Non-formal music education practices in Asafo music of Awudome Kwanta

Abstract

This study investigated the non-formal music education practices within the Asafo music ensemble of Awudome Kwanta, Ghana, to identify pedagogical structures suitable for formal classroom integration. Guided by Vygotsky’s Sociocultural Theory and the concept of "Cultural DNA," the research employed a qualitative case study design involving forty purposively sampled participants, including master drummers (Ʋugafola) and warlords (Asafofia). Findings revealed that Asafo operates as a sophisticated educational institution where recruitment is interest-driven and training utilizes cultural immersion through scaffolding and modelling within the Zone of Proximal Development. Whiles the formal schooling education oftentimes involve more of the summative assessment, Asafo employs continuous formative assessment, where mastery is validated through real-time performance excellence and leadership roles. Despite its effectiveness, the tradition faces threats from Westernization and religious misconceptions. The study proposes an "Asafo-Informed Classroom Model," advocating for the adoption of role-based learning and peer-scaffolding to enhance the cultural relevance and sustainability of music education in Ghana. It concludes that integrating these non-formal structures into formal curricula preserves indigenous heritage while fostering a grounded musical identity.