Music instruction in Krowor Municipal basic Schools

Abstract

This study embarked on an in-depth exploration of music education within the context of private basic schools in Krowor Municipality. The research harnessed the insights of 45 participants; 5 music teachers and 40 pupils, selected through purposive sampling, to illuminate the current state of music instruction there. Employing a comprehensive methodology that encompassed in-depth interviews, focused group discussions, and observations, the study uncovered multifaceted perspectives on music education. The data for this study was analysed u+--sing a thematic analysis method. Across the sampled schools’ diverse approaches to music education emerged, shedding light on varying levels of integration and importance. The limitation of allocated time emerged as a constraint, impacting the depth and effectiveness of music education, despite its acknowledged positive influence on academic performance. An intriguing facet unveiled by the socio-demographic analysis was the prevalence of non-specialist teachers, highlighting a central challenge of generalist educators delivering music instruction. Proposed solutions include dedicated time slots and specialist teachers. This study calls for collaborative measures to address these challenges and optimize music education quality. As the study findings resonate beyond the sampled schools, they offer insights for broader efforts to nurture holistic and impactful musical education experiences