SOCIO-STRATIFICATION OF MUSIC EDUCATION; UNDERSTANDING THE EFFECTS ON MUSIC EDUCATORS AND STRATEGIES FOR BALANCE AT LOCAL EDUCATION AUTHORITY PRIMARY SCHOOLS IN ABUJA

Abstract

Music education in primary and secondary schools in Nigeria involves various arts categories, including fine and applied arts, theatre, and music. This research sheds light on the socio-cultural dynamics of music education in Local Education Authority (LEA) Primary schools, emphasizing the interplay between educational material, teaching practices, and societal norms. In this study, researchers focused on LEA Primary schools and Government Junior in Abuja as a case study to explore the social cultural background of the pupils and students and to examined the interest and participation of pupils in the music class in comparing the social class they belong and to view the progress of the teacher being influence by the different social class of pupils in their school with the domination of Muslim pupils in some of the LEA Pry Schools and Government Júnior schools in Federal Capital Territory Abuja. This study finds the following key points; 1. Educational Material Analysis 2. Quantitative content analysis was conducted to index the educational material. 3. Qualitative critical content analysis was used to triangulate the results. The three integrated subjects in cultural and creative arts subject (fine art, theatre art, and music) were identified in the material. In the Educators’ Interviews: The researcher conducted a qualitative interview survey with CCA teachers. The results corresponded to the educational material, demonstrating that it socio cultural differences influences both content and practice of music educators in the music classes in LEA Primary schools and Government Junior secondary schools in Abuja region. Music themes constituted in the Primary curriculum are practically oriented while at the junior secondary level there are theoretical pedagogies and practical. More so, with inclusion of other topic from social studies, citizenship and security education which talks about the ethics and moral that will make them fits for the community at large, cultural extensions were observed, reflecting the structure of the music education in most of the schools situated among the working class and lower middle-class categories of Nigerians in Abuja.