Abstract
The paper argues that the philosophical, theoretical and performative principles as well as proactive humanity intentions, which frame indigenous African heritage in the musical arts (synergy of music, dance, drama and material properties) furnish exemplary knowledge resources, which should inform humanity conscious education policy, curriculum orientation and content as well as knowledge transmission dynamicsin modern African classrooms, and beyond. Sample philosophical, humanning and epistemological ideals that mark indigenous African musical arts formulations as a soft science of sublime humanity and societal management, are outlined. They remain contemporaneously valid and viable for cognitive as well as respectful advancementinto Africa-sensed classroom education practice that is conscientious about developing sound-humanity as well as equitable society through affirmative classroom education. The researched and discerned uniquely African creative formulations, experiential theory as well as purposive transmission modalities furnish the resource paradigms that have been applied and tested as contemporaneously efficacious in the threedifferent proactive education sites cited in the paper. The cumulative research and practical experimentations have enabled the design as well as knowledge content of model curricula for culture-sensed musical arts education in modern African Primary and Secondary education.
Highlights
Modernist sense – A person invents a fashionable danger that becomes hailed, promoted, and patronized as supreme brilliance; another person invents a sublime mind-healer, which is ignored, relegated as ordinary intellect: Destruction strikes; trauma engulfs all, but the modernist world resurges, spawning more impressive disasters. (Nzewi).I was privileged to have received grounded mentorship on the theory, philosophy and soft scientific underpinnings of African musical arts from five articulate indigenous experts between 1975 and 1977
This was a period of live-in practical research apprenticeship when I studied with them, a unique Nigerian indigenous keyboard instrumental music ensemble genre, which has a performance form in five movements that could often lasts hours
In South Africa, apart from classroom applications of indigenous epistemology at the University of Pretoria since 2000, I was able to experiment with the soft science underpinnings in a project that reformed the life orientations and social attitudes of street children 2000 to 2009 – the Soccajasco project discussed hereunder
Summary
Modernist sense – A person invents a fashionable danger that becomes hailed, promoted, and patronized as supreme brilliance; another person invents a sublime mind-healer, which is ignored, relegated as ordinary intellect: Destruction strikes; trauma engulfs all, but the modernist world resurges, spawning more impressive disasters. (Nzewi).I was privileged to have received grounded mentorship on the theory, philosophy and soft scientific underpinnings of African musical arts from five articulate indigenous experts between 1975 and 1977. Reinstating the soft science of african indigenous musical arts for humanity-sensed contemporary education and practice consciência humanitária voltada para as políticas de educação, orientação curricular e conteúdo, bem como a dinâmica de transmissão de conhecimento em salas de aula africanas modernas e além.
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