The Development of a Sociocultural Curriculum in Nigerian Studies: an Integration of Ethnomusicology and Social Studies
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THE DEVELOPMENT OF A SOCIOCULTURAL CURRICULUM IN NIGERIAN STUDIES: AN INTEGRATION OF ETHNOMUSICOLOGY AND SOCIAL STUDIES by CLEMENT CHUKUEMEKA EZEGBE B.A., University of Nigeria, 1973 M.Mus.j University of British Columbia, 1977 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION (Interdepartmental) in THE FACULTY OF GRADUATE STUDIES (Department of Administrative, Adult and Higher Education: Educational Administration Division and Department of Social and Educational Studies: Social Studies Education Division) We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA July, 1981 0 Clement Chukuemeka Ezegbe, 1981 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of EDUCATION: bJucctttbnol Mm^Uh^So^cLJ^dies EcUdwt The University of British Columbia 2075 Wesbrook Place Vancouver, Canada V6T 1W5 Date ABSTRACT The purpose of this study was to develop a curriculum for ethnomusicological education in Nigerian elementary schools based on the integration of ethnomusicology and social studies. The aims of the curriculum were identified so as to be consis• tent with the aims of the Nigerian education system and in particular with the recently expressed aims of the Nigerian social studies curric• ulum which is intended to foster inter- and cross-ethnic communication and understanding and national identity in a country which contains more than 250 ethnic groups. A consideration of appropriate curriculum content led to the identification of five basic concepts in ethnomusi• cology and five concepts basic to social studies. The integration of these concepts into a unified curriculum was made through an Identity Approach which•permitted the identification of relevant cognitive, affective and skill objectives and indicated appropriate learning pro• cesses. Three curriculum units were developed in detail and field tested in upper elementary classes in two elementary schools in south• eastern Nigeria. This field testing—the classroom phase of the curriculum devel• opment—involved 120 students, ten teachers and the administrators of the schools. The staff were given instruction in the curriculum materials and the Identity Approach following which the students were engaged in twenty-four sessions and covered the three units which had been developed. i i The results of the classroom phase were studied from students', teachers' and administrators' opinions and recommendations and their responses to four opinionaires. All responses indicated a high degree of student interest in the project and evidence of an increase in inter- and cross-ethnic understanding and respect. Teachers found the project to have contributed to their professional development and both teachers and administrators reported community interest and involvement. Prob• lems identified by the staff and administrators related to inadequate funds and provision of materials or equipment. Administrators also noted the need for involvement by the Ministry of Education if wide• spread implementation were to be contemplated. i i i TABLE OF CONTENTS Page ABSTRACT ii LIST OF TABLES ix LIST OF FIGURES x ACKNOWLEDGEMENT xi CHAPTER I INTRODUCTION 1 THE PURPOSE OF THE STUDY 3 THE JUSTIFICATION FOR THE STUDY 5 THE DESIGN OF THE STUDY: DATA, LIMITATIONS, DEFINITIONS 6 Existing Ethnomusicological Data 7 The Test of the Curriculum 9 Limitations and Delimitations 11 Definition of Terms 11 THE ORGANIZATION OF THE THESIS 13 FOOTNOTE 15 CHAPTER II THE CONTEXT OF THE STUDY: ETHNICITY AND NIGERIAN EDUCATION 16 Nigerian Ethnicity 17 Ethnicity in Nigerian Education 20 The Impact of Ethnicity on School Curricula 26 CHAPTER III CURRICULUM DEVELOPMENT: A REVIEW OF RELEVANT LITERATURE 32 TRENDS IN CURRICULUM DEVELOPMENT 32 THE SELECTION AND ORGANIZATION OF LEARNING PROCESSES 36 i v Page IMPLEMENTATION 37 The Complexity of the Implementation Process 38 Personnel Involved in Implementation 40 The Need for Explicitness 41 Strategies for Implementation 42 Evaluation 43 o TWO FIELDS OF INQUIRY: ETHNOMUSICOLOGY AND SOCIAL STUDIES 44 Ethnomusicology 44 Ethnomusicology as a tool for curriculum 45 Ethnomusicology and elementary education 46 Social Studies 48 SUMMARY 51 CHAPTER IV THE CURRICULUM DEVELOPMENT PROCEDURE 53 THE CONCEPTUAL FRAMEWORK 57 The Identity Approach 57 The Identity Learning Processes 60 THE SELECTION OF CONCEPTS FROM ETHNOMUSICOLOGY 62 Communication 63 Performance 65 Rhythm 68 Melody 69 Tonality 69 Harmony 70 Tone colour (Timbre) 70 Kinesiology 71 Language 75 Organology 81 v Page THE SELECTION OF CONCEPTS OF SOCIAL STUDIES 85 THE INTEGRATION OF THE CONCEPTS OF ETHNOMUSICOLOGY AND SOCIAL STUDIES 87 THE DERIVATION OF OBJECTIVES 89 The Derivation of Cognitive Objectives 90 The Derivation of Affective Objectives 90 The Derivation of Skill Objectives 95 CHAPTER V THE DEVELOPMENT AND TESTING OF THE INSTRUCTIONAL PROGRAMME 98 THE DEVELOPMENT OF THE INSTRUCTIONAL PROGRAMME 99 The Selection and Organization of Topics 99 Sequencing of Concepts and Activities 101 Methods and Materials 102 Classroom communication 102 Instructional materials 104 The Instructional Programme and Guide 105 The unit topic and sub topics 105 Content 106 Generalizations 106 Concepts to emphasize 106 Processes and skills to emphasize 107 TESTING THE PROGRAMME: THE CLASSROOM 107 The Sample School 107 The Administration of the Programme 115 Teachers and administrators 115 The problem of expertise in ; indigenous Nigerian music 116 CHAPTER VI RESULTS OF THE CLASSROOM PHASE OF THE CURRICULUM DEVELOPMENT 117 THE ANALYSIS OF PARTICIPANTS' RESPONSES 118 vi Page Student Opinionaire 118 Students' Personal Letters 122 Student Involvement as Perceived by Teachers 124 Student reaction at the initial stage of the project 124 Student response through participation in the study 124 Student response toward self and other Nigerians 124 Teachers' Responses 125 The Administrators' Responses 129 SUMMARY AND DISCUSSION • 132 CHAPTER VII SUMMARY, CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS 137 SUMMARY 137 CONCLUSIONS AND IMPLICATIONS 139 Theoretical Conclusions and Implications for Further Research 139 Methodological Conclusions and Implications 141 Conclusions and Implications for the Practitioner 142 BIBLIOGRAPHY 147 APPENDIX I THE INSTRUCTIONAL PROGRAMME AND GUIDE 158 APPENDIX II CHECKLISTS FOR USE IN SETTING OBJECTIVES, SELECTING RESOURCE MATERIALS, RELATING OBJECTIVES TO QUESTIONS, ACTIVITIES, TEST ITEMS, EVALUATION 175 •APPENDIX III DATA RETRIEVAL CHART: DRUMMING AND DANCING FOR NIGERIAN IDENTITY 181 APPENDIX IV DATA RETRIEVAL CHART: PLAYING UBQ-AKA MUSIC FOR NIGERIAN IDENTITY 208 vi i Page APPENDIX V DATA RETRIEVAL CHART: SINGING CHILDREN'S SONGS FOR NIGERIAN IDENTITY 228 APPENDIX VI DATA RETRIEVAL CHART: COMMUNICATING NIGERIAN IDENTITY THROUGH THE NATIONAL ANTHEM (in nine Nigerian languages) 234 APPENDIX VII CHECKLIST FOR EXAMINATION OF CURRICULA GUIDES 241 APPENDIX VIII STUDENT OPINIONAIRE 244 APPENDIX IX ADMINISTRATOR/TEACHER OPINIONAIRE 247 APPENDIX X USEFULNESS OF CURRICULUM MATERIALS: TEACHER OPINIONAIRE 252 viii LIST OF TABLES Page I Secessionist Agitation in Nigeria, 1914-1967 21 II The Taxonomy of Identity Learning Processes 61 III Grid of Concepts from Ethnomusicology and Social Studies and Processes for Deriving Cognitive Objectives 91 IV Objectives focussed on the Organological Concept (musical instrument) 92 V A Grid of Substantive and Behavioural Elements of Affective Objectives Based on the Structure of Ethnomusicology 94 VI Categories of Social Studies Skills 96 VII Categories of Learning Skills for Ethnomusicology 97 VIII Participating Student Population by Elementary Level/Sex Placement 109 IX The Instructional Periods for Unit Topics 109 X Student Responses to Appendix VIII 119 ix LIST OF FIGURES Page 1. Nigeria's Major Ethnic and Linguistic Divisions 18 2. Nigeria Today: Map of Nigeria showing 19 States 23 3. Basic Identity Concepts of Music and Social Studies 59 4. Integration of Substantive Elements from Ethnomusic• ology and Social Studies for Selecting Curriculum Content 88 5. Indigenous Nigerian Music Class at Central School Ideani, Southeastern Nigeria 110 6. Indigenous Nigerian Music Class at Urunnebo Community School, Southeastern Nigeria 111 7. Indigenous Nigerian Music Dancing Class with the help of a local expert 112 8. A group of Indigenous Nigerian Musical Instruments supplied to Urunnebo Community School 113 9. An Indigenous Nigerian Music Class at Central School Ideani 114 10. Igba: Igbo Drum 183 11. Gangan: Hausa Big Drum and Drummers/Dancers 184 12. Kanango: Yoruba Talking Drum 185 13. Yoruba Drummers and Dancers in their Costumes 186 14. Igbo Children Dancing to Wooden Drum Music 187 15. Akwanga Children Dancing in their Costumes 188 16. Ibibio Girls Dancing in their Costumes 189 17. Yoruba Agidigbo (ubp-aka) 209 18. Ubo-aka Performer in Igbo Costume 210 19. Igbo School Boy Playing ubo-aka 211 20. Molo (ubo-aka) of Northern Nigeria 212 21. Molo Performer from Urunnebo Community, Enugwu-Ukwu 213 x ACKNOWLEDGEMENT I wish to express my gratitude to the committee members: