dc.contributor.author |
Agbenyo, S |
|
dc.date.accessioned |
2023-02-24T14:33:00Z |
|
dc.date.available |
2023-02-24T14:33:00Z |
|
dc.date.issued |
2018 |
|
dc.identifier.uri |
http://41.74.91.244:8080/handle/123456789/1565 |
|
dc.description |
A DISSERTATION IN THE DEPARTMENT OF MUSIC EDUCATION,
SCHOOL OF CREATIVE ARTS, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA, IN
PARTIAL FULFILMENT OF THE REQUIREMENTS FOR AWARD OF THE
DOCTOR OF PHILOSOPHY (ARTS AND CULTURE) DEGREE.
DECEMBER, 2018 |
en_US |
dc.description.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. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
University of Education Winneba |
en_US |
dc.subject |
Pedagogical factor |
en_US |
dc.subject |
Music curriculum |
en_US |
dc.title |
The pedagogical factor in the primary school music curriculum of Ghana |
en_US |
dc.type |
Thesis |
en_US |