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Formal Music Education in Contemporary Nigeria: Current State, Challenges and Strategies for Sustainable Development
Abstract
Formal music education in Nigeria is a legacy of colonial and missionary activities. Before formal and institutionalised music education, aspects of semi-formal music pedagogy existed through private lessons on using musical instruments in marching bands, schools, and church choirs. Nigerian music education scholars have constantly focused on formal music education to appraise its direction. The aim is also to highlight its form and development at different points. In what stands as a developmental process, music education was decentralised to the various tiers of education: tertiary, secondary and primary. Available indicators reveal challenges such as curriculum content learning, professional capacity of teachers and graduates, societal support and funding, among others. Tackling these problems requires appropriate strategies. This article discusses the current state of music education and its challenges in contemporary Nigeria. Strategies for its sustainable development are presented. The study adopted historical, descriptive, and analytical methods. The study argues for cultivating Africa-sensed music education underpinned by learners' cultural background.
