The pedagogical factor in the primary school music curriculum of Ghana

Abstract

The study focused on the pedagogical factor in the primary school music curriculum of Ghana which emanated from an observation made in some Ghanaian primary schools. The observation showed that several teachers in Ghanaian primary schools have difficulties in planning and presenting lessons on the music related sections of the Creative Arts syllabus. It was therefore, aimed at investigating the ability levels of the primary school teacher in implementing the music curriculum as well as figuring out prevailing challenges for possible attention. The descriptive qualitative enquiry sampled participants from three regions of Ghana (Volta, Eastern, Greater Accra and Central), mainly using purposive sampling tools. Having analyzed the data thematically, it came to light that some teachers did not teach the subject at all while others merely engaged their pupils in singing without predetermined music learning objectives. Nonetheless, other teachers strived to teach the subject with prepared lesson notes. The study discovered that the teachers lacked sound pedagogical training needed to handle the subject since much in that regard was not acquired during their pre service training nor were they offered on-the-job training. It is recommended that periodic In-Service training be organized for them to equip them for the work. Besides, the use of community resource persons was advocated by the study. It was further recommended that a teachers‘ manual be developed to serve as a guide for the teachers without forgetting the need for stronger collaborations between the schools on one hand and community stake holders on the other hand to promote music and dance instruction.