MUSICAL PROCESSES IN THE PRIMARY SCHOOL CLASSROOM

Authors

  • Benjamin Adjepong Wesley College of Education, Kumasi, Ghana
  • Benjamin Conduah Wiawso College of Education, Sefwi Wiawso, Ghana

DOI:

https://doi.org/10.46827/ejes.v7i12.3417

Keywords:

music, composition, performance, listening, teaching, primary school, Ghana

Abstract

Music is a strand of the Creative Art curriculum content for Ghanaian primary schools. Composition, performance and listening forms part of the methods or strategies that are supposed to be used to teach this art form in the classroom. Elsewhere, it is argued that these three musical processes constitute the starting point of music activities in the classroom. Having some knowledge and practical insight of each of these processes is therefore very significant for the teacher’s professional practice in the music classroom. This article attempts to describe these processes and highlights some activities that can serve as a guide for the teacher to engage pupils in music activities under each of these three interrelated activities for effective musical learning and experiences.

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Author Biographies

  • Benjamin Adjepong, Wesley College of Education, Kumasi, Ghana
    Benjamin Adjepong is a teacher and music/performing arts educator at Wesley College of Education in Ghana. His research interests are in the areas of music education in pre-service teacher education and music education in the primary school.
  • Benjamin Conduah, Wiawso College of Education, Sefwi Wiawso, Ghana
    Benjamin Conduah is a teacher and music/performing arts educator at Wiawso College of Education in Ghana. His research focuses on music education in pre-service teacher education.

References

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Published

2020-11-08

Issue

Vol. 7 No. 12 (2020)

Section

Articles

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