Bi-Musicality, Alternative Musicality and Multiculturalism in Music Education Practice in Other Nations: A Test Case for Nigeria

Abstract

In recent years, the phenomenon of Bi-Musicality is gaining the attention of Music Educators and Musicologists. At another level, music education in Nigeria strives towards a paradigm shift in an attempt to achieve cultural identity in music education delivery. Thus, within the past four decades there has been development of two Cultural and Creative Arts (CCA) Curricula. The first one (FME 1985), was developed for the Junior Secondary School (JSS) level in Nigerian educational system. The second one (FME 2006), was designed for a free and compulsory nine-year Universal Basic Education (UBE) programme for Nigerian citizens. If music education must develop in Nigeria, it is essential to learn from antecedents and music education practice of other lands. This paper therefore focuses on the phenomenon of Bi-musicality, Alternative Musicality, and Multiculturalism in global music education as reflected in Indian and Japanese Music education practice. A cursory look at the practice in these nations presents a challenge for music educators, musicologists and policy makers in Nigeria from which to learn. It is expected that this will serve as a platform for the development of a workable and virile music curriculum for Nigeria if the lessons are adopted.