the British Administration. The FME functions include the formulation of educational objectives, setting up of committees for curriculum review and implementation, conducting, supervising various public schools exams, recommends, approves and distributes textbooks, laboratories’ equipments and instrumental materials

32 for public schools. They also recommend instructional materials for approved private institutions, award certificate to school leavers at both elementary and Junior Secondary levels, employ and post qualified personnel at Federal and State levels and also supervise the mode of passing instruction in these and other schools.

They carry out accreditation exercise in public schools and also in government approved private institutions in order to ascertain the level of implementation of the educational objectives in those schools. Under the federal ministry, many professional bodies had been approved as curriculum development agencies which include the following;

1. Nigerian Educational Research and Development Council (NERDC), Scheda, Abuja.

2. The National University Commission (NUC), Abuja.

3. National Commission for Colleges of Education (NCCE), Abuja.

4. National Board of Technical Education (NBTE), Kaduna.

5. The National Teachers’ Institute (NTI), Kaduna.

6. Science Teachers’ Association of Nigeria (STAN), Abuja.

7. The West African Examinations Council (WAEC), Yaba, Lagos.

8. National Examinations’ Council (NECO), Minna.

9. Music Society of Nigeria (MUSON), Marinna, Lagos.

According to Jakande in Ezeliora and Eze (2000);

The objectives of these commissions and associations are; to develop, access and improve educational programme; to enhance teaching and improve the competence of teachers; to promote in-service education; to reduce educational cost; to develop and promote an effective use of innovation in schools. (p.75)

From the above assertion we could deduce that the role of the commissions that is, the educational agencies is quite obvious and significant to educational advancement. In this regard, their proper and effective functioning requires the creation of a condusive atmosphere for their operations in order to achieve the required educational objectives.

Furthermore, according to Aguokogbuo (2000); Curriculum is a course of study which students pursue and complete for target, defined in terms of high grade passes, award of certificate and other forms of academic awards (p.2). Curriculum is set for students for

33 the purpose of achieving the desired educational objectives at the end of the training.

Curriculum is a means to an end or learning outcome. The Deeper Christian Life Ministry has established curricular or syllabus through which the church choir and orchestral who undergo the week end (part-time) music schools at Regional headquarters, Deeper Life High Schools at states’ levels and International Bible Training College (theological/seminary schools) at Zonal levels are tutored. Examinations are conducted for students who undergo training in various schools per term, per session or at the end of the training. While certificates are awarded to successful students or candidate as it is deemed necessary.

The choral and instrumental students of the week-end (part-time) music schools (for adult, youth and children classes) undergo training on music education courses which include rudiment/theory of music, history and appreciation of music, ear training and sight reading/singing, applied music, which emphasizes training on individual instrument, technical studies, voice training, performance workshop/ensemble studies, instruments of the orchestral learning and operational techniques and in general musicianship as applicable to music department in colleges of Education and Universities that emphasize art music/music education.

The Adult Choir music syllabus is equivalent to National colleges of Education (NCE) (Syllabus approved by the Ministry of education) or a little bit advanced in some cases.

The Youth music syllabus prepares students for RSA, MUSON or other professional examinations. The Deeper Life High schools’ Curricular prepare students for the JSSC and SSSC Examinations conducted by the West African Examination Council (WAEC) and National Examination Council (NECO) While the International Bible Training College (IBTC) music syllabus prepares the theological or seminary students for certificate or Diploma Examinations as one of the seminary requirements for certification before graduation. The various stages on curriculum implementation as applicable to the Deeper Christian Life Ministry’s schools music curricular are as followed;

- Rudiments and theory of music.

- Ear training and sight reading.

- Technical studies.

34 - History of church music and appreciation.

- Instruments of the orchestra learning and operational techniques.

2.1.3.1 Rudiments and theory of music

Rudiment and theory of music is the foundational level of music lessons in Deeper Christian life ministry’s schools. The course is compulsory for all categories of singers/

instrumentalists. In this regard, syllabuses are drawn for the age grades which include the children (of primary school ages), youth (of secondary school ages and students in tertiary institutions) and adult. Also, students of the Deeper Life High School (DLHS) and International Bible Training Colleges (IBTC) have their separate syllabuses. The music curricula or syllabuses for the various categories of the age grades are as follow;

A. Elementary Class (Children) Music Syllabus: The scheme of work for musical training for children covers the basic fundamentals otherwise known as rudiment of music. Their music curriculum is the equivalence of the recommended curriculum by the Ministry of Education for the upper elementary music class (CCA Curriculum Some of the topics for children of the upper elementary stage are as follows;

Children’s music syllabus of the elementary class - Definition of music and sound

- Types of sounds

- Music part- Soprano, Alto, Tenor and Bass (SATB) - Music letters

- Staff lines and spaces - Clefs – G & F

- Great stave and middle C - Music note, rest and value - Table of note, rest and value

- Accidental signs – sharp, double sharp (‘×’), flat-(b), double flat (bb), natural sign

- Tones and semitones – using keyboard diagram - Definition of scales

- Types of scales – diatonic and chromatic

35 - Technical names for the degrees of the scale

- Introduction to time signature – simple time - Introduction to key signature – C & G majors - Simple musical terms & signs – p, f, ff, mp Source: DLCCSM (1999)

After undergoing training through the above curriculum, the successful ones are introduced to instrumental training on keyboard, strings (violin) and recorder. The training of children on rudiments and instruments are well simplified to suit their age grades. Those who graduate from these classes are incorporated into the children’s choir.

Their training day is usually on Saturday or Sunday afternoon when they are not engaged with school work or home chores.

B. Youth Music Syllabus for Secondary Schools and Tertiary institutions’ Students