Summary of findings

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musical potentials. The teacher will have to provide moral support to the child who is frustrated by the demands of the school music;

 Selection and organization of material- The complete structure and organization of the music curriculum will influence the teacher selection of what is considered important to teach and what is important will be influenced by the teacher’s knowledge of the subject.

The music teacher must be certain that the organization and planning are in line with reality.

In addition to organizing the selected material to meet his student’s needs, the teacher must also furnish them with a sense of security by establishing a classroom atmosphere that is warm, creative, business like and democratic;

 Presentation of material - In music class, teaching must be vivid to attract, to interest, and to hold the students attention, material must be relevant or it should not be presented, and must be memorable or learning will fade in students mind and be for gotten. Patience and understanding in regard to the rate of students’ progress, comprehension and achievement are also significant considerations related to presentation of music cession; and

 Evaluation – when the teacher is done with what is worth teaching and has presented his materials to the learner, he needs to carry through by determining exactly what the students has learnt. Evaluation is not only a means to determine what students have accomplish but also. To provide the teacher with information on the effectiveness of his role in the teaching learning process.

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relevant curriculum in terms of local needs and aspirations. Teachers perform a variety of societal roles related to students and these roles help to define the nature of teacher-student relationships.

According to Onyiuke (2008: 151) “The teacher is, a mediator of learning, standing between students and the subject matter to be learned”. This role is the one for which teachers are professionally trained. The teacher as an examiner evaluates the work and progress of students in terms of stated standards and objectives. The teacher is also a disciplinarian who is expected to promote conduct that is acceptable within the norms of the school and the society. Sometimes, the teacher is a confidante to students, sharing their trust and perhaps performing the function of a parent counselor. Traditionally, the teacher is expected to represent the community in the classroom in upholding moral values and norms, reasonable care in respect to the student’s safety and general welfare. Finally, the teacher is an academic adviser who assists students in planning programmes.

The teachers’ relationship with the students is sometimes described as a “client” relationship, like that of 99a doctor with his patient or a lawyer with his client. The analogy is partly accurate. The relationship is indeed a professional one in that the roles of teachers and students are defined by law and convention. The teacher is not granted the same freedom a lawyer enjoys with his client or a doctor with his patient. Furthermore, the teacher cannot select his client, as can the doctor or lawyer, nor does the student client have the right to choose his teacher. For music student to perform well there must be a link between him/her and the teacher, for him/her to learn the practical aspect of music, since music is theory and practical oriented. There must be a connection or cordial relationship between the music teacher and the music student.

60 2.3.11. The music teacher in profile

Who is a senior secondary school music teacher? There is no one answer for the function in a unique instructional situation where he is identified by a variety of names – band director, general music teacher orchestra conductor, instrumental specialists, music theory teacher, choral director.

In most schools, the music teacher assumes only one of these titles and all the duties connected with it. The senior secondary school music teacher in general is no more identified by a single pattern of school structure. He finds himself in a wide assortment of grade level organizations.

However, it appears to be a general consensus that for successful teaching to be achieved the teacher must be well trained in the Act, knowledge in his field, efficient and effective. In addition Ekong (2009) noted that, the teacher must employ a variety of methods to achieve desire objectives.

Meanwhile in the words at Mursell (1948) cited in Ekong (2009) it is expected that teachers teach effectively to nurture the musical potentials of learners that will enhance and help evolve them into sound musical beings, in this regard Ekong contents that the learner is expected to acquire certain skills and competence which will affect positively on his in school and out school life experience.

In this word of Okon (1999) skill acquisition refers to the knowledge gained through efforts a practice thereby aiding an individual of a group of perform or improve upon specific tasks. The success of this task he argued depends largely on whom transmits the knowledge. How the knowledge, is transmitted and to whom the knowledge is transmitted with respect to music teaching. Hofer and Klotman (1979) viewed teaching as that which places the teacher on a pedestrian which his singular objective is always a group or individual involvement in musical with the ultimate end being a student’s performance as it relates to demonstrating musical competencies and ideas. The teacher satisfaction in their view is subsequently a reflection of

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students learning. The teacher become crucial in the provision of stimulations guidance, organization and conduct of the learning experiences of his learner helping to increases the efficiency of his learning. Music teaching and learning entails a process of development of musical literacy, the development of musical skills, and the growth of musical appreciation. From the foregoing one needs to ponder on the present method of teaching music, in our senior secondary school. Are the methods suitable? Are they yielding desired result? What are the causes of low enrolment in music in the senior secondary school in Nigeria?